Implementing Language-in-Education Policy in Multilingual Mathematics Classrooms: Pedagogical Implications
Anjum Halai 1, Simon Karuku 1 *
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1 Aga Khan University, TANZANIA
* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2013.913a

EURASIA J Math Sci Tech Ed, 2013 - Volume 9 Issue 1, pp. 23-32

Publication date: 27 Jan 2013

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