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Book Release: A Bilingual Revolution for Africa

Exciting news for language and education enthusiasts! A Bilingual Revolution for Africa, a new book examining the potential of multilingual education across Africa, has just been released. This book, edited by Ayé Clarisse Hager-M’Boua and myself, brings together educators, researchers, and actors on the ground to explore the benefits of dual-language education in various sectors and countries of Africa.

The book’s preface is written by Yao Ydo, Director of UNESCO International Bureau of Education, while the introduction is written by Ayé Clarisse and I. The book is divided into four parts, each containing essays on various topics related to bilingual education in Africa.

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Part one, titled “Language and Cultural Identity,” includes four essays that focus on creating space for students’ linguistic and cultural heritage in the classroom, the assets and advantages of bilingualism, the particularities and limits of bilingual education in sub-Saharan Africa, and the importance and possibility of decolonial multilingual education through African mother tongues.

Part two, “Bi-Culturalism: African Culture and European Culture,” includes four essays on the place of heritage languages in the Cameroonian and Ontario school systems, visions for multilingual education in Côte d’Ivoire, translanguaging in indigenous Kenyan languages, and improving the quality of education in Africa using African languages for teaching.

Part three, “Multilingualism / Language Equity,” includes four essays on the urgent need for reorientation with regards to multilingual education advocacy in Africa, multilingual teachers for the multilingual classroom, multilingual glossaries for teaching and learning, and multilingual education for improved foreign language acquisition.

Part four, “Bilingual Education: Mother Tongue / French; Mother Tongue / English,” includes five essays on the need for bilingual education for the promotion of regional integration of communities in the eastern part of the Democratic Republic of Congo, bilingual schools as a social project, the power of multiliteracy in The Gambia and Ghana, the challenges and relevance of tone didactics, and Fulfulde-French bilingual education.

The book has received praise from various scholars and educators, including Zahra Kamil Ali, Permanent Representative of the International Organization of La Francophonie for the Americas, who notes the strength of the book’s approach in different linguistic contexts. Maya Angela Smith, Associate Professor at the University of Washington, praises the book for prioritizing the lived experiences of multilingual students and providing valuable models for the rest of the world. Teboho Moja, Professor at New York University and the University of the Western Cape, highlights the book’s evidence that children underperform in schools not because they lack the ability to learn, but because they struggle with the languages used in school.

A Bilingual Revolution for Africa provides a positive and constructive vision for the future of bilingual education in Africa. It challenges the myths and obstacles that have retarded the development of dual-language education and offers a means to achieve economic growth and develop human capital within Africa’s multilingual environments. This book is a must-read for anyone interested in the power of language and its impact on human development.

Congratulations to the authors: Agnès Ndiaye Tounkara, Ayé C. Hager-M’Boua, Ama E. Flora M’Baye & Pascaline A. Kouamé, Mbacké Diagne, Djeneba D. Bagayoko, Carole Fleuret & Julia E. Ndibnu-Messina, Michelle L. Solorio, Brenda A. Wawire, Maria J. Aaron, Daniel N. Obah, Pierre de Galbert & Cornelius Wambi Gulere, Feziwe Shoba & Koliswa Moropa, Tony V. Muzau, Félicien M. Maisha, Thomas Bearth et al., Ari Sherris & Joy K. Peyton, Venance Tokpa, and Djibrila Tetereou.

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A Bilingual Revolution for Africa – Call for Papers

The Center for the Advancement of Languages, Education, and Communities has announced the following call for papers.  In this book, we wish to examine the potential of multilingual education across the countries of Africa and in divIn this book, we wish to examine the potential of multilingual education across the countries of Africa and in diverse sectors. Authors (including educators, students, actors on the ground, parents, etc) are invited to present an essay about the local applications of various models of dual-language education and the ways to encourage their growth and scale. This book will seek to offer a positive and constructive vision for the future and will try to combat the myths and received ideas about bilingualism and education in Africa, namely, ignorance and obstacles that have retarded the development of dual-language education as a strategy for inclusiveness, equity, and quality as well as a means to achieve economic growth and develop human capital within Africa’s multilingual environments. The goal of the Bilingual Revolution is to advocate for a multilingual education for all, but to do so, we must raise the awareness about the importance and the advantages of multilingual education for Africa and to reach as many people as possible. One is allowed to dream, and so, each author submitting a paper to become a chapter of this book is invited to share his or her dream for the future of education on the continent.

Target Audience

Our target audience is made up of people with diverse backgrounds such as parents, educators and policy makers, and so, we need to express our thoughts in a simple and understandable manner. We must avoid excessive use of technical terms, scientific jargon and key references which would only undermine the effect “of a general audience book” that we hope to produce in our audience.

Who may submit an essay?

Authors older than 21, living in Africa or elsewhere. In addition, we know that the opinions of advocates in the field, communities, national and international organizations (such as associations and NGOs) could be interesting and insightful, and that they deserve a platform to be heard as well.

Submission Guidelines

Authors who are working on the topic and are interested to have their work considered for this book must submit the following to the CALEC’S editorial team at before October 30, 2021.

  • Statement of interest (half a page)
  • Title and subtitle of the essay
  • A 200-words abstract outlining the paper and responding to the questions: 1. What does the author expect to achieve with his/her essay? 2. What is he/she offering? (Topic and solutions)
  • Writing sample (1.5 to 2 pages, Times New Roman, 250-300 words)
  • Description of illustrations (black and white only). If applicable.
  • A brief biographical note (half a page) which should include the author’s experience in multilingual environments and affiliation to an institution if applicable.

Authors can write in French, English or another language on condition that they will also provide a translation in French or English. Everything must be turned both in a Word and a PDF document, Times New Roman, size 12, double space.

Selection Process

The committee will choose 15-20 essays. If the work of the author is accepted, he/she will be contacted before November 30, 2021. The author will need to turn in his/her finished chapters before
January 30, 2022. Each essay must be submitted both in a Word and a PDF document. It may have a minimum of 10 and a maximum of 12, double-spaced pages. Times New Roman, 1-inch margins all the way around (250-300 words or around 1700 characters including spaces per page).

For more information, contact the editors at

Dr Ayé Clarisse Hager-M’Boua

Linguiste / Enseignant-Chercheur
Département des Sciences du Langage
et de la Communication (DSLC)
Université Alassane Ouattara (UAO)
Bouaké, République de Côte d’Ivoire

Dr Fabrice Jaumont

Scholar-practitioner, award-winning author,
non-profit leader, and education advisor
Center for the Advancement of Languages, Education, and Communities
New York, NY USA

Download the announcement

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