Language of instruction and learners’ participation in mathematics: Dynamics of distributive justice in the classroom

Anjum Halai; Irfan Muzaffar

doi:10.1007/978-94-6300-229-5_5

Language of instruction and learners’ participation in mathematics: Dynamics of distributive justice in the classroom

Anjum Halai, Irfan Muzaffar

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Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

6 Citations (Scopus)

Abstract

The policy makers in education, in the post-colonial contexts, often introduce the ex-colonial language with perceived or real power and privilege as a medium of instruction, ostensibly for distributive justice for all learners. Since language of power is part of the cultural capital needed for social mobility, its use in classrooms is assumed to help distribute this capital through formal education.

Original language	English
Title of host publication	Teaching and Learning Mathematics in Multilingual Classrooms
Subtitle of host publication	Issues for Policy, Practice and Teacher Education
Publisher	Sense Publishers
Pages	57-69
Number of pages	13
ISBN (Electronic)	9789463002295
ISBN (Print)	9789463002271
DOIs	https://doi.org/10.1007/978-94-6300-229-5_5
Publication status	Published - 1 Jan 2015

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10.1007/978-94-6300-229-5_5

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Language of instruction and learners’ participation in mathematics: Dynamics of distributive justice in the classroom. / Halai, Anjum; Muzaffar, Irfan.
Teaching and Learning Mathematics in Multilingual Classrooms: Issues for Policy, Practice and Teacher Education. Sense Publishers, 2015. p. 57-69.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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Language of instruction and learners’ participation in mathematics: Dynamics of distributive justice in the classroom

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