Exploring the Potential for Language Supportive Learning in English Medium Instruction: A Rwandan Case Study

Autor/inn/en	Milligan, Lizzi O.; Clegg, John; Tikly, Leon
Titel	Exploring the Potential for Language Supportive Learning in English Medium Instruction: A Rwandan Case Study
Quelle	In: Comparative Education, 52 (2016) 3, S.328-342 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2016.1185258
Schlagwörter	Foreign Countries; Case Studies; Language of Instruction; English (Second Language); Mixed Methods Research; Intervention; Textbook Standards; Educational Policy; Context Effect; Material Development; Instructional Material Evaluation; Statistical Analysis; Language Tests; Pretests Posttests; Language Acquisition; Educational Technology; Educational Quality; Elementary School Curriculum; Rwanda + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Schulbuchempfehlungen; Politics of education; Bildungspolitik; Lehrmaterialentwicklung; Statistische Analyse; Language test; Sprachtest; Sprachaneignung; Spracherwerb; Unterrichtsmedien; Quality of education; Bildungsqualität; Ruanda
Abstract	This article puts forward the argument for language supportive learning for learners in English medium instruction (EMI) classrooms based on the findings from a mixed methods study in Rwanda. The article first reviews the relevant literature and research which looks at the concept of language support, focusing on textbooks and pedagogy in sub-Saharan African EMI countries. The scant literature which exists suggests that current teaching practice and textbook design are not targeted for learners learning in a second language which frequently results in the global language acting as a major barrier to effective learning across the curriculum. The potential of "language supportive textbooks and pedagogy" for addressing such a barrier is then considered through an analysis of a recent intervention in Primary 4 Rwandan classrooms. Findings suggest that language supportive learning can lead to significant improvements in learner outcomes and more effective engagement with subjects across the curriculum. Conclusions consider implications for bilingual education policies in Rwanda and further afield. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01