Language policies and practices in Tanzania and South Africa: problems and challenges

Brock‐Utne, Birgit; Holmarsdottir, Halla B.

doi:10.1016/j.ijedudev.2003.10.002

Cited by 118 publications

(65 citation statements)

References 6 publications

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“…These findings are in line with an earlier study carried out in Kenya among Kikuyu-speaking learners who were being taught in English (Bunyi, 1999;Merritt, Cleghorn, Abagi and Bunyi, 1992). Despite such positive effects, most textbooks and wide-scale student evaluations are in English (Brock-Utne and Holmarsdottir, 2004;Holmarsdottir, 2005).…”

Section: Gauteng VIsupporting

confidence: 89%

“…In Montreal, Quebec's largest city with a population of nearly 4 million (Statistics Canada, 2011) notable exception see the comparative study on Peru and South Africa by Chick, 2001a and This paper stems from a qualitative investigation in selected classrooms in Montreal and in Pretoria. Despite the many studies carried out over the last 30 or so years in bilingual and multilingual schools and classrooms, our experience as teacher educators and researchers (especially in the settings under consideration here) as well as reports by other researchers suggest that diversely populated classrooms still offer serious challenges as well as opportunities for teachers and learners alike (Breton-Carbonneau and Cleghorn, 2010;Brock-Utne and Holmarsdottir, 2004;Cleghorn, 2005;Cleghorn and Prochner, 2010;Evans and Cleghorn, 2010;Hawkins, 2004;Holmarsdottir, 2005;Purcell-Gates, 2007;Trueba, Guthrie, and Au, 1981). This paper aims to throw light on this matter with particular concern regarding the global expansion of linguistic and cultural diversity among students and the increasing numbers of teachers who are second language speakers of the instructional language.…”

Section: Introductionmentioning

confidence: 80%

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Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: examples from Quebec, Canada, and Gauteng, South Africa

Breton-Carbonneau

Cleghorn

Evans

et al. 2012

Compare: A Journal of Comparative and International Education

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Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes.Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds are taught in English. Two main themes emerged: (1) Pedagogically, effective teacher-learner communication can break down when teachers are unaware of the roles that language and culture play in second language classrooms. (2) Politically, efforts to assimilate learners into new socio-cultural/political contexts sometimes take precedence over sound pedagogical practice, such as drawing on the linguistic and cultural repertoire that learners bring to the classroom. This on-going qualitative research underlines the importance of preparing pre-service and inservice teachers for the linguistic and cultural diversity they are bound to encounter in their classrooms, and of deepening their understanding of the influence of such diversity on the teaching-learning process.

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Section: Gauteng VIsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 80%

Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: examples from Quebec, Canada, and Gauteng, South Africa

Breton-Carbonneau

Cleghorn

Evans

et al. 2012

Compare: A Journal of Comparative and International Education

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“…The school environment A key barrier to the development of linguistic capability at a school level is the capability of teachers to implement appropriate language supportive pedagogy. This relates both to their own multilingual capabilities and to their pedagogical knowledge of how to develop multilingual capability in learners Afitska et al 2013;Brock-Utne and Holmarsdottir 2004;Brock-Utne 2015). In this regard, it is suggested that models of language, literacy and pedagogy such as those outlined above and developed in other contributions to the special issue (see the contributions by Clegg and Simpson, Milligan et al, for example) provide a useful point of departure for future inquiry in low income settings.…”

Section: Language As a Human Capabilitymentioning

confidence: 99%

Language-in-education policy in low-income, postcolonial contexts: towards a social justice approach

Tikly

2016

Comparative Education

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The article considers how language-in-education policy in low-income, postcolonial countries may be better understood from a social justice perspective and some of the implications for policy, practice and research that arise from this. The article starts with a critical overview of the two dominant approaches towards conceptualising language-ineducation policy, namely the instrumental and rights based approaches. The article then sets out a social justice approach that builds critically on a rights based perspective. Key features of the approach include considering language-in-education as a capability that has the potential to contribute to human well-being and to social justice and understanding the pedagogical, institutional and wider social barriers to achieving linguistic social justice in education and means for overcoming these barriers. Based on this understanding the article then sets out a research agenda that can assist in realising linguistic social justice in education across the three inter-related domains of the school, the home/community and the education system.

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“…Several scholars (Cumming,2008;Brock-Utne and Holmarsdottir, 2004;Rrobyn 2002;Heugh, 2000) remark that classes at both tertiary and basic schooling institutions are conducted in a combination of an African language (mother tongue) and English, although final assessments are solely done in English. These discrepancies have huge negative implications on the students' level of performance (Dang and Webb, 2014), given the mismatch between teaching and assessment practices.…”

Section: Introductionmentioning

confidence: 99%

Commercial English Language Proficiency: A Case of Exit Level Commercial Major Subject Students in the School of Education at the University of Limpopo, South Africa

Kgetja¹,

Solomon²,

Caleb³

et al. 2014

MJSS

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Language policies and practices in Tanzania and South Africa: problems and challenges

Cited by 118 publications

References 6 publications

Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: examples from Quebec, Canada, and Gauteng, South Africa

Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: examples from Quebec, Canada, and Gauteng, South Africa

Language-in-education policy in low-income, postcolonial contexts: towards a social justice approach

Commercial English Language Proficiency: A Case of Exit Level Commercial Major Subject Students in the School of Education at the University of Limpopo, South Africa

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