The potential benefits and challenges of implementing bilingual education in primary schools in South Sudan

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Statement of Responsibility: 
Marshall, Jaqueline
Issue Date: 
2005
Degree: 
MSc Education and Training for Development, The University of Reading, 2005
Extent: 
ix, 89 pages
Abstract: 
The final part of a peace deal between the southern Sudanese rebels and the Government of Sudan was signed on 9th January 2005. After over 20 years of the most recent civil war, this allows the possibility of real development taking place in all sectors in South Sudan as opposed to survival and emergency measures only. The emerging Government of South Sudan has a favourable policy towards the use of childrenâ s first language as a medium of instruction in the early years of primary school, transitioning later to English; a form of bilingual education (BE). However very little education has taken place during the civil war and no recent school materials exist to support this policy. This study looks at the possibilities of implementing BE in primary schools in South Sudan. The aims are, (1) to assess the situation in South Sudan, (2) determine the potential benefits and challenges of implementing BE in primary schools, and (3) to suggest strategies for its implementation. The primary method of research used has been a literature and document survey. This has been supplemented with email and face to face discussions with those involved with languages and education in South Sudan. This study first presents the theory and research behind BE and the different models of BE that exist. It then examines the language and educational context of South Sudan. In terms of languages, South Sudan has up to 52 local languages with Juba Arabic known as a trade language and some use of Sudanese Arabic and English. In the light of the BE theory and research, and the context of South Sudan, it explores the challenges of implementing BE, of which, how languages will be chosen is one. It also finds that there are many benefits to BE. In terms of pedagogical benefits, it gives children who do not know English access to education, it allows more interactive learning, it is supportive of local culture, it is a good foundation for learning English and it should decrease class drop-outs. Its main disadvantage, is that it will need investment costs and will take time to establish. Once set up though, recurrent costs should not be higher. As a system, there is one aspect which would be an advantage over an â English only systemâ , namely it could make positive use of individuals with lower education and less knowledge of English as lower primary school teachers. Given the lack of highly educated people in South Sudan, and the need to get an education system established, this would be helpful. i The study finds two factors key to the implementation of BE, (1) continued political will of the southern education authorities and (2) donor support for BE. It recommends some short-term steps that the southern authorities could take towards starting to implement BE.
Publication Status: 
Published
Table of Contents: 
Introduction to the study -- The basis for bilingual education -- The language and educational context of South Sudan -- Implementing bilingual education in South Sudan -- Conclusions and recommendations -- References
Country: 
Sudan
Content Language: 
Work Type: 
Nature of Work: 
Entry Number: 
10029