Abstract
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 language | English (UK) |
|---|---|
| Pages (from-to) | 23-32 |
| Number of pages | 10 |
| Journal | Eurasia Journal of Mathematics, Science and Technology Education |
| Volume | 9 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Feb 2013 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Language-in-education policy
- Mathematics education
- Multilingualism
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