Implementing Language-in- Education Policy in Multilingual Mathematics Classrooms: Pedagogical Implications

Simple item page
dc.contributor.authorHalai, Anjum
dc.contributor.authorKaruku, Simon
dc.date.accessioned2015-07-28T11:10:39Z
dc.date.available2015-07-28T11:10:39Z
dc.date.issued2013
dc.description.abstractIn 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.en_US
dc.identifier.citationEurasia Journal of Mathematics, Science & Technology Education, 2013, 9(1), 23-32en_US
dc.identifier.issn1305-8223
dc.identifier.urihttp://hdl.handle.net/123456789/352
dc.language.isoenen_US
dc.subjectlanguage-in-education policyen_US
dc.subjectmultilingualismen_US
dc.subjectmathematics educationen_US
dc.titleImplementing Language-in- Education Policy in Multilingual Mathematics Classrooms: Pedagogical Implicationsen_US
dc.typeArticleen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Karuku - Implementing Language-inEducation Policy in Multilingual.pdf
Size:
175.09 KB
Format:
Adobe Portable Document Format
Description:
Full text
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Articles: Department of Education