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

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dc.contributor.authorNgalande, Sande
dc.contributor.authorChigeda, Antonie
dc.date.accessioned2020-11-27T13:56:23Z
dc.date.available2020-11-27T13:56:23Z
dc.date.issued2013-03-01
dc.description.abstractThe 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.en
dc.description.sponsorshipKyoto Universityen
dc.identifier.isbn978-4-906332-14-4
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/6618
dc.language.isoenen
dc.publisherKyoto University Graduate School of Asian and African Area Studiesen
dc.titleThe Impact of Language Policy on Teacher-Training Programs: Cases of Selected Teacher-Training Colleges in Zambia and Malawien
dc.typeBooken
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