Swaziland's Language Policy for Schools

Mordaunt, Owen G.

doi:10.1080/0305569900160204

Cited by 3 publications

(1 citation statement)

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“…The linguistic situation in Swaziland is different from most other African countries insofar as there is only one dominant language which is the mother tongue of 95% of the population, namely siSwati (Mordaunt, 1990). This makes Swaziland a virtually monolingual society.…”

Section: Strengthening Of the Former Colonial Languages In Africamentioning

confidence: 89%

Education for all - in whose language?

Brock‐Utne¹

2001

Oxford Rev. Educ.

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In the rst part of this article the question of the language of instruction is seen in relation to questions of poverty, power and partnership. In the second part the fate of the African languages in some selected countries is given a closer look. Two distinct trends are noted, one strengthening the dominant languages which, in the context of Africa, means the former colonial languages and one focusing on a growing concern for a preservation and revival of African languages as languages of instruction in at least the primary schools in Africa. The battle between these two trends is discussed. The article builds partly on discussions the author has had with policy-makers in African countries.

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Section: Strengthening Of the Former Colonial Languages In Africamentioning

confidence: 89%

Education for all - in whose language?

Brock‐Utne¹

2001

Oxford Rev. Educ.

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Voices of ignorance versus voices of knowledge: Debates on English as medium of instruction in Malawian primary schools

Kamwendo

2020

Applied Linguistics Review

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In 2014, the Government of Malawi announced a new policy under which English would become the medium of instruction from the beginning of primary school. Previously, Chichewa or a relevant local language of wider communication were used as mediums of instruction. Using the notion of “voice” to analyze the new language policy, the paper distinguishes voices from above (government) and voices from below (the people). Embedded within each of the two voices are what can be called “voices of knowledge” and “voices of ignorance”. The paper argues that the new language policy is a deeply retrogressive step, one which reveals how in Africa, myths of English as the language of opportunity and internationalization prevail over voices of knowledge that are based on the conditions of effective learning in multilingual contexts.

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First language instruction? Eswatini teachers’ insight of the Eswatini language-in-education policy

Dlamini

Ferreira–Meyers

2023

Southern African Linguistics and Applied Language Studies

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Swaziland's Language Policy for Schools

Cited by 3 publications

References 5 publications

Education for all - in whose language?

Education for all - in whose language?

Voices of ignorance versus voices of knowledge: Debates on English as medium of instruction in Malawian primary schools

First language instruction? Eswatini teachers’ insight of the Eswatini language-in-education policy

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