Multilingual Learning And Language Supportive Pedagogies In Sub Saharan Africa
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| Author | : Elizabeth J. Erling |
| Publisher | : Routledge |
| Total Pages | : 287 |
| Release | : 2021-07-01 |
| Genre | : Education |
| ISBN | : 1000379477 |
This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language. The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond. Chapter 3 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.
| Author | : Colin Reilly |
| Publisher | : Taylor & Francis |
| Total Pages | : 320 |
| Release | : 2023-11-30 |
| Genre | : Education |
| ISBN | : 1000998088 |
This edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The strategies put forward in Volume 1 included multilingual pedagogies that allow students to draw on their full linguistic repertoires, translanguaging and other language supportive pedagogies. While there is great traction in the pedagogical strategies proposed in Volume 1, limited progress has been made in terms of multilingual education in SSA. Thus, the main focus of this follow-up volume is to explore the question of why former colonial languages and monolingual approaches continue to be used as the dominant languages of education, even when we have multilingual pedagogies and materials that could and do work and despite substantial evidence that learners have difficulties when taught in a language they do not understand. This book offers perspectives to answer this question through focusing on the internal and external pressures which impact the capacity for implementing multilingual strategies in educational contexts at regional, national, and community levels. Chapters provide insights into how to better understand and work within these contemporary constraints and challenge dominant monoglossic discourses which inhibit the implementation of multilingual education in SSA. 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. An insightful collection that will be of great interest to academics, researchers, and practitioners in the fields of language education, language-in-education policy and educational assessments in the wide range of multilingual contexts in Africa.
| Author | : Anthony A. Essien |
| Publisher | : Bloomsbury Publishing |
| Total Pages | : 204 |
| Release | : 2023-12-14 |
| Genre | : Education |
| ISBN | : 1350369225 |
This book brings together the first book collection of African research in mathematics education in multilingual societies and chronicles current research in different linguistic contexts across the African continent, (including Algeria, Namibia, Malawi, Morocco, Rwanda, South Africa) on issues of multilingualism in mathematics education, but more importantly, it foregrounds pertinent issues for future research. With many of the authors building on earlier path-breaking African research, the book is a unique contribution of careful thinking through how linguistic diversity and multilingualism manifest in ways that differ from one geopolitical context to another. This volume is an important contribution to the growing recognition of multilingualism as the global 'linguistic dispensation' in mathematics education. It is an invitation to how we might (as an international community where more and more multilingualism is the norm rather than an exception) pay more attention to the multilingual agency and capabilities of both students and teachers in order to better harness the epistemic potential of multiple languages in contexts of language diversity in mathematics education.
| Author | : Susanne Mohr |
| Publisher | : Walter de Gruyter GmbH & Co KG |
| Total Pages | : 274 |
| Release | : 2024-08-05 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 3110794675 |
This book addresses increasingly diverse language learning trajectories in a modern, globalized world, specifically outside of formal classroom situations and with respect to second and additional language practices. This includes, but is not restricted to, intersections of formal and informal learning, computer-mediated contexts as well as family contexts and language learning in multilingual contexts. The book provides a current and specifically anthropological view on the second and additional language acquisition in non-school settings through various studies. It is unique in its focus and scope and is relevant to anthropologists and linguists, who are interested in the intersection of language and culture.
| Author | : African Union |
| Publisher | : UNESCO Publishing |
| Total Pages | : 221 |
| Release | : 2022-10-20 |
| Genre | : Political Science |
| ISBN | : 9231005480 |
| Author | : |
| Publisher | : BRILL |
| Total Pages | : 278 |
| Release | : 2024-09-19 |
| Genre | : Education |
| ISBN | : 9004702318 |
This edited volume emphasizes the critical role of macro, meso and micro factors in development of multilingual and multicultural environment for learning and teaching. The collection advocates for inclusive education, safe spaces for both teachers and students, teachers and students’ agency, educators’ reflection, and continuous professional development. It promotes the idea of multilingualism as a learning resource by overcoming a monolingual bias and language ideologies and by taking learners’ individual differences, social, economic and political factors into consideration. The originality of this collection is in its diversity spanning linguistic, sociocultural, and pedagogical dimensions.
| Author | : Carol Griffiths |
| Publisher | : Springer Nature |
| Total Pages | : 252 |
| Release | : 2023-09-09 |
| Genre | : Education |
| ISBN | : 3031306139 |
This edited volume presents eleven empirical papers reporting the existing literature and the results of an original study focusing on EMI (English as a medium of instruction) in a particular area (Central and Eastern Europe, Western and Southern Europe, Nordic/Baltic countries, Central Asia, the Middle East, East Asia, South-East Asia, North Africa, Sub-Saharan Africa, South Asia, and Latin America). Each of these different areas tends to have its own ways of dealing with the EMI issue, and these are brought together in a meta-analysis in the final chapter. Implications for the conduct of English as a medium of instruction are drawn, both on a chapter-by-chapter basis and also in the meta-analysis. The examination of EMI on a contextual basis is a unique feature of this book, setting it apart from others in the field, which almost all deal with a single or limited context. The volume will be of interest to policymakers, institutional heads, graduate students and their teachers, and to thesis writers and researchers.
| Author | : Julia Hüttner |
| Publisher | : Taylor & Francis |
| Total Pages | : 268 |
| Release | : 2024-06-28 |
| Genre | : Education |
| ISBN | : 1040088589 |
Hüttner and Dalton-Puffer present research demonstrating the tangible benefits of the long-term sustainability of Content and Language Integrated Learning (CLIL) on participants’ educational outcomes. The chapters outline the argument that the main benefit of CLIL lies in the fact that learners acquire specific literacy practices linked to the curricular subjects they study via the CLIL language and that these go beyond what is commonly learned and studied within a foreign language curriculum. The book provides an orientation as to how such disciplinary literacy or literacies can be conceptualised and understood, and introduces several models that have served to make disciplinary literacies graspable and visible. The various chapters showcase research and development projects from different geographical and educational contexts and therefore elaborate ideas around disciplinary literacies from different vantage points. This book aims at a wide and varied readership, including graduate students studying applied linguistics, foreign language education, and/or teaching methodology; language teachers; content subject teachers with an interest in the linguistic side of their subject; and teacher trainers.
| Author | : Carolyn McKinney |
| Publisher | : Taylor & Francis |
| Total Pages | : 711 |
| Release | : 2023-10-31 |
| Genre | : Education |
| ISBN | : 1000931978 |
The Routledge Handbook of Multilingualism provides a comprehensive survey of the field of multilingualism for a global readership and an overview of the research which situates multilingualism in its social, cultural and political context. This fully revised edition not only updates several of the original chapters but introduces many new ones that enrich contemporary debates in the burgeoning field of multilingualism. With a decolonial perspective and including leading new and established contributors from different regions of the globe, the handbook offers a critical overview of the interdisciplinary field of multilingualism, providing a range of central themes, key debates and research sites for a global readership. Chapters address the profound epistemological and ontological challenges and shifts produced since the first edition in 2012. The handbook includes an introduction, five parts with 28 chapters and an afterword. The chapters are structured around sub-themes, such as Coloniality and Multilingualism, Concepts and Theories in Multilingualism, and Multilingualism and Education. This ground-breaking text is a crucial resource for researchers, scholars and postgraduate students interested in multilingualism from areas such as sociolinguistics, applied linguistics, anthropology and education.
| Author | : Lina Adinolfi |
| Publisher | : Routledge |
| Total Pages | : 161 |
| Release | : 2022-05-17 |
| Genre | : Education |
| ISBN | : 1000566315 |
Spanning scholarly contributions from India, Nepal, Bangladesh, Pakistan, and Sri Lanka, this edited volume seeks to capture and elucidate the distinct challenges, approaches and possible solutions associated with interpreting, adapting and applying language-in-education policies in a range of linguistically complex teaching and learning environments across South Asia. Centring on-the-ground perspectives of scholars, practitioners, pupils, parents and the larger community, the volume offers new insights into one of the most complex, populous, and diverse multilingual educational contexts in the world. Language-in-education policies and practices within this setting represent particularly high stakes issues, playing a pivotal role in determining access to literacy, thereby forming a critical pivot in the reproduction of educational inequality. The broad aim of the collection is thus to highlight the pedagogical, practical, ideological and identity-related implications arising from current language-in-education policies in this region, with the aim of illustrating how systemic inequality is intertwined with such policies and their associated interpretations. Aimed at both academics and practitioners - whether researchers and students in the fields of education, linguistics, sociology, anthropology or South Asian studies, on the one hand, or language policy advisors, curriculum developers, teacher educators, teachers, and members of funding bodies, aid providers or NGOs, on the other - it is anticipated that the accounts in this volume will offer their readership opportunities to consider their wider implications and applications across other rich multilingual settings – be these local, regional, national or global.
