Makes a case for the use of African languages for the mass education of Africans, and for the creation of large language areas to facilitate this process. Tables, notes, iii, 89pp, SOUTH AFRICA. CASAS.

Argues that the teaching of African languages can best achieve its aim of boosting the economic and cultural development of Africa, if they are made to work with a revamping of the course contents of international languages within the framework of a development-oriented literacy curriculum. Emphasises oral skills in the use of African languages if they are to serve as a link between the community and the school for the ultimate revitalization of the positive aspects of African cultures in a globalised world. Apps, 193pp, CAMEROON. LANGAA RPCIG.

A collection of essays which were presented at the Symposium on Language Policy and Language Policy Implementation held in August 2001 in Mangochi. The speakers addressed issues such as the practicalities of multilingual education, the strength and weaknesses in current language policies in Zambia and Malawi, orthographies and the compiling of dictionaries, and mother-tongue education. Bib, notes, tables, 175pp, MALAWI. UNIVERSITY OF MALAWI, 9990869065

2001 NO SPINE Paperback

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The sixth in a series of books from the LOITASA (Language of Instruction in Tanzania and South Africa) project and reflects the work done in the sixth year of the project. LOITASA is funded by the Norwegian University Fund and began in January 2002. The project will come to an end in 2011. This book has its main focus research carried out in South Africa and Tanzania on the language of instruction issue. Most of the chapters in this book were presented at the Sixth LOITASA Workshop held at the University of the Western Cape in South Africa in May 2009. 360pp, SOUTH AFRICA. AFRICAN MINDS.

A comprehensive summary report from a Regional Conference on Multilingualism in Southern African Education, held in Gaborone on 1-2 June 2005. Tables, charts, b/w photos, 84pp, NAMIBIA. WORKING GROUP OF INDIGENOUS MINORITIES.

Addresses and explores common myths about languages of instruction in Tanzania, Namibia, Mozambique, South Africa, Botswana, Guinea and Nigeria. Offers a cross-section of voices with varied experience from the African continent. 256pp, TANZANIA. MKUKI NA NYOTA PUBLISHERS.

This research is aimed at identifying the linguistic and pedagogical challenges experienced by teachers and pupils in Kenyan primary schools where English is used as the medium of instruction from Standard Four. Offers an analysis of classroom discourse in mathematics and science lessons conducted in English to determine the extent to which language of instruction supports or hinders participation in these verbal exchanges. 196pp, ETHIOPIA. OSSREA.

Newly reprinted. Examines the role of mother tongue instruction in Africa and explores its potential for scientific and technological development. Notes, tables, app, 87pp, SOUTH AFRICA. CENT. ADVANCED STUDIES AFRN SOCIETY, 1919799397

An important collection of essays dealing with the issues of development, education and African languages. The contributors look at problems of multilingualism, code-switching, orthography, standardisation and language choices in education and in dotcom culture. Bib, tables, xii, 359pp, SOUTH AFRICA. CENTRE FOR ADVANCED STUDIES OF AFRICAN SOCIETY.

2002 1919799621 Paperback