Language of Instruction: A Question of Disconnected Capabilities

Autor/in	Adamson, Laela
Titel	Language of Instruction: A Question of Disconnected Capabilities
Quelle	In: Comparative Education, 57 (2021) 2, S.187-205 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adamson, Laela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2020.1812236
Schlagwörter	Language of Instruction; African Languages; Multilingualism; Second Language Learning; Native Language; Language Attitudes; Teaching Methods; Code Switching (Language); Foreign Countries; Language Usage; Secondary School Students; English (Second Language); Linguistic Theory; Student Attitudes; Tanzania + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sprachgebrauch; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Linguistische Theorie; Schülerverhalten; Tansania
Abstract	This paper focuses on the issue of language of instruction, particularly in Sub-Saharan Africa, and considers the persistent preference for monolingual learning environments in multilingual societies. The perception that the use of African languages in education interferes with the acquisition of a global language is shown to be incongruous with current research and theories about multilingual learning and translanguaging. Moreover, drawing from an empirical study in Tanzania, it is observed that the rigid separation of different languages not only has implications for effective language acquisition, but is also associated with negative social consequences for learners. This paper argues that the capability approach can contribute to improved understanding and analysis of these phenomena. In particular, it suggests that several issues relating to language of instruction can be usefully reframed as a problem of disconnected capabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01