Published on : 22/09/2022 – 12:22
37% of school children in the world are taught in a language they do not speak at home, according to the World Bank.
Encouraging bilingual and multilingual education by providing the first lessons in the first language of the children or the language they speak at home, is however something acquired by governments.
The multiple pedagogical advantages that have prevailed in such a choice are no longer to be demonstrated. Today, the debate has shifted to focus on execution.
How can the current bilingual teaching models (official/foreign languages), which abandon local languages too quickly, evolve towards bilingualism or multilingualism in order to promote quality schooling and avoid school failure?
With :
– Christelle Mignot responsible for literacy, French language and integration ofSecular Solidarity NGO
– Gabriel Mbahead of the Department of Languages and Cultures at theHigher Normal School of the University of Yaoundé 1 in Cameroon and specialist in Multilingualism and bi/plurilingual Education
– Ibrahima Girouxpsychologist in Dakar, Senegal.
And a report from our correspondent Charlotte Simonart at the Nakuru Freedom School in central Kenya which preserves and transmits African culture.
Report by Charlotte Simonart in a school in Nakuru, Kenya
Musical programming :
► This song – Tubatsi Mpho Moloi – The Best Of Tubatsi Mpho Moloi