Implementing Multilingual Teacher Education: Reflections on the University of Fort Hare's Bi/Multilingual Bachelor of Education Degree Programme

Autor/in	Ramadiro, Brian
Titel	Implementing Multilingual Teacher Education: Reflections on the University of Fort Hare's Bi/Multilingual Bachelor of Education Degree Programme
Quelle	In: Education as Change, 26 (2022), Artikel 11270 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramadiro, Brian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Multilingualism; Bilingual Education; Programs; Teacher Education Programs; Code Switching (Language); Second Language Learning; Second Language Instruction; Native Language; Native Language Instruction; Program Implementation; Decision Making; Teacher Education Curriculum; Language Usage; Program Design; African Languages; English (Second Language); Indo European Languages; Language Attitudes; Colonialism; Educational Change; Social Change; Racial Segregation; Foreign Countries; Barriers; South Africa + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Bilingual teaching; Bilingualer Unterricht; Program; Programme; Programmes; Programm; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Decision-making; Entscheidungsfindung; Sprachgebrauch; Programme design; Programmaufbau; Programmplanung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Sprachverhalten; Kolonialismus; Bildungsreform; Sozialer Wandel; Rassentrennung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A central aim of this article is to reflect on the design and implementation of a bi/multilingual Bachelor of Education foundation phase programme offered at the University of Fort Hare from 2018. It reviews three major perspectives on bi/multilingualism: mother tongue-based bi/multilingual education, language and decoloniality, and translanguaging perspectives. It then proceeds to use these perspectives to discuss and illuminate various aspects of implementation, including the genesis of the programme, challenges of implementation, and decisions about curriculum, language use and assessment. It concludes with a brief discussion of lessons learnt for design of bi/multilingual education programmes in higher education. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://unisapressjournals.co.za/index.php/EAC
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01