Multilingual Learning Assessment, Ideologies and Policies in Sub-Saharan Africa

ISBN-13: 9781032329772 / Twarda / 2023 / 296 str.

Opis

This edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The volume focuses on three main areas which have proven to be stumbling blocks to the effective implementation of multilingual education to date, namely: Assessment, Ideology and Policy.

Spis treści

1. Introduction  Part 1  Assessment  2. Heteroglossic, Multimodal Classroom Discourses and Monolingual, Monomodal Assessment in Namibian Primary Science Teaching: A Case Study  3. Legitimising Fluid Multilingual Practices: A Challenge for Formal Education Worldwide  4. Vignette: Using Flexible Bilingual Academic Content Assessments in the United States: Lessons Learned  5. Assessment Considerations for Multilingual Students in an English-Medium Environment: The PUMI Decision-Making Process and Translanguaging  6. Vignette: The Role of Home Language in Supporting Adolescent Girls’ Learning in Rural Zimbabwe  Part 2  Attitudes and Community Initiatives  7. Ideologies of English and Language of Instruction in Ghana: Educator Perceptions and Pressures  8. Language of Instruction Attitudes in Rural Tanzania: Parental Discourses and Valued Linguistic Capabilities  9. Vignette: Community Initiatives for the Use of Maa in Education in Kenya  10. Community Perspectives on the Introduction of Mother Tongue-Based Bilingual Education in Obolo, Nigeria  11. Challenges for Gambian Primary Schools Aiming to Enhance Literacy Through the Use of National Languages  Part 3  Policy: Factors in Development and Implementation  12. Vignette: "But Exams Are Not Given in Ngoni": The Place of Local Languages in Tanzania’s Primary Education  13. Vignette: Language-in-Education Policy and STEM Teaching and Learning in Tanzanian Schools  14. EMI Policy in Practice: Multilingual Mathematics Lessons in a Government Secondary School in Rural Rwanda  15. Vignette: Sheng as a Valuable Linguistic Resource in Education in Kenya  16. Vignette: Researching Language Education Policy in Namibia  17. Vignette: Changing Language-in-Education Policies in Malawi: Consultation and Implementation  18. Multilingual Pedagogies in Mozambican Bilingual Schools: The Challenge of Decolonising Language Ideologies, Policies and Practices

O autorze

Colin Reilly is a Lecturer in Linguistics at the University of Stirling.

Feliciano Chimbutane is an Associate Professor in Linguistics at Eduardo Mondlane University.

John Clegg is a freelance education consultant based in the UK.

Casmir Rubagumya is a Professor of Language Education at St John’s University of Tanzania.

Elizabeth J. Erling is a Professor of English Language Teaching Research and Methodology at the University of Education Upper Austria and Elise-Richter Senior Postdoctoral Fellow at the University of Vienna.