Langue d'enseignement au primaire : analyse de la politique du Burkino Faso

This item was digitized as part of a project to share McGill's intellectual legacy with the public. If you are the copyright holder or a relative of the copyright holder who is deceased, you may request withdrawal by emailing escholarship.library@mcgill.ca. The full policy for eScholarship may be accessed here: mcgill.ca In Burkina Faso, French is the language of instruction at all levels of the educational system. The most recent research in linguistics suggests that it is preferable to teach linguistic minorities in their first language. This is particularly applicable in Burkina Faso, where over sixty national languages are used by different minority groups. This thesis outlines both the background and the problems of implementing such a policy in Burkina Faso. Using the contingency theory, and within the constraints of the local environment, it suggests possible scenarios for the introduction of instruction in national languages at the primary level. The thesis demonstrates that the introduction of educational reform in Burkina Faso including the teaching in national languages would not only be innovative but would require implementation in a very uncertain environment. Given these serious limitations, an adaptive management strategy is suggested. This particular strategy requires a constant task adjustment based on the experience of the participants and within the context of decentralised decision making. (Abstract shortened by UMI.)