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This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond.

Multilingualism in children --- Multilingual education --- Language policy --- educational attainment, Global South, language teacher education, linguistic culture, mother-tongue based education, Multilingual Africa, multilingual learning, multilingualism, Sub-Saharan Africa, translanguaging

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This book investigates the relationship between English and personal and national development, as this is both discursively promoted (particularly through language policy) and practically realized in developing societies. It addresses the effects that the increased use of English and the promotion of English-language education are having in developmental contexts, and their impact on broader educational issues, on local language ecologies and on questions of cultural identity. It investigates these issues by drawing together a series of original examinations and case studies by a range of leading scholars working in this burgeoning field. The chapters focus on a variety of contexts from around the world, and the volume as a whole surveys and critiques the positioning and influence of English as a catalyst for development in the 21st century.

Language policy --- English language --- Language and languages --- Study and teaching. --- Study and teaching --- Globalization. --- Variation. --- Political aspects. --- Glottopolitics --- Institutional linguistics --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Government policy --- Communication policy --- Language planning --- Germanic languages --- Dialects --- Globalization --- Variation --- Political aspects --- E-books --- English language Study and teaching --- Language and languages Political aspects --- English as a lingua franca. --- English language education. --- English language teaching. --- English-medium instruction. --- cultural identity. --- globalisation. --- globalization. --- international development. --- language development. --- language policies. --- local language ecologies.