CE  Vol.2 No.4 , October 2011
Comparative Analysis of Instructional Language Issues in Ethiopia and the United States
ABSTRACT
Crafting and implementing language policies that address the needs of language minority students have always been challenging. The major challenges include addressing such concerns as: How do we address the language needs of minority students, while keeping the academic standards high? Should the role of minority langue be cultural maintenance or the facilitation of instruction through the mother tongue? To what extent does the use of minority language prepare the child for the global world? Through comparative analysis of practices in the United States and Ethiopia, this paper explores the background, approaches, and challenges/controversies in implementing polices that cater for language minority children in the two countries.

Cite this paper
nullAlemu, D. & Tekleselassie, A. (2011). Comparative Analysis of Instructional Language Issues in Ethiopia and the United States. Creative Education, 2, 402-407. doi: 10.4236/ce.2011.24058.
References
[1]   Alemu, D. S., & Tekleselassie, A. A. (2006). Instructional language policy in Ethiopia: Motivated by politics or the educational needs of children? Planning and Changing Journal, 37, 151-168.

[2]   Ayalew, S. (1999). The impact of federalization on education in Ethiopia. Unpublished Manuscript, Addis Ababa University.

[3]   Chavez, L., & Amselle, J. (1997). Bilingual education theory and practice: Its effectiveness and parental opinions. NASP Bulletin, 81, 101- 107. doi:10.1177/019263659708158612

[4]   Cohen , G. P. E. (2000). Language and ethnic boundaries: Perceptions of identity expressed through attitudes towards the use of language education in southern Ethiopia. Northeast African Studies, 7, 189- 206. doi:10.1353/nas.2005.0004

[5]   CSA (2008). Central statistics agency of Ethiopia. URL (last check 4 December 2008) http://www.csa.gov.et

[6]   Dereje, T. (2001). Ethiopia. In J. Aglo and M. Lethoko (Eds.), Curriculum Development and Education for Living Together: Conceptual and Managerial Challenges in Africa. (pp. 51-52). Nairobi: UNESCO.

[7]   FDRE (1994). Education and training policy. Addis Ababa: St. George Printing Press.

[8]   Fowler, F. (2004). Policy studies for educational leaders: An introduction (2nd ed.). Columbus, OH: Merril-Prentice Hall.

[9]   Fullan, M. (2000). The return of large scale reform. Journal of Educational Change, 1, 5-28. doi:10.1023/A:1010068703786

[10]   Getachew, A., & Derib, A. (2006). Language policy in Ethiopia: History and current trends. Ethiopian Journal of Education and Science, 2, 37-62.

[11]   Hoben, S. (1995). The language of education in Ethiopia. Addis Ababa: Institute of Ethiopian Studies.

[12]   Krashen, S. (2000). Why bilingual education. Eric Clearing House. ED 403101.

[13]   McKeon, D. (1987). Different types of ESL programs. ERIC digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. ED289360.

[14]   Ministry of Education. (1999). Educational statistic annual abstract. Addis Ababa: Education Management and Information Systems.

[15]   Rodriguez, R. (1998). California has another proposition. Black Issues in Higher Education, 14, 11.

[16]   Rothstein, R. (1998). Bilingual education: The controversy. Phil Delta Kappen, 79, 672.

[17]   Rothstein, R. (2000). Lessons; on culture and learning. New York Times, 10.

[18]   UNESCO (2003). Education in a multilingual world (Education position paper). Paris: UNESCO.

[19]   Unz, R. (1998). Some minorities are more minor than others. Wall Street Journal, 232, 38.

[20]   Unz, R. (2000). How to speak the GOP’s language. Wall Street Journal, 235, 18.

[21]   Zehr, M. (2000). Arizona curtails bilingual education. Education Week, 20, 1-3.

 
 
Top