Andere Kunden interessierten sich auch für
![Making Sense of School Choice]( "Making Sense of School Choice")
Making Sense of School Choice37,99 €![Community Colleges and First-Generation Students]( "Community Colleges and First-Generation Students")
Community Colleges and First-Generation Students74,99 €![Against Race- And Class-Based Pedagogy in Early Childhood Education]( "Against Race- And Class-Based Pedagogy in Early Childhood Education")
Against Race- And Class-Based Pedagogy in Early Childhood Education37,99 €![Imagining Time and Space in Universities]( "Imagining Time and Space in Universities")
Imagining Time and Space in Universities37,99 €![International Teaching and Learning at Universities]( "International Teaching and Learning at Universities")
International Teaching and Learning at Universities37,99 €![Human Rights and Universal Child Primary Education]( "Human Rights and Universal Child Primary Education")
Human Rights and Universal Child Primary Education37,99 €![Inclusive Education and the Issue of Change]( "Inclusive Education and the Issue of Change")
Inclusive Education and the Issue of Change37,99 €
The debate about languages of instruction in Africa and Asia involves an analysis of both the historical thrust of national government and also development aid policies. Using case studies from Tanzania, Nigeria, South Africa, Rwanda, India, Bangladesh and Malaysia, Zehlia Babaci-Wilhite argues that the colonial legacy is perpetuated when global languages are promoted in education. The use of local languages in instruction not only offers an effective means to contextualize the curriculum and improve student comprehension, but also to achieve quality education and rights in education.