Gibson Ferguson Language Planning and Education Edinburgh ...

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Discussion questions, exercises and further reading 205 world. Meanwhile, Jenkins 2000, Gnutzmann 1999 and Seidlhofer 2001, 2004 all have interesting and illuminating things to say about the emergence of English as a lingua franca (ELF) and the implications for pedagogy. Jenkins 2003, finally, is a good textbook on the general topic of World Englishes. CHAPTER 7: LANGUAGE EDUCATION POLICY AND THE MEDIUM OF INSTRUCTION ISSUE IN POST-COLONIAL AFRICA 1. ‘Equality of educational opportunity has two complementary parts to it. The first is the right, wherever feasible, to be educated in the variety of language one learned at home, or at a basic minimum when this is not feasible, to be educated in a school that shows full respect for that variety and its strengths and potentials … The second is the right to learn in the best way feasible the standard or official language or languages of wider communication selected for the society as a whole.’ (Spolsky 1986: 189) Note the phrase ‘wherever feasible’ in this quotation from Spolsky. With particular reference to the African context, are there any factors that might render education through the home language not feasible? What measures might enhance the feasibility of education in the home language? 2. Over twenty years ago Bahasa Malaysia (Malay) was implemented as the medium of instruction of secondary education in Malaysia, replacing English. In Tanzania English, not Kiswahili, remains the medium of secondary education. What factors (economic, political, social, educational, etc.) could explain this contrast? 3. Consider the role of private education (i.e. non state-funded education) in any multilingual post-colonial society you are familiar with (e.g. Kenya, Tanzania, India, Nigeria, Malaysia, etc.). What is the size of the private school sector? Which kind of people attend private schools? Do private schools predominately operate in English medium or not? If English medium instruction were discontinued in state-funded schools, what would be the consequences for the private school sector? 4. In this chapter a number of measures were proposed to mitigate the educational difficulties of studying through a foreign language medium. Do you think these measures would actually assist? Why or why not? Can you suggest any other measures not already mentioned? Suggestions for further reading Although Africa is somewhat underrepresented (relative to post-colonial Asia), Tollefson and Tsui 2004a would be a very useful starting point for further study. Williams 1996 and Williams and Cooke 2002 are also stimulating reads on the themes of development, educational efficiency, and media of instruction. Benson’s
206 Language Planning and Education 2002 article makes an effective case for bilingual education in developing countries, and Alidou and Roy-Campbell’s 2003 papers in the volume edited by Makoni et al. 2003 present interesting critical analyses of the social consequences of retaining excolonial languages as media of instruction.
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Edinburgh Textbooks in Applied Ling
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© Gibson Ferguson, 2006 Edinburgh
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vi Contents 5 The global spread of
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viii Series Editors’ Preface Each
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Acknowledgements Identifying and th
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