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dc.contributor.author Matiki, A.J.
dc.date.accessioned 2010-02-24T13:22:19Z
dc.date.available 2010-02-24T13:22:19Z
dc.date.issued 2006
dc.identifier.citation Matiki, A.J. (2006) Literacy, ethnolinguistic diversity and transitional bilingual education in Malawi, The Intearnational Journal of Bilingual Education and Bilingualism, Vol. 9, No. 2, pp 239-254 en_US
dc.identifier.issn 1367-0050
dc.identifier.uri http://hdl.handle.net/10311/469
dc.description.abstract This paper examines recent attempts by the Malawi government to introduce local languages into the primary school system and other secondary domains of national life, breaking more than 30 years of Chichewa/English monopoly. In a country where the language policy has essentially established the hegemony of English over indigenous languages, the fundamental question that this policy must consider should revolve around the role that these languages can play in the development of Malawi(ans) from a traditionally oral to an increasingly literate culture, ever more connected to the international community through the English language. For many Malawians, economic success is predicated on one’s ability to speak, read and write English. There are, therefore, enormous attitudinal, political, economic and social problems that the policy has to contend with. en_US
dc.language.iso en en_US
dc.publisher Taylor & Francis, http://www.tandif.co.uk/journals en_US
dc.subject Bilingual education en_US
dc.subject language policy en_US
dc.subject literacy en_US
dc.subject Malawi en_US
dc.title Literacy, ethnolinguistic diversity and transitional bilingual education in Malawi en_US
dc.type Published Article en_US


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