Sahelian Languages, Indigenous Knowledge and Self-Management
While many of the languages in Africa may be related, and inter-comprehensible, it is also a multilingual continent, where a relatively high proportion of the population speaks, or understands more than one language. However, the distribution of la...
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| Format: | Brief |
| Language: | English |
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World Bank, Washington, DC
2012
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| Online Access: | http://documents.worldbank.org/curated/en/1999/10/1671249/sahelian-languages-indigenous-knowledge-self-management http://hdl.handle.net/10986/10825 |
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okr-10986-108252021-06-14T11:03:29Z Sahelian Languages, Indigenous Knowledge and Self-Management Easton, Peter ACTION RESEARCH ADDITION ADULT EDUCATION ADULT LITERACY AFRICAN LANGUAGES CULTURES CURRICULUM DIALECTS ECONOMIC LIBERALIZATION FORMAL EDUCATION GIRLS INDIGENOUS KNOWLEDGE INSTRUCTION LANGUAGES LEARNING LITERACY LITERACY CAMPAIGNS LITERACY CENTERS LITERACY CLASSES LITERACY PROGRAMS LOCAL CULTURE MANUALS MIGRATION MOTHER TONGUE MOTIVATION NON-FORMAL EDUCATION NUMERACY PARTNERSHIP PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL DROPOUTS PRIMARY SCHOOL EDUCATION PRIMARY SCHOOLS PUPILS READING SECOND LANGUAGE TEACHERS TRADITIONS WALKING YOUNG PEOPLE SAHEL LANGUAGE DIVERSITY LANGUAGE INSTRUCTION INDIGENOUS KNOWLEDGE SELF-MANAGEMENT MULTILINGUALISM TOPOGRAPHY POLITICAL ASPECTS ETHNICITY REGULATORY FRAMEWORK TAX COMPLIANCE TRADE DEVELOPMENT LITERACY PROGRAMS COMMUNITY AND SCHOOL PRIMARY EDUCATION ADULT LITERACY WRITING INSTRUCTION LOCAL CULTURE LEARNING MATERIALS SOCIOECONOMIC FACTORS While many of the languages in Africa may be related, and inter-comprehensible, it is also a multilingual continent, where a relatively high proportion of the population speaks, or understands more than one language. However, the distribution of languages is not uniform. The reasons are both topographical, and political: dense forests, numerous, rivers, thus hampering both transport, and communications. The note identifies the work of a local nongovernmental organization, established by community members to prod literacy instruction centers in West Africa. Primary education completion exams - which must be taken in French, and govern admission to secondary schooling, reveal that children who started education in their mother tongue, performed on average, significantly better than graduates of standard primary schools. The note further examines case studies in different countries, revealing this change is most pronounced in Francophone countries, where little recognition was given to African languages, exemplifying the literacy gains of multilingualism, as well as an increased articulation of indigenous knowledge. Multilingualism for one, provides a sense of local ownership, enhancing cultural and political assets, and, this "indigenous" effort at knowledge construction, will seemingly survive, because it is owned by local actors, founded on local economic, and social necessity. 2012-08-13T13:13:02Z 2012-08-13T13:13:02Z 1999-10 http://documents.worldbank.org/curated/en/1999/10/1671249/sahelian-languages-indigenous-knowledge-self-management http://hdl.handle.net/10986/10825 English Indigenous Knowledge (IK) Notes; No. 13 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Brief Publications & Research Africa Burkina Faso |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
ACTION RESEARCH ADDITION ADULT EDUCATION ADULT LITERACY AFRICAN LANGUAGES CULTURES CURRICULUM DIALECTS ECONOMIC LIBERALIZATION FORMAL EDUCATION GIRLS INDIGENOUS KNOWLEDGE INSTRUCTION LANGUAGES LEARNING LITERACY LITERACY CAMPAIGNS LITERACY CENTERS LITERACY CLASSES LITERACY PROGRAMS LOCAL CULTURE MANUALS MIGRATION MOTHER TONGUE MOTIVATION NON-FORMAL EDUCATION NUMERACY PARTNERSHIP PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL DROPOUTS PRIMARY SCHOOL EDUCATION PRIMARY SCHOOLS PUPILS READING SECOND LANGUAGE TEACHERS TRADITIONS WALKING YOUNG PEOPLE SAHEL LANGUAGE DIVERSITY LANGUAGE INSTRUCTION INDIGENOUS KNOWLEDGE SELF-MANAGEMENT MULTILINGUALISM TOPOGRAPHY POLITICAL ASPECTS ETHNICITY REGULATORY FRAMEWORK TAX COMPLIANCE TRADE DEVELOPMENT LITERACY PROGRAMS COMMUNITY AND SCHOOL PRIMARY EDUCATION ADULT LITERACY WRITING INSTRUCTION LOCAL CULTURE LEARNING MATERIALS SOCIOECONOMIC FACTORS |
| spellingShingle |
ACTION RESEARCH ADDITION ADULT EDUCATION ADULT LITERACY AFRICAN LANGUAGES CULTURES CURRICULUM DIALECTS ECONOMIC LIBERALIZATION FORMAL EDUCATION GIRLS INDIGENOUS KNOWLEDGE INSTRUCTION LANGUAGES LEARNING LITERACY LITERACY CAMPAIGNS LITERACY CENTERS LITERACY CLASSES LITERACY PROGRAMS LOCAL CULTURE MANUALS MIGRATION MOTHER TONGUE MOTIVATION NON-FORMAL EDUCATION NUMERACY PARTNERSHIP PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL DROPOUTS PRIMARY SCHOOL EDUCATION PRIMARY SCHOOLS PUPILS READING SECOND LANGUAGE TEACHERS TRADITIONS WALKING YOUNG PEOPLE SAHEL LANGUAGE DIVERSITY LANGUAGE INSTRUCTION INDIGENOUS KNOWLEDGE SELF-MANAGEMENT MULTILINGUALISM TOPOGRAPHY POLITICAL ASPECTS ETHNICITY REGULATORY FRAMEWORK TAX COMPLIANCE TRADE DEVELOPMENT LITERACY PROGRAMS COMMUNITY AND SCHOOL PRIMARY EDUCATION ADULT LITERACY WRITING INSTRUCTION LOCAL CULTURE LEARNING MATERIALS SOCIOECONOMIC FACTORS Easton, Peter Sahelian Languages, Indigenous Knowledge and Self-Management |
| geographic_facet |
Africa Burkina Faso |
| relation |
Indigenous Knowledge (IK) Notes; No. 13 |
| description |
While many of the languages in Africa
may be related, and inter-comprehensible, it is also a
multilingual continent, where a relatively high proportion
of the population speaks, or understands more than one
language. However, the distribution of languages is not
uniform. The reasons are both topographical, and political:
dense forests, numerous, rivers, thus hampering both
transport, and communications. The note identifies the work
of a local nongovernmental organization, established by
community members to prod literacy instruction centers in
West Africa. Primary education completion exams - which must
be taken in French, and govern admission to secondary
schooling, reveal that children who started education in
their mother tongue, performed on average, significantly
better than graduates of standard primary schools. The note
further examines case studies in different countries,
revealing this change is most pronounced in Francophone
countries, where little recognition was given to African
languages, exemplifying the literacy gains of
multilingualism, as well as an increased articulation of
indigenous knowledge. Multilingualism for one, provides a
sense of local ownership, enhancing cultural and political
assets, and, this "indigenous" effort at knowledge
construction, will seemingly survive, because it is owned by
local actors, founded on local economic, and social necessity. |
| format |
Publications & Research :: Brief |
| author |
Easton, Peter |
| author_facet |
Easton, Peter |
| author_sort |
Easton, Peter |
| title |
Sahelian Languages, Indigenous Knowledge and Self-Management |
| title_short |
Sahelian Languages, Indigenous Knowledge and Self-Management |
| title_full |
Sahelian Languages, Indigenous Knowledge and Self-Management |
| title_fullStr |
Sahelian Languages, Indigenous Knowledge and Self-Management |
| title_full_unstemmed |
Sahelian Languages, Indigenous Knowledge and Self-Management |
| title_sort |
sahelian languages, indigenous knowledge and self-management |
| publisher |
World Bank, Washington, DC |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/1999/10/1671249/sahelian-languages-indigenous-knowledge-self-management http://hdl.handle.net/10986/10825 |
| _version_ |
1764414514072125440 |