Concentration in Language Development (dsm)
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- 2.6 Modes of programme delivery
- Programme Structure (updated to reflect Language Development concentration and change to semester system)
 Concentration in Language Development (DSM)
The philosophy behind the concentration on language development falls right in with the philosophy of the major part of the Development programme. Language development comprises: descriptive linguistics, mother-tongue education for adults and children (multi-lingual education), anthropological descriptions and language survey methods, focuses on the development of a community through development of language. Education is the beginning of all development in a community. It often has to start with learning to read in a local language that is the heart-language of the people. The emphasis of the concentration of language and culture development enables local communities to have access to education, information and choices without their having to go through a less familiar second language. Another compelling aspect of language development is its relationship to freedom and empowerment. Amartya Sen, a Nobel Prize-winning economist, has described development as freedomi (Sen, 1999): not just access to clean water and adequate food, but agency. Sen defines agency as the capacity to act and to change one's own world, as the freedom to make choices. The links between language and educational opportunities, gender imbalance and justice issues have been clearly shownii (UNESCO, 2005). Lack of access to choice and agency is a linguistic issue, as well as a political and a social one. Language development provides people with the capacity for agency, as they are enabled to make spiritual choices, career choices, economic choices and so on. Use of the mother tongue in formal schooling contexts also enhances people's familiarity with, and use of, the written mother tongue. Research has shown that the presence of multilingual education programs in a language community results in greater linguistic understanding and broader use of the language by community members.iii(Trudell, 2005) Hence, in addition to the positive impact of language development on the capacity for mother-tongue education, mother-tongue education programs provide context for enhanced language development. (Trudell, 2006) Goals of the programme
2.6 Modes of programme delivery This four year programme will be delivered in various modes. There will be Fulltime Day Classes (at the Main Campus), Evening Classes, Distance/School-Based Classes as well as e-Learning. These will be offered on semester basis in different campuses at the county levels in an effort to make the programme more easily accessible and affordable to the students. Similarly, admission of students will also be on semester basis. In any case, the standard requirements of teacher-student contact hours will be maintained. Courses for the minor will be offered through the Institute for the Development of Languages and Translation in Africa (i-DELTA) in cooperation with AIU. I-DELTA courses are offered in eight-week intensive blocks once per year. Concentration and/or Elective Courses
i-DELTA Syllabus for June/July 2015
i- DELTA courses offered in June/July 2016
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