Abstract

This chapter discusses some key features of language-in-education policies that have been adopted in post-colonial countries, with a special focus on sub-Saharan Africa. Although acknowledging the diversity of policies followed by different post-colonial countries and also policy fluctuations driven by particular sociopolitical forces operating in individual countries, this study underscores some of the main characteristics shared by most of these countries. With this perspective in mind, policy aspects salient in sub-Saharan Africa are compared with those attested in some Asian countries such as Hong Kong, India, Malaysia, Pakistan and Singapore.