English medium instruction and examining in Zanzibar: Ambition, pipe dreams and realities
Institute for Educational Development, East Africa
This volume compiles a unique yet complementary collection of chapters that take a strategic comparative perspective on education systems, regions of the world, and/or ethnolinguistic communities with a focus on non-dominant languages and cultures in education. Comparison and contrast within each article and across articles illustrates the potential for using home languages – which in many cases are in non-dominant positions relative to other languages in society – in inclusive multilingual and multicultural forms of education. The 22 authors demonstrate how bringing non-dominant languages and cultures into schooling have liberatory, transformative potential for learners from ethnolinguistic communities that have previously been excluded from access to quality basic education. The authors deal not only with educational development in specific low-income and emerging countries in Asia, Latin America, and Africa, but also with efforts to reach marginalized ethnolinguistic communities in high-income North American countries.
Language Issues in Comparative Education: Inclusive Teaching and Learning in Non-Dominant Languages and Cultures
(2013). English medium instruction and examining in Zanzibar: Ambition, pipe dreams and realities. Language Issues in Comparative Education: Inclusive Teaching and Learning in Non-Dominant Languages and Cultures, 189-206.
Available at: http://ecommons.aku.edu/eastafrica_ied/51