超越英语:肯尼亚的多语言和教育

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2021-07-04 DOI:10.1080/18146627.2022.2147559
D. Orwenjo
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引用次数: 0

摘要

摘要尽管提供优质基础教育涉及许多因素,但语言显然是课堂交流和理解的关键。许多发展中国家以个人和社会多语为特点,这也是一个语言和社会现实,但非洲大多数多语社会仍在经历甚至传播一种自相矛盾的情况,即一种外语在教育部门占主导地位。对于大多数非洲国家和世界各地其他以前被殖民的国家来说,这一直被归咎于殖民遗产。可笑的是,因为其中一些国家在半个多世纪前就脱离了殖民统治者,但却几乎没有采取任何措施来纠正这种情况。例如,在肯尼亚,这个新独立的国家在独立后的第一个教育委员会中宣称英语对当地语言的霸权(肯尼亚共和国,1964年,24)。本文通过在学校系统中引入多元/双语教学,论证了肯尼亚语言教育政策范式转变的理由。通过解构和质疑将英语置于霸权教学基础的现行政策,本文得出结论,这种政策取决于对英语教学媒介未来利益的感知。该论文的论点基于语言人权和语言多元主义的概念,主张从根本上改变肯尼亚目前的教育政策,将包括盛在内的其他肯尼亚语言纳入肯尼亚学校课堂的教学和交流语言之一。
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Beyond English: Multilingualism and Education in Kenya
Abstract While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. It is also a linguistic and societal reality that many developing countries are characterised by individual as well as societal multilingualism, yet a majority of multilingual societies in Africa continue to experience and even propagate a paradoxical situation in which a single foreign language is allowed to dominate in the education sector. For most African countries and other previously colonised countries all over the world, this has always been blamed on the colonial legacy. Ridiculously, because some of these countries detached themselves from their colonial masters more than half a century ago, yet have done little to correct the situation. In Kenya, for instance, the newly independent nation asserted the hegemony of English over local languages in its first post-independence education commission (Republic of Kenya 1964, 24). This paper argues the case for a paradigm shift in Kenya’s language in education policy through the introduction of multi/bilingual instruction in the school system. By deconstructing and interrogating the current policy that places English at the hegemonic pedagogical pedestal, the paper concludes that such a policy has been hinged on the perceived future benefits of English medium of instruction. Grounding its arguments on the notions of linguistic human rights and linguistic pluralism, the paper advocates for a radical shift in Kenya’s current language in education policy to an inclusion of other Kenyan languages including Sheng as one of the languages of instruction and communication within Kenyan school classrooms.
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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