Multilingual Learning: Assessment, Ideologies and Policies in Sub-Saharan Africa (eBook, PDF)

Assessment, Ideologies and Policies in Sub-Saharan Africa
Redaktion: Reilly, Colin; Erling, Elizabeth J.; Rubagumya, Casmir; Clegg, John; Chimbutane, Feliciano

• Format: PDF

Produktbeschreibung

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.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 300
• Erscheinungstermin: 30. November 2023
• Englisch
• ISBN-13: 9781000998078
• Artikelnr.: 69166240

Autorenporträt

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.

Inhaltsangabe

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