Towards models of language supportive pedagogy in Sub-Saharan Africa: Comparing and analysing curricula and practice

被引:0
作者
Deutschmann, Mats [1 ]
Zelime, Justin [2 ]
Barrett, Angeline Mbogo [3 ]
Sane, Eliakimu [4 ]
Ismail, Maryam Jaffar [5 ]
机构
[1] Orebro Univ, Orebro, Sweden
[2] Univ Seychelles, Victoria, Seychelles
[3] Univ Bristol, Bristol, England
[4] Univ Dodoma, Dodoma, Tanzania
[5] State Univ Zanzibar SUZA, Zanzibar, Tanzania
基金
瑞典研究理事会;
关键词
Sub_Saharan Africa; language policy; second language medium of instruction; multilingual education; pedagogic translanguaging; language supportive pedagogy; EDUCATION; POLICY; INSTRUCTION; CLASSROOM; SCHOOLS; ISSUE;
D O I
10.1177/14749041241272676
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
A prerequisite for learning is that instructions and other learning activities take place in a language that you understand. This may seem self-evident, but fact remains that most learners in Sub-Saharan Africa (SSA) are taught in a European second language (L2) that they are unfamiliar with. Frequently, the role of the home languages in the classrooms has been completely subtracted leading to very unfavourable learning situations for many pupils, something which in turn results in failures and early drop-out. The current paper takes up some of the challenges, dilemmas and consequences of current medium of instruction (MoI) policies as illustrated by theories and previous studies. Part 2 gives an outline of the analytical framework being developed under the Understanding project financed by the Swedish research Council. The purpose of the framework is to help reveal strengths, shortcomings and mismatches in current language-in-education policies. Focus lies on how different policy levels acknowledge the challenges involved in learning and teaching through a second language in SSA contexts. The model provides a systematic framework for explorations of how language-in-education policy outcomes (mis)match intentions. The framework, though adapted for SSA contexts, has direct relevance to the analysis of language-in-education polices in Western education systems.
引用
收藏
页码:839 / 855
页数:17
相关论文
共 64 条
[1]  
Akumbu PW., 2013, LANGUAGE POLICY AFRI, P1
[2]  
Ambatchew M.D., 2010, Negotiating language policies in schools: Educators as policymakers, P198
[3]  
[Anonymous], 2021, Loud And Clear: Effective Language of Instruction Policies For Learning
[4]   A critique of Botswana's language policy from a translanguaging perspective [J].
Bagwasi, Mompoloki Mmangaka .
CURRENT ISSUES IN LANGUAGE PLANNING, 2017, 18 (02) :199-214
[5]  
Baker C., 2011, Foundations of Bilingual Education and Bilingualism, V5th
[6]  
Ball S.J., 1994, ED REFORM CRITICAL P
[7]  
Bamgbose A., 1991, Language and the nation: The language question in sub-Saharan Africa
[8]  
Barnes D, 2010, ENGL TEACH-PRACT CRI, V9, P7
[9]   Re-interpreting relevant learning: an evaluative framework for secondary education in a global language [J].
Barrett, Angeline M. ;
Bainton, David .
COMPARATIVE EDUCATION, 2016, 52 (03) :392-407
[10]  
Batibo HM., 2004, GLOBALISATION AFRICA, P53