What is it about?
The article investigates how difficult is the situation for linguistic minority schoolchildren in Darfur, Sudan. Minority languages in Sudan have never been in history recognized. Langauge policies were set to empower only Arabic, the official language, though the number of minority languages is great. This situation resulted in academic underachievement for linguistic minority schoolchildren.
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Why is it important?
The article concludes that the government distanced itself from taking remedial interventions to mitigate the underachievement of the children with the expectation the displacement would expedite their linguistic and cultural assimilation, which have not only rendered them the most linguistically disenfranchised children in Sudan but created the most profound de facto government language policy of its kind as well.
Perspectives
This article gives a broader picture of the plight of linguistic minority schoolchildren due to monolingual policy. It also describes, through field observation and questionnaire, what it means denying linguistic rights to schoolchildren.
Dr Dhahawi S. A. Garri
University of Nyala
Read the Original
This page is a summary of: Language Policy and Conflict as Learning Barriers: The Plight of Linguistic Minority Schoolchildren in Darfur, Sudan, World Journal of Education, March 2020, Sciedu Press,
DOI: 10.5430/wje.v10n2p1.
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