Bachelor of Arts (B.A.) in International & Global Studies: International Development and University Honors
Discourse concerning globalisation, post- or neo-colonialism, and development are central to the proposed argument. The connection between globalisation, post- or neo-colonialism, and development in relation to and language and education policy is dissected in detail (Shin & Kubota, 2008). A number of historical and present actors have contributed to the formation of current language policy and, on a broader scale, the present system of education in Senegal (Faye, 2013). The lack of national languages of instruction in Senegal’s language and education policies are the result of both powerful actors,of social tensions and conflicts, and of technical issues concerning codifying and standardisation of minority or mother-tongue (national) languages (Sall, 2010). A number of issues crop up as a result of these policies, specifically the inequalities that play out in every level of the educational and social systems. The current situation of language and education policy in Senegal is allowing linguistic imperialism to continue and is impeding the education and resulting development in the country. Some solutions include an increase in research and communication of information to policy makers, the coding and standardisation of native languages, the change in policy, the decentralisation of policy and implementation, and efforts to support and sustain a system of education that works to serve the population through consistent partnerships.
Khader, Serena, "Language planning and policy in education: the case of Senegal" (2019). University Honors Theses. Paper 760.