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This edited volume provides the follow up to Erling et al.'s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The volume focuses on three main areas which have proven to be stumbling blocks to the effective implementation of multilingual education to date, namely: Assessment, Ideology and Policy.
Table des matières
1. Introduction Part 1 Assessment 2. Heteroglossic, Multimodal Classroom Discourses and Monolingual, Monomodal Assessment in Namibian Primary Science Teaching: A Case Study 3. Legitimising Fluid Multilingual Practices: A Challenge for Formal Education Worldwide 4. Vignette: Using Flexible Bilingual Academic Content Assessments in the United States: Lessons Learned 5. Assessment Considerations for Multilingual Students in an English-Medium Environment: The PUMI Decision-Making Process and Translanguaging 6. Vignette: The Role of Home Language in Supporting Adolescent Girls’ Learning in Rural Zimbabwe Part 2 Attitudes and Community Initiatives 7. Ideologies of English and Language of Instruction in Ghana: Educator Perceptions and Pressures 8. Language of Instruction Attitudes in Rural Tanzania: Parental Discourses and Valued Linguistic Capabilities 9. Vignette: Community Initiatives for the Use of Maa in Education in Kenya 10. Community Perspectives on the Introduction of Mother Tongue-Based Bilingual Education in Obolo, Nigeria 11. Challenges for Gambian Primary Schools Aiming to Enhance Literacy Through the Use of National Languages Part 3 Policy: Factors in Development and Implementation 12. Vignette: "But Exams Are Not Given in Ngoni": The Place of Local Languages in Tanzania’s Primary Education 13. Vignette: Language-in-Education Policy and STEM Teaching and Learning in Tanzanian Schools 14. EMI Policy in Practice: Multilingual Mathematics Lessons in a Government Secondary School in Rural Rwanda 15. Vignette: Sheng as a Valuable Linguistic Resource in Education in Kenya 16. Vignette: Researching Language Education Policy in Namibia 17. Vignette: Changing Language-in-Education Policies in Malawi: Consultation and Implementation 18. Multilingual Pedagogies in Mozambican Bilingual Schools: The Challenge of Decolonising Language Ideologies, Policies and Practices
A propos de l'auteur
Colin Reilly is a Lecturer in Linguistics at the University of Stirling.
Feliciano Chimbutane is an Associate Professor in Linguistics at Eduardo Mondlane University.
John Clegg is a freelance education consultant based in the UK.
Casmir Rubagumya is a Professor of Language Education at St John’s University of Tanzania.
Elizabeth J. Erling is a Professor of English Language Teaching Research and Methodology at the University of Education Upper Austria and Elise-Richter Senior Postdoctoral Fellow at the University of Vienna.
Résumé
This edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The volume focuses on three main areas which have proven to be stumbling blocks to the effective implementation of multilingual education to date, namely: Assessment, Ideology and Policy.
