Sprogpolitiske kampe i en postkolonial kontekst – Skolesprog og quality education i Zambia

Forfattere

  • Nana Clemensen

DOI:

https://doi.org/10.7146/spr.v26i71.131859

Referencer

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Nkolola-Wakumelo, M. (2013). A critical analysis of Zambia’s language-in-education policy. Challenges and lessons learned. I: McIlwraith, H. (red.), Multilingual

education in Africa. Lessons from the Juba Language-in-Education Conference (s. 127-145). London: British Council.

Ouane, A. & Glanz, C. (red.) (2011). Optimising learning, education and publishing in Africa. The language factor. A review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa. Paris: UNESCO.

UNESCO (1953). The use of the vernacular languages in education. Monographs on foundations of education 8. Paris: UNESCO.

UNESCO (2020). Sustainable development goals. Lokaliseret d. 30. april 2020 på https://www.un.org/sustainabledevelopment/education/.

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Publiceret

2020-12-01

Citation/Eksport

Clemensen, N. (2020). Sprogpolitiske kampe i en postkolonial kontekst – Skolesprog og quality education i Zambia. Sprogforum. Tidsskrift for Sprog- Og kulturpædagogik, 26(71). https://doi.org/10.7146/spr.v26i71.131859