Introduction
Language policy and education in Southern Africa has evolved, as it has elsewhere in Africa, through several stages: pre‐colonial, colonial, early independence and developments since UNESCO's 1990 Education for All Conference in Jomtien (see Alidou, 2004). The partition of Africa, accelerated after the Berlin Conference of 1884–1885, resulted in a division of linguistic communities, often exacerbated by a renaming of ‘cross‐border’ languages in order to make further distinctions. While communities in Africa readily add to their informal multilingual repertoires, postcolonial language policies often reflect a tension between the use of indigenous languages and the language/s of colonial rule. The majority of countries in this region experienced British colonial rule for much of the first half of the twentieth century, if not longer, and hence English has come to occupy a significant position in: Tanzania, Zambia, Zimbabwe, Malawi, Botswana, Swaziland, Lesotho, South...
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Heugh, K. (2008). Language Policy and Education in Southern Africa. In: Hornberger, N.H. (eds) Encyclopedia of Language and Education. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-30424-3_26
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