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    The Impact of Language Policy on Teacher-Training Programs: Cases of Selected Teacher-Training Colleges in Zambia and Malawi

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    The Impact of Language in Teacher-Training Programmes (14.92Mb)
    Date
    2013-03-01
    Author
    Ngalande, Sande
    Chigeda, Antonie
    Type
    Book
    Language
    en
    Metadata
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    Abstract
    The study highlights the glaring mismatch between language policy and planning, especially in education, and the actual practices on the ground. It seems Zambia and Malawi are lost somewhere between policy formulation and implementation. Since the education sector is usually the major player in language policy and planning implementation, the study was conducted in teacher training colleges in both countries to mainly observe what impact the prevailing language policy and planning issues are having on the two countires. The rersults are indicative of the struggles of divising and implementing a language-in-education policy that agrees with demographic principles of the two democratic, multiethnic and multilingual states.
    URI
    http://dspace.unza.zm/handle/123456789/6618
    Sponsorship
    Kyoto University
    Publisher
    Kyoto University Graduate School of Asian and African Area Studies
    Collections
    • Literature and Languages [7]

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