Literaturnachweis - Detailanzeige
| Sonst. Personen | Omidire, Margaret Funke (Hrsg.) |
|---|---|
| Titel | Multilingualism in the classroom. Teaching and learning in a challenging context. |
| Quelle | Cape Town: UCT Press (2019), XV, 240 S. |
| Beigaben | Illustrationen; Karten; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781775822691 (Taschenbuch) |
| Schlagwörter | Afrika; Südafrika (Staat); Multilingual education; Africa; South Africa; Zambia; China; Namibia; Multilingualism in children; Erziehung |
| Abstract | Section I. Language teaching and learning challenges in multilingual contexts. 1. Embracing multilingualism in classrooms: an introduction / Margaret Funke Omidire - 2. Effects of juxtapositioning input and output languages in multilingual classrooms / Malepohole Philomena Sefotho - 3. Enablers of teaching language for learning in multilingual classrooms / Marisa Leask. Section II. Proactive interventions and support for learning and learner development in multilingual settings. 4. Multilingualism as a resource for teaching and learning: overcoming persistent challenges / Folake Ruth Aluko - 5. Supporting learners with dyslexia in multilingual classrooms through the use of mobile devices / Megan Blamire & Margaret Funke Omidire - 6. Recontextualising discourse-intensive interventions for multilingual contexts: implementing Quality Talk in China / Liwei Wei & Karen Murphy - 7. Caring for young children's literacy development in a multilingual context through stories / Mealnie Moen, Anienie Veldsman & Hannelie du Preez - 8. Problematising monolingual practices in multilingual classrooms in Lusaka: towards more inclusive teaching and learning / David Sani Mwanza & Peter Chomba Manchisi - 9. Disparities between reading fluency and comprehension: what do we miss? / Margaret Funke Omidire - 10. Using technology as a resource for teaching and learning in multilingual classrooms / Tony John Mays. Section III. Legislative and policy frameworks guiding multilingualism in education settings. 11. South Africa's language identity struggle in education: the historical factor / Kolawole Samuel Adeyemo & Ophélie RL Dangbégnon -12. The daunting challenge of multilingual policy in Zambia: teachers' perceptions / Kenneth Kapalu Muzata - 13. The language in education conundrum from and empirical perspective: using evidence to inform policy / Surette van Staden & Nelladee McLeod Palane - 14. Is the matrix-embedded language the alternative medium of instruction for Namibia's multilingual schools? / Liswani Simasiku & Chosi D. Kasanda - 15. Improving the implementation of South African laws relating to multilingualism in education / Kolapo Omidire. Most education settings in South Africa and other post-colonial emerging economies are multilingual and diverse. Indeed, multilingual classrooms have become commonplace in developed countries as well. Yet many countries in post-colonial Sub-Saharan Africa use English as a medium of instruction in multilingual contexts from the early grades. The implications of this practice for teaching and learning are multifaceted. Its negative effects on achievement, retention and dropout rates, psychosocial wellbeing and community development cannot be overstated and are well documented. Societal emancipation and transformation begin in the education setting, and no transformation discourse can be successful if the issues surrounding multilingualism are not properly addressed. Teaching and learning pedagogies that ignore the complexities and dynamics of multilingual classrooms are simply reinforcing past worldviews and improved learner-achievement results cannot be expected unless things are approached differently. This book, written by authors from across Africa from first-hand experience in research and teaching, focuses mainly on teaching pedagogy and on evidenced-based analysis and guidelines. It supports, among other arguments, the need to view indigenous languages as assets and resources within classrooms. It is a resource for teachers and learners in multilingual contexts worldwide. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/2/04 |
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