Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa — Insights from Research in Progress

Brock‐Utne, Birgit

doi:10.1007/1-4020-2960-8_34

Cited by 26 publications

(21 citation statements)

References 6 publications

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“…UNESCO 1953UNESCO , 1990. However, in most cases, given the adoption of early-exit transitional models, bilingual education initiatives only help to ease children's language shock in the first two or three years of schooling as they are quickly plunged into L2-medium programmes (see Alidou et al 2006;Brock-Utne 2005;Chimbutane 2011). Under such circumstances, bilingual education programmes only delay the 'sink or swim' ritual, which is typical of submersion models.…”

Section: Post-colonial Settings: Schooling As An L2 Context For Allmentioning

confidence: 98%

Codeswitching in L1 and L2 learning contexts: insights from a study of teacher beliefs and practices in Mozambican bilingual education programmes

Chimbutane¹

2013

Language and Education

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There are a plethora of studies on first language (L1) use in second (L2) and foreign language (FL) learning contexts. In contrast, L2 or FL use in L1 learning environments seems to be under-researched. Drawing on ethnographic research conducted in Mozambican bilingual education schools, I discuss teachers' beliefs and practices regarding codeswitching in L1 and L2 classroom contexts. I also show how, in both contexts, teachers tended to avoid the use of codeswitching, for different reasons. However, research in other L1 and L2 learning contexts has demonstrated that classroom codeswitching is a communicative and pedagogical strategy that can aid learners' 'target' language comprehension, use and learning, as well as assisting them in expressing and affirming multiple identities. I conclude with a call for teacher-researcher dialogue and teacherled action research in bilingual education contexts such as these so that teachers can make appropriate judgements about optimal use of multilingual resources in their own classrooms.

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Section: Post-colonial Settings: Schooling As An L2 Context For Allmentioning

confidence: 98%

Codeswitching in L1 and L2 learning contexts: insights from a study of teacher beliefs and practices in Mozambican bilingual education programmes

Chimbutane¹

2013

Language and Education

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“…Brock-Utne (2005 discusses the continuing ambiguous attachment of many Africans to teaching and studying in the colonial language, and shows how Western donors, through financial aid, exert an enormous impact on the curriculum. Brock-Utne (2005 discusses the continuing ambiguous attachment of many Africans to teaching and studying in the colonial language, and shows how Western donors, through financial aid, exert an enormous impact on the curriculum.…”

Section: Whose Language? Whose Knowledge?mentioning

confidence: 99%

Curriculum in Postcolonial Contexts

Hickling‐Hudson

2010

International Encyclopedia of Education

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“…Many scholars have now described the unresolved tensions these dilemmas bring out for such communities in policy and practice. We see the deviations from the avowed policy of using English only in classrooms in Eritrea (Wright, 2001), India (Annamalai, 2005), South Africa (Probyn, 2005), Tanzania (Brock-Utne, 2005), Kenya (Bunyi, 2005), Brunei (Martin, 2005), and Hong Kong (Luk, 2005), to mention just a few, as teachers and students mix local languages with English in subtle ways to negotiate their desired values, identities, and interests.…”

Section: Focus On Sociopolitical and Geographical Issuesmentioning

confidence: 99%

TESOL at Forty: What Are the Issues?

Canagarajah

2006

TESOL Quarterly

143

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This overview delineates the direction of pedagogical developments since the 25th anniversary issue of TESOL Quarterly. Three tendencies characterize our professional practice: (a) a continuation along the earlier lines of progression (i.e., in opening up the classroom to learning opportunities, integrating skills, and teaching for specific purposes); (b) a radical reorientation along new paradigms (i.e., in understanding motivation and acquisition in terms of social participation and identity construction; in developing methods from the ground up, based on generative heuristics; in widening testing to include formative assessment; in accommodating subjective knowledge and experience in teacher expertise); (c) unresolved debates and questions about the direction in certain domains (i.e., when and how to teach grammar; whether to adopt cognitivist or social orientations in SLA, testing, and teacher education). Our professional knowledge gets further muddled by the new movements of globalization, digital communication, and World Englishes, which pose fresh questions that are yet to be addressed. However, grappling with these concerns has engendered realizations on the need for local situatedness, global inclusiveness, and disciplinary collaboration that are of more lasting value. W e live in an age when metanarratives or grand theories that attempt to provide unifying and totalizing explanations for social and intellectual developments are viewed with suspicion. In this context, publishing a state of the art issue on TESOL requires caution. Such an issue is not only about where we are now but how we got here. In other words, this issue is an attempt to understand the current state of the profession in the light of its history. However, histories are always partial and partisan because they involve the adoption of a particular narrative viewpoint. It is not just that any description of the state of the art is informed by the describer's perspective; many would go further to question the effects and intentions behind such descriptions. For the state of the art serves to define what is legitimate knowledge in the field. That is to say, the description will become the new orthodoxy. Therefore,

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Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa — Insights from Research in Progress

Cited by 26 publications

References 6 publications

Codeswitching in L1 and L2 learning contexts: insights from a study of teacher beliefs and practices in Mozambican bilingual education programmes

Codeswitching in L1 and L2 learning contexts: insights from a study of teacher beliefs and practices in Mozambican bilingual education programmes

Curriculum in Postcolonial Contexts

TESOL at Forty: What Are the Issues?

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