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What educational model produces the best official language skills if it is not a native language of the students, but a second language? This is the question we have asked ourselves in this book. Our case study concerns the multilingual African context in the 21st century. Using language learning theories and four case studies, we were able to construct an educational model that is best in our specific context. We believe that the "mother tongue model" that leads to "additive bilingualism" is the educational model that produces the best official language skills when it is not a mother tongue of the students, but a second language. The case studies used are Swedish (Skutnabb-Kangas and Toukomaa (1976)), Cameroonian (Walter et al. (2008-2013)), Burkinabe (Ilboudo (2010)) and Nigerian (Fafunwa et al. (1989)).