Language and Culture in Education: comparing policies and practices in Peru and Ethiopia

Susanne Jacobsen Perez; Lucy Trapnell Forero

Language and Culture in Education: comparing policies and practices in Peru and Ethiopia

Bidragets oversatte titel: Sprog og kultur i uddannelse: en sammenligning af politikker og praksis i Peru og Ethiopien

Susanne Jacobsen Perez
, Lucy Trapnell Forero

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

Abstract

The Ethiopian study offers a rich variety of new data regarding the benefits that children experience when they use their mother tongue (MT) as medium of instruction (MOI) throughout primary schooling. On the basis of comparative research of students’ academic achievements with different language models in nine regions and two city administrations, the study concludes that the long-term use of the MT offers the best results regarding high-level academic proficiency throughout the curriculum. Based on these findings its authors offer a series of recommendations regarding language in education policies

Bidragets oversatte titel	Sprog og kultur i uddannelse: en sammenligning af politikker og praksis i Peru og Ethiopien
Originalsprog	Engelsk
Titel	Multilingual Education and Sustainable Diversity Work : from Periphery to Center
Redaktører	Tove Skutnabb-Kangas, Kathleen Heugh
Antal sider	26
Udgivelsessted	New York
Forlag	Routledge
Publikationsdato	2012
Sider	85-110
Kapitel	3
ISBN (Trykt)	9780415893664
ISBN (Elektronisk)	9780203815892
Status	Udgivet - 2012
Udgivet eksternt	Ja

Citationsformater

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Language and Culture in Education: comparing policies and practices in Peru and Ethiopia. / Perez, Susanne Jacobsen; Trapnell Forero, Lucy.
Multilingual Education and Sustainable Diversity Work: from Periphery to Center. red. / Tove Skutnabb-Kangas; Kathleen Heugh. New York: Routledge, 2012. s. 85-110.

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

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AB - The Ethiopian study offers a rich variety of new data regarding the benefits that children experience when they use their mother tongue (MT) as medium of instruction (MOI) throughout primary schooling. On the basis of comparative research of students’ academic achievements with different language models in nine regions and two city administrations, the study concludes that the long-term use of the MT offers the best results regarding high-level academic proficiency throughout the curriculum. Based on these findings its authors offer a series of recommendations regarding language in education policies

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