This report addresses key issues based on recent research on language and literacy in the African context, including teacher education, and outlines key findings and recommendations for research and practice based on the review of the literature.
This chapter explores language policy-making processes in the Indian context, implementation issues and the place and role of English in school education. Language in education policy derives from the Indian Constitution which guarantees linguistic rights to all citizens; most importantly, members of minority groups (both religious and linguistic) are granted a special right to be educated in their mother tongue.
In 2017, the Department of Basic Education (DBE) said that 27% of public schools nationally are implementing the Incremental Introduction of African Languages (IIAL) in Grades 1 and 2 in 2017 despite challenges, which included an inadequate number of willing and competent teachers as well as negative attitudes and misconceptions about African languages being inferior in the global scheme.