Terminology and school books in southern African languages: aren't there any?
SOURCE: Language of instruction in Tanzania and South Africa: highlights from a project
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2010
TITLE AUTHOR(S): B.Mahlalela-Thusi, K.Heugh
SOURCE EDITOR(S): B.Brock-Utne, Z.Desai, M.A.S.Qorro, A.Pitman
KEYWORDS: AFRICA, LANGUAGE IN EDUCATION POLICY, LANGUAGE TEACHING, TANZANIA, TERMINOLOGY
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6768
HANDLE: 20.500.11910/3850
URI: http://hdl.handle.net/20.500.11910/3850
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2010
TITLE AUTHOR(S): B.Mahlalela-Thusi, K.Heugh
SOURCE EDITOR(S): B.Brock-Utne, Z.Desai, M.A.S.Qorro, A.Pitman
KEYWORDS: AFRICA, LANGUAGE IN EDUCATION POLICY, LANGUAGE TEACHING, TANZANIA, TERMINOLOGY
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6768
HANDLE: 20.500.11910/3850
URI: http://hdl.handle.net/20.500.11910/3850
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This chapter was written a part of research being conducted by the Project for the Study of Alternative Education in South Africa (PRAESA) on the feasibility of the extended use of African languages in Education.-
Related Research Outputs:
- Language education evaluation in africa: reliablity and consequence: findings from a UNESCO-ADEA-GTZ stocktaking report on mother tongue and bilingual education in Africa
- The case for additive bilingual/multilingual models
- The merits of mother-tongue education
- A review of the curriculum documents for English second language learning in Grades 1-3 in twelve African countries
- An evaluation of language education models in Africa: findings & recommendations from the UNESCO Institute for Education-ADEA stocktaking report on Lingua
- Histoire, recherche actuelle et salle de classe: approches multilingues pratiques pour former les enseignants en Afrique
- Cost implications of the provision of mother-tongue and strong bilingual models of education in Africa
- Theory and practice - language education models in Africa: research, design, decision-making and outcomes
- Reported physical and sexual abuse in childhood and adult HIV risk behaviour in three African countries: findings from Project Accept (HPTN-043)
- Education in exile: the African National Congress's Solomon Mahlangu Freedom College (SOMAFCO) and Dakawa Development Centre in Tanzania: 1978-1992
- Book review: Goetz, A.M., Hassim, S. (eds.) (2003). No shortcuts to power: African women in politics and policy making. Cape Town: Zed Books. 246 p. ISBN 1842771477
- Democracy in Africa: moving beyond a difficult legacy
- Book review: Legum, C. (2001) Africa since independence. Bloomington, Indiana: Indiana University Press.105pp. & Abrahamsen, R. Disciplining democracy: development discourse and good governance in Africa. London: Zed Books. 168pp. & Salih, M. (2001) African democracies and African politics. London: Pluto Press. 234pp
- Factors influencing the level of performance in mathematics and language among learners in South Africa: a multi-level analysis
- Fragments of democracy: nationalism, development and the state in Africa
- Educational research in the African development context: rediscovery, reconstruction and prospects
- Africa in the contemporary world
- Escaping Europe's clutches
- Improving learning in South African schools: the QLP baseline evaluation
- Managing African conflicts: the challenge of military intervention