Language of instruction: a question of disconnected capabilities

Adamson, L. (2021) Language of instruction: a question of disconnected capabilities. Comparative Education, 57(2), pp. 187-205. (doi: 10.1080/03050068.2020.1812236)

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Abstract

This paper focuses on the issue of language of instruction, particularly in Sub-Saharan Africa, and considers the persistent preference for monolingual learning environments in multilingual societies. The perception that the use of African languages in education interferes with the acquisition of a global language is shown to be incongruous with current research and theories about multilingual learning and translanguaging. Moreover, drawing from an empirical study in Tanzania, it is observed that the rigid separation of different languages not only has implications for effective language acquisition, but is also associated with negative social consequences for learners. This paper argues that the capability approach can contribute to improved understanding and analysis of these phenomena. In particular, it suggests that several issues relating to language of instruction can be usefully reframed as a problem of disconnected capabilities.

Item Type:Articles
Additional Information:This work was supported in part by the Tim Morris Award grant, administered by the Education Development Trust.
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Adamson, Dr Laela
Authors: Adamson, L.
College/School:College of Social Sciences > School of Education
Journal Name:Comparative Education
Publisher:Taylor & Francis
ISSN:0305-0068
ISSN (Online):1360-0486
Published Online:04 September 2020
Copyright Holders:Copyright © 2020 Informa UK Limited
First Published:First published in Comparative Education 57(2): 187-205
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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