Abstract
Educational language choice has been one of the most provocative issues of the 20th century and continues to be a dominant issue at the turn of the new millennium. Efforts to naturalize English as the only suitable language for post primary school education persist in many African countries, including Tanzania. In the United States the campaign for "English only" in the schools is gaining momentum, despite the increasing multilingual population in the schools. Focusing on Tanzania and the United States, this article examines the fallacy of a monolingual, English only, policy in education. It examines the ethos surrounding the debate about the language of instruction, and considers some of the detrimental effects upon students of attempting to impose a monolingual policy. Finally, the paper suggests possible roles of educators and researchers in fostering international understanding of educational language issues as one aspect of the quest for global peace and social justice in the 21st century.
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Roy-Campbell, Z.M. Globalisation, Language and Education: A Comparative Study of the United States and Tanzania. International Review of Education 47, 267–282 (2001). https://doi.org/10.1023/A:1017997608845
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DOI: https://doi.org/10.1023/A:1017997608845