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Recent decades have seen sub-Saharan Africa decline in both economic and human terms. The rich North has responded with a barrage of well-publicized initiatives, from pop concerts to international commitments on debt relief, aid, trade and good governance. Among the complex of factors necessary to sustain economic and human development, education receives little media coverage, although it is crucial. However, education must be effective. This book argues that in 'Anglophone' Africa, education is not effective because of the use of English, rather than children's first languages, both as the medium of instruction, and also as the language in which children are first taught to read. Research is presented from Malawi and Zambia, countries with contrasting language policies, using evidence from tests in English and African languages, small-group discussions and classroom observation. The findings show that English-medium policies in Africa do not give students any advantage in English over first-language policies, while the use of English discriminates against girls and rural children. The book concludes that much education in Africa is a barrier rather than a bridge to learning because of the prevailing language ideology, which has resulted in massive over-estimation of the value of English. While appropriate language policies alone will not solve education and development difficulties in Africa, they do have a positive contribution to make. The evidence presented here suggests they are failing to make that contribution.
The Oxford Dictionary of English offers authoritative and in-depth coverage of over 350,000 words, phrases, and meanings. The foremost single-volume authority on the English language.
There are more than fifteen million native speakers of Chichewa, or Chinyanja, in Malawi, and in parts of Zambia, Mozambique, Zimbabwe and South Africa; thus Chichewa is probably the most widely spoken African language across the regions of Southern and South-Central Africa, used extensively in the private and public spheres: in the family, schools, government, NGOs and media communications. This is the first authoritative, and most comprehensive dictionary of its kind, a notable scholarly endeavour, and with major practical applications. The dictionary grew from an ad-hoc missionary publication of Chichewa/English translations from the 1970s, but far exceeds the scope of any previous efforts to transcribe the Chichewa language, provide accurate English equivalents, and reach a popular audience. It is a 'live text', taking in native speakers' collections of Chichewa vocabulary, contemporary usage, as well as contributions from scholars in African languages; and it pays heed to the close interaction between Chichewa and English and how the languages influence one another when both are widely spoken. In Africa it aims to be the first popular Chichewa/English dictionary for all levels of language use; outside Africa, it is aimed at foreignvisitors and workers dealing with the Chichewa languages in professional and tourist capacities, in government and NGO communities, the media, academia and in specialist fields such as medicine, information technology and the law.
A library of information in one single volume. With more than 170,000 entries, this dictionary is uncomplicated but scholarly and comprehensive.
Burnout is common among doctors in the West, so one might assume that a medical career in Malawi, one of the poorest countries in the world, would place far greater strain on the idealism that drives many doctors. But, as A Heart for the Work makes clear, Malawian medical students learn to confront poverty creatively, experiencing fatigue and frustration but also joy and commitment on their way to becoming physicians. The first ethnography of medical training in the global South, Claire L. Wendland’s book is a moving and perceptive look at medicine in a world where the transnational movement of people and ideas creates both devastation and possibility. Wendland, a physician anthropologist, conducted extensive interviews and worked in wards, clinics, and operating theaters alongside the student doctors whose stories she relates. From the relative calm of Malawi’s College of Medicine to the turbulence of training at hospitals with gravely ill patients and dramatically inadequate supplies, staff, and technology, Wendland’s work reveals the way these young doctors engage the contradictions of their circumstances, shedding new light on debates about the effects of medical training, the impact of traditional healing, and the purposes of medicine.
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