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Language attitudes and schooled education: the case of Karagwe
Örebro University, School of Humanities, Education and Social Sciences. (KKOM-DS)
2011 (English)In: North-south contributions to African languages / [ed] Christina Thornell, Karsten Legère, Köln: Rüdiger Köppe Verlag, 2011, p. 187-196Chapter in book (Other academic)
Abstract [en]

In this paper I argue that language policies for education have effects on pupils’ educational possibilities. With the case of Karagwe district inTanzania, the paper suggests that the policy of ‘Swahili only’ in primary school education inTanzaniafavors the small minority of the school children that live in a context where Swahili is used. This appears to lead to inequality in pupils’ chances in education and to a low level of achievement of academic content in schools. This also promotes the development and use of what I call safety strategies among teachers and pupils that hide failure and prevent pupils’ learning.

Place, publisher, year, edition, pages
Köln: Rüdiger Köppe Verlag, 2011. p. 187-196
Series
Topics in Interdisciplinary African Studies ; 19
National Category
Specific Languages
Research subject
Linguistics
Identifiers
URN: urn:nbn:se:oru:diva-16212ISBN: 978-3-89645-889-6 (print)OAI: oai:DiVA.org:oru-16212DiVA, id: diva2:430047
Available from: 2011-07-06 Created: 2011-07-06 Last updated: 2018-01-12Bibliographically approved

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Wedin, Åsa

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
  • de-DE
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  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
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