Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-25T18:44:34.057Z Has data issue: false hasContentIssue false
  • English
  • Français

Language in education in sub-Saharan Africa: Language in Africa Special Interest Group (BAAL)

Published online by Cambridge University Press:  18 June 2015

Ross Graham ,
Caroline McGlynn  and
Annette Islei
Ross Graham
Affiliation:
Language in Africa Special Interest Group, British Association for Applied [email protected]
Caroline McGlynn
Affiliation:
Language in Africa Special Interest Group, British Association for Applied [email protected]
Annette Islei
Affiliation:
Language in Africa Special Interest Group, British Association for Applied [email protected]
Get access Rights & Permissions [Opens in a new window]

Extract

The Language in Africa Special Interest Group (LiASIG) of the British Association for Applied Linguistics (BAAL) is a forum for applied linguistic research in Africa, and invites studies with both a micro and a macro focus. Researchers are concerned with how political, social and educational contexts affect the valuation and use of languages in Africa where multilingualism is the norm. Papers are presented at the SIG annual meeting and in the LiA track at BAAL conferences. The present review covers papers presented between 2012 and 2014 that focus on the interplay of policy and practice, particularly in education.

Type
Research in Progress
Information
Language Teaching , Volume 48 , Issue 3 , July 2015 , pp. 426 - 430
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Afitska, O., Ankomah, Y., Clegg, J., Kiliku, P., Osei-Amankwa, L. & Rubagumya, C. (2013). Dilemmas of language choice in education in Ghana and Tanzania. In Tikly, L. & Barrett, A. (eds.), Education quality and social justice in the global south. London: Routledge, 154–167.CrossRefGoogle Scholar
Ahadzie, S., Ameka, F. K. & Essegbey, J. (2014). Ideologies and home language use practices: Effects on performance in school language in a Ghanaian Senior High School. LiASIG Annual Meeting, SOAS, 3 May 2014.Google Scholar
Akyeampong, K., Pryor, J., Westbrook, J. & Lussier, K. (2011). Teacher preparation and continuing professional development in Africa (TPA): How do teachers learn to teach reading and mathematics and how does their learning influence their practice? CIE, University of Sussex. www.sussex.ac.uk/webteam/gateway/file.php?name=tpa-leafletprint&site=26Google Scholar
Anku, J., Ansre, M. & Anani, G. (2014). The use of multimedia texts in multilingual lower primary classrooms: A case study of selected schools in the Greater Accra Region of Ghana. BAAL Conference, University of Warwick, 4–7 September 2014.Google Scholar
Ansre, M. (2013). The implementation of the language policy in education in selected lower primary classrooms in Ghana. BAAL Conference, Herriot-Watt University, 5–7 September 2013.Google Scholar
Arthur Shoba, J. (2013). The formation of language values and educational language policy beliefs among teacher educators in Ghana: A life history approach. LiASIG Annual Meeting, Edge Hill University, 28 June 2013.Google Scholar
Clegg, J. (2014). The readability of English-medium textbooks in Rwanda and Tanzania. BAAL Conference, University of Warwick, 4–7 September 2014.Google Scholar
Debenna, C. (2014). The debate on language policy in Eritrea. LiASIG Annual Meeting, SOAS, 3 May 2014.Google Scholar
García, O. & Wei, L. (2014). Translanguaging: Language, bilingualism and education. New York: Palgrave Macmillan.CrossRefGoogle Scholar
McGlynn, C. (2013). Language in education policy and practice in post-colonial Africa: An ethnographic case study of The Gambia. Doctoral thesis, University of East London.Google Scholar
Mtenje, A. (2014). An assessment of the evolution of language in education policies in Malawi: Questions on what should drive a policy. LiASIG Annual Meeting, SOAS, 3 May 2014.Google Scholar
Omoniyi, T. (2014). The English-Plus project and effective public healthcare in sub-Saharan Africa. LiASIG Annual Meeting, SOAS, 3 May 2014.Google Scholar
Tom-Lawyer, O. (2014). An evaluation of the implementation of the English language curriculum of the Nigeria Certificate in Education. LiASIG Annual Meeting, SOAS, 3 May 2014.Google Scholar
United Nations (2014). We can end poverty: Millennium Development Goals and beyond 2015. www.un.org/millenniumgoalsGoogle Scholar
Westbrook, J. (2012). Teacher preparation for teaching beginning reading in multilingual classrooms in sub-Saharan Africa. LiASIG Annual Meeting, SOAS, 5 May 2012.Google Scholar
Wildsmith-Cromarty, R. & Mhlophe, M. (2014). How well can students read in their African mother tongues at tertiary level? BAAL Conference, University of Warwick, 4–7 September 2014.Google Scholar
Yevudey, E. (2014). Translanguaging as a language contact phenomenon in the classroom in Ghana: Pedagogic relevance and perceptions. BAAL Conference, University of Warwick, 4–7 September 2014.Google Scholar