"No Vernacular": Tensions in Language Choice in a Sexual Health Lesson in the Gambia

Autor/inn/en	McGlynn, Caroline; Martin, Peter
Titel	"No Vernacular": Tensions in Language Choice in a Sexual Health Lesson in the Gambia
Quelle	In: International Journal of Bilingual Education and Bilingualism, 12 (2009) 2, S.137-155 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
Schlagwörter	Foreign Countries; Sex Education; Health Education; Sexuality; Language Usage; English (Second Language); Second Language Learning; Language Role; Urban Schools; Elementary Education; African Languages; Language of Instruction; Teacher Student Relationship; Code Switching (Language); Gambia + Suchen Sie Ihr Suchwort? Ausland; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Sexualität; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementarunterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The focus of this paper is the small postcolonial country of the Gambia. As in other parts of postcolonial Africa, English plays a major role in the education system. The paper reports on the conflicts and tensions which are evident when "vernacular" languages are used in the classroom. Although the study is based on substantial periods of fieldwork in primary school classrooms in the Gambia, the paper focuses on one particular lesson, in an urban primary school, in which the topic was sexual health. Within this lesson the teacher occasionally breaks the "no vernacular" rule with switches into Mandinka and Wolof. Through an analysis of instances of codeswitching in the lesson, several underlying tensions and conflicts are noted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10