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.
|Title of host publication||Teaching and Learning Mathematics in Multilingual Classrooms|
|Subtitle of host publication||Issues for Policy, Practice and Teacher Education|
|Number of pages||13|
|Publication status||Published - 1 Jan 2015|