Implementing Language-in- Education Policy in Multilingual Mathematics Classrooms: Pedagogical Implications
Loading...
Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
In this paper, we examine selected literature on classroom-based research to understand
how students and teachers (re)negotiate the language of interaction in a mathematics
classroom when the official medium of instruction is different from the students’
dominant language. We identify the tensions and dilemmas associated with the
implementation of language-in-education policy in selected postcolonial Anglophone
countries where English is used as a medium of instruction at various stages of formal
schooling. We also examine the pedagogical implications of these tensions and dilemmas,
paying particular attention to emerging issues of code-switching, translation and ‘safe’ use
of language.
Description
Keywords
language-in-education policy, multilingualism, mathematics education
Citation
Eurasia Journal of Mathematics, Science & Technology Education, 2013, 9(1), 23-32