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and we continue to have them being taught these subjects in English language. This is based on assumption that because children can converse in English therefore this level of understanding of the language can be transferred to learning other subjects. It is for this reason that Ngugi Wathiong’o argues that “good policies are not enough to bring about change in attitudes. Lip service without material service leaves service hanging on the lips.The allocation of resources is what tells the story of support. What African languages need is power

through research results which are based on the research conducted which looked into the effect of teaching academic subjects in foreign languages as well as bilingual education programs covering problems related to psychology, linguistics and exams. Having conducted several studies concerning the effect of foreign language, Cummins (1981a; 1989; 1992) highlights two levels of language proficiency:the Basic Interpersonal Communicative Skills (BICS) and the Cognitive Academic Language

and achievement in school. Cummins (1982),Chamot (1981) and Shuy (1981) liken the relationship of language proficiency and academic achievement to an iceberg. While CALP, measuring higher levels of skills, is represented below the waterline, BICS, measuring lower levels of skills, is represented above the surface of the water.The studies by Krashen and Biber (1987), Rosenthal (1996) and Spurlin (1995) support the results by Cummins (1981a; 1982) and state that students who have not developed their CALP could be at a disadvantageinstudyingacademicsubjects and science in particular because this course requires an in-depth understanding of concepts acquired by reading textbooks, participating in dialogue and debate, and responding to questions in tests. Once again, stressing the difference between CALP and BICS, educational and linguistic theorists (Cummins, 1981a; Krashen, 1982 and Krashen, Long and Scarcella, 1979) explain that foreign language students may become quite proficient in the grammar, vocabulary and sentence structure of the English language, but may lack the necessary cognitive academic language proficiency to learn the subject matter in science courses. A study by Johnstone and Selepeng (2001) backs up the claims by Cummins (1981b, 1982; Spurlin, 1995; Krashen, 1982). Johnstone and Selepeng (2001) state that students struggling to learn science in a second language lose at least 20 percent of their capacity to reason and understand in the process. This study has implications for countries which teach their students through the medium of a foreign language rather than in native language. Short and Spanos (1989) claim that basic proficiency is not adequate to perform the more demanding tasks required in academic courses since students do not have exposure to, or lack an understanding of the vocabulary and context-specific language. The effects of bilingual education on academic subjects and its implications have also been investigated. Research on bilingual education programs and academic achievement has shown that bilingual program students made dramatic gains compared to the success of students

sharing with English, French, Afrikaans or any other official languages. It is not too much to ask that demonstration of competence in at least one African language be made a condition for promotion. I don’t see why anybody should be allowed to stand for councils and parliament without showing a certified competence in an African language. Corporations can also help in attaching competence in an African language as an added value to the other conditions for hire and promotion. English, Afrikaans, French newspapers should also lead the way in this, for a reporter who also has one or more languages of the country they serve is surely a much better informed journalist. It should be a national effort. The struggle to right the imbalance of power between languages should be national with belief and passion behind it. The education system should reflect that

“The struggle to right the imbalance of power between languages should be national with belief and passion behind it. The education system should re fl ect that commitment and I don’t see why knowledge of one or more African languages should not be a requirement at all levels of graduation from primary to colleges”.

Proficiency (CALP). The former (BISC) represents the language of natural, informal conversation, whereas the latter (CALP) is the type of language proficiency needed to read textbooks, participate in dialogue and debate, and provide written tests. In other words, CALP requires both higher levels of language and cognitive processes in order to develop the language proficiency needed for success

commitment and I don’t see why knowledge of one or more African languages should not be a requirement at all levels of graduation from primary to colleges”. Research on the impact of language in teaching and learning Perhaps it will help to elaborate this aforementioned point by illustration

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