Implementing language-in-education policy in multilingual mathematics classrooms: Pedagogical implications

Anjum Halai, Simon Karuku

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)23-32
Number of pages10
JournalEurasia Journal of Mathematics, Science and Technology Education
Issue number1
Publication statusPublished - Feb 2013


  • Language-in-education policy
  • Mathematics education
  • Multilingualism


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