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


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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Article Type: Research Article

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

Publication date: 27 Jan 2013

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