Ailie Cleghorn
Biographic Data
| ID | 259734 |
|---|---|
| NAME | Ailie Cleghorn |
| GIVEN NAMES | Ailie |
| FAMILY NAME | Cleghorn |
| SIGNATURE | CLEGHORN A |
| AFFILIATIONS | Concordia University |
| ORCID | 0000-0001-7458-8802 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
From playing with numbers to playing with clay
This issue of the EECERA journal takes the reader directly to the enormous range of research methods and topics one finds in the field of ECEC. As such, we come face to face with the scope of conce
Conceptualizing meaningful education: The voices of indigenous parents of young children
Keeping the national standard? Contextual dilemmas of educational marginalization in Namibia
Looking into Early Childhood Education and Development Spaces: Visual Ethnography's Contribution to Thinking about Quality
Discussions about what constitutes a quality early childhood (EC) environment rarely focus on visual or spatial aspects, except to provide background information for talking about EC practice and children's development in the preschool years. There is a need to look beyond the usual quality indicators, which tend to focus on poverty and children's developmental potential so that context and cultural dimensions are often omitted in the discussion.…
Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: Examples from Quebec, Canada, and Gauteng, South Africa
Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes. Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds …
Contrasting Visions of Early Childhood Education: Examples from Rural and Urban Settings in Zimbabwe and India
This article explores the way in which two, quite distinct, visions of early childhood (EC) education were manifested in selected rural and urban centers in India and Zimbabwe. Elements of a pediatric orientation existed along with aspects of a pedagogical model that emphasizes a western form of school preparation. The article concludes that the potential for rural early childhood programs in particular, to be effective, may be strengthened if EC…
The Role of English in Individual and Societal Development: A View from African Classrooms
Ailie Cleghorn, Marissa Rollnick, The Role of English in Individual and Societal Development: A View from African Classrooms, TESOL Quarterly, Vol. 36, No. 3, Language in Development (Autumn, 2002), pp. 347-372
Classroom language use in multilingual settings: Mathematics lessons from Quebec and Zimbabwe
This article is concerned with language use in mathematics lessons in settings where the language of instruction is a second language for all or most of the learners. Four lessons taken from primary schools in Montreal and in Zimbabwe are compared, illustrating ways in which teachers in each setting couple development of the target second language with teaching of subject content. By doing so, we believe that instruction is effective in helping c…
Primary level science in Kenya: Constructing meaning through English and indigenous languages
This article is concerned with the use of English and indigenous languages in creating contexts for understanding primary level science in Kenya. Through an ethnographic study of instruction in three rural schools, it was found that important ideas were more easily conveyed when teachers did not adhere strictly to the English‐only language of instruction policy. Explanations of culturally foreign concepts were given along with concrete, familiar …
Socialising multilingualism: Determinants of codeswitching in Kenyan primary classrooms
Individual multilingualism in a multilingual society is often associated with a mass education system. The Kenyan situation illustrates the intertwined complexity of the pedagogical and socialising aspects of language contact in such a system. Using ethnographic observation of classroom interaction in three primary schools, determinants of teachers' language choice and codeswitching among English, Swahili, and mother‐tongue are explored: official…
Education and Social Change in South Africa: Contrasting Perspectives
(1992). Education and Social Change in South Africa: Contrasting Perspectives. Canadian Journal of African Studies / Revue canadienne des etudes africaines: Vol. 26, No. 3, pp. 510-514
Languages in Contact: An Ethnographic Study of Interaction in an Immersion School
Since bilingual school programs are part of the fabric of society, they reflect major social patterns and processes that characterize society at large. Thus, an understanding of the social objectives and outcomes of bilingual education programs requires an understanding of both the broad sociocultural context of which they are a part and the relationship of the school to its larger context. In the present study, ethnographic procedures were used …
Primary level science in Kenya: Constructing meaning through English and indigenous languages
This article is concerned with the use of English and indigenous languages in creating contexts for understanding primary level science in Kenya. Through an ethnographic study of instruction in three rural schools, it was found that important ideas were more easily conveyed when teachers did not adhere strictly to the English‐only language of instruction policy. Explanations of culturally foreign concepts were given along with concrete, familiar …
Socialising multilingualism: Determinants of codeswitching in Kenyan primary classrooms
Individual multilingualism in a multilingual society is often associated with a mass education system. The Kenyan situation illustrates the intertwined complexity of the pedagogical and socialising aspects of language contact in such a system. Using ethnographic observation of classroom interaction in three primary schools, determinants of teachers' language choice and codeswitching among English, Swahili, and mother‐tongue are explored: official…
The Role of English in Individual and Societal Development: A View from African Classrooms
Ailie Cleghorn, Marissa Rollnick, The Role of English in Individual and Societal Development: A View from African Classrooms, TESOL Quarterly, Vol. 36, No. 3, Language in Development (Autumn, 2002), pp. 347-372
Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: Examples from Quebec, Canada, and Gauteng, South Africa
Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes. Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds …
Classroom language use in multilingual settings: Mathematics lessons from Quebec and Zimbabwe
This article is concerned with language use in mathematics lessons in settings where the language of instruction is a second language for all or most of the learners. Four lessons taken from primary schools in Montreal and in Zimbabwe are compared, illustrating ways in which teachers in each setting couple development of the target second language with teaching of subject content. By doing so, we believe that instruction is effective in helping c…
Contrasting Visions of Early Childhood Education: Examples from Rural and Urban Settings in Zimbabwe and India
This article explores the way in which two, quite distinct, visions of early childhood (EC) education were manifested in selected rural and urban centers in India and Zimbabwe. Elements of a pediatric orientation existed along with aspects of a pedagogical model that emphasizes a western form of school preparation. The article concludes that the potential for rural early childhood programs in particular, to be effective, may be strengthened if EC…
Languages in Contact: An Ethnographic Study of Interaction in an Immersion School
Since bilingual school programs are part of the fabric of society, they reflect major social patterns and processes that characterize society at large. Thus, an understanding of the social objectives and outcomes of bilingual education programs requires an understanding of both the broad sociocultural context of which they are a part and the relationship of the school to its larger context. In the present study, ethnographic procedures were used …
Languages in Contact: An Ethnographic Study of Interaction in an Immersion School
Since bilingual school programs are part of the fabric of society, they reflect major social patterns and processes that characterize society at large. Thus, an understanding of the social objectives and outcomes of bilingual education programs requires an understanding of both the broad sociocultural context of which they are a part and the relationship of the school to its larger context. In the present study, ethnographic procedures were used …
Primary level science in Kenya: Constructing meaning through English and indigenous languages
This article is concerned with the use of English and indigenous languages in creating contexts for understanding primary level science in Kenya. Through an ethnographic study of instruction in three rural schools, it was found that important ideas were more easily conveyed when teachers did not adhere strictly to the English‐only language of instruction policy. Explanations of culturally foreign concepts were given along with concrete, familiar …
Socialising multilingualism: Determinants of codeswitching in Kenyan primary classrooms
Individual multilingualism in a multilingual society is often associated with a mass education system. The Kenyan situation illustrates the intertwined complexity of the pedagogical and socialising aspects of language contact in such a system. Using ethnographic observation of classroom interaction in three primary schools, determinants of teachers' language choice and codeswitching among English, Swahili, and mother‐tongue are explored: official…
Education and Social Change in South Africa: Contrasting Perspectives
(1992). Education and Social Change in South Africa: Contrasting Perspectives. Canadian Journal of African Studies / Revue canadienne des etudes africaines: Vol. 26, No. 3, pp. 510-514
Classroom language use in multilingual settings: Mathematics lessons from Quebec and Zimbabwe
This article is concerned with language use in mathematics lessons in settings where the language of instruction is a second language for all or most of the learners. Four lessons taken from primary schools in Montreal and in Zimbabwe are compared, illustrating ways in which teachers in each setting couple development of the target second language with teaching of subject content. By doing so, we believe that instruction is effective in helping c…
The Role of English in Individual and Societal Development: A View from African Classrooms
Ailie Cleghorn, Marissa Rollnick, The Role of English in Individual and Societal Development: A View from African Classrooms, TESOL Quarterly, Vol. 36, No. 3, Language in Development (Autumn, 2002), pp. 347-372
Contrasting Visions of Early Childhood Education: Examples from Rural and Urban Settings in Zimbabwe and India
This article explores the way in which two, quite distinct, visions of early childhood (EC) education were manifested in selected rural and urban centers in India and Zimbabwe. Elements of a pediatric orientation existed along with aspects of a pedagogical model that emphasizes a western form of school preparation. The article concludes that the potential for rural early childhood programs in particular, to be effective, may be strengthened if EC…
Looking into Early Childhood Education and Development Spaces: Visual Ethnography's Contribution to Thinking about Quality
Discussions about what constitutes a quality early childhood (EC) environment rarely focus on visual or spatial aspects, except to provide background information for talking about EC practice and children's development in the preschool years. There is a need to look beyond the usual quality indicators, which tend to focus on poverty and children's developmental potential so that context and cultural dimensions are often omitted in the discussion.…
Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: Examples from Quebec, Canada, and Gauteng, South Africa
Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes. Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds …
Keeping the national standard? Contextual dilemmas of educational marginalization in Namibia
Conceptualizing meaningful education: The voices of indigenous parents of young children
From playing with numbers to playing with clay
This issue of the EECERA journal takes the reader directly to the enormous range of research methods and topics one finds in the field of ECEC. As such, we come face to face with the scope of conce
Sociology (11 works) · Psychology (9 works) · Pedagogy (8 works) · EFL/ESL Teaching and Learning (6 works) · Multilingual Education and Policy (6 works) · Second Language Learning and Teaching (5 works) · Early childhood education (4 works) · Geography (4 works) · Linguistics (4 works) · Mathematics education (4 works)