Pedagogical Translanguaging and the Construction of Science Knowledge in a Multilingual South African Classroom: Challenging Monoglossic/Post-Colonial Orthodoxies

Autor/in	Probyn, Margie
Titel	Pedagogical Translanguaging and the Construction of Science Knowledge in a Multilingual South African Classroom: Challenging Monoglossic/Post-Colonial Orthodoxies
Quelle	In: Classroom Discourse, 10 (2019) 3-4, S.216-236 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2019.1628792
Schlagwörter	Foreign Countries; Code Switching (Language); Bilingualism; Bilingual Education; Teaching Methods; African Languages; Academic Language; Multilingualism; Science Education; Racial Segregation; Language of Instruction; Science Teachers; Monolingualism; Grade 4; Grade 8; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Ausland; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Academic; Akademiker; Sprache; Wissenschaftssprache; Mehrsprachigkeit; Multilingualismus; Naturwissenschaftliche Bildung; Rassentrennung; Teaching language; Unterrichtssprache; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The majority of learners in South African schools are African language speakers, yet the dominance of English in the political economy has meant that schools choose to switch to English medium instruction by Grade 4, before learners have the necessary English proficiency to access the curriculum, with negative effects on learning. This paper outlines South Africa's long engagement with such issues and documents the translanguaging practices of a teacher who breaks the post-colonial monolingual ideologies prevalent in classrooms and engages with learners' linguistic resources to provide access to both science knowledge and English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01