TY - JOUR
T1 - Implementing language-in-education policy in multilingual mathematics classrooms
T2 - Pedagogical implications
AU - Halai, Anjum
AU - Karuku, Simon
PY - 2013/2
Y1 - 2013/2
N2 - In this paper, we examine selected literature on classroom-based research to understand how students and teachers (re)negotiate the language of interaction in a mathematics classroom when the official medium of instruction is different from the students' dominant language. We identify the tensions and dilemmas associated with the implementation of language-in-education policy in selected postcolonial Anglophone countries where English is used as a medium of instruction at various stages of formal schooling. We also examine the pedagogical implications of these tensions and dilemmas, paying particular attention to emerging issues of code-switching, translation and 'safe' use of language.
AB - In this paper, we examine selected literature on classroom-based research to understand how students and teachers (re)negotiate the language of interaction in a mathematics classroom when the official medium of instruction is different from the students' dominant language. We identify the tensions and dilemmas associated with the implementation of language-in-education policy in selected postcolonial Anglophone countries where English is used as a medium of instruction at various stages of formal schooling. We also examine the pedagogical implications of these tensions and dilemmas, paying particular attention to emerging issues of code-switching, translation and 'safe' use of language.
KW - Language-in-education policy
KW - Mathematics education
KW - Multilingualism
UR - http://www.scopus.com/inward/record.url?scp=84875529559&partnerID=8YFLogxK
U2 - 10.12973/eurasia.2013.913a
DO - 10.12973/eurasia.2013.913a
M3 - Article
AN - SCOPUS:84875529559
SN - 1305-8215
VL - 9
SP - 23
EP - 32
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 1
ER -
