Classroom Interaction: Potential or Problem? The Case of Karagwe

Autor/in	Wedin, Asa
Titel	Classroom Interaction: Potential or Problem? The Case of Karagwe
Quelle	In: International Journal of Educational Development, 30 (2010) 2, S.145-150 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2009.03.007
Schlagwörter	Educational Development; Safety; Interaction Process Analysis; Bilingual Education; Ethnography; Foreign Countries; Rural Schools; Elementary Schools; Classroom Environment; African Languages; Educational Research; Barriers; Educational Strategies; Developing Nations; Educational Environment; Educational Policy; Policy Analysis; Literacy; International Education; Tanzania + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Sicherheit; Prozessanalyse; Bilingual teaching; Bilingualer Unterricht; Ethnografie; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Klassenklima; Unterrichtsklima; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Politikfeldanalyse; Alphabetisierung; Schreib- und Lesefähigkeit; Internationale Erziehung; Tansania
Abstract	This paper discusses interactional patterns in classrooms in primary school in rural Tanzania, based on an ethnographic study on literacy practices. The paper argues that the official policy of Swahili-only in primary school, together with the huge gap between high expectations on educational outcome and lack of resources, have resulted in the creation of safety strategies among pupils and teachers. These safety strategies include interactional patterns that also constitute a hindrance for students' learning. However, I claim that these interactional patterns could constitute a potential for educational development, if research findings from bilingual education were taken into account. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10