Learner-centred education and English medium instruction
Policies in practice in a lower-secondary mathematics class in rural Rwanda
Bibliographic Data
| ID | 11921050 |
|---|---|
| Authors | Rachel Bowden (0000-0002-2892-1501, University of Bristol, Bristol, United Kingdom of Great Britain and Northern Ireland, corresponding author), Innocente Uwineza (0000-0002-1893-3445, Department of Early Childhood and Primary Education, University of Rwanda-College of Education, Kayonza, Rwanda), Jean-Claude Dushimimana (Department of Mathematics, Science and Physical Education, University of Rwanda-College of Education, Kayonza, Rwanda), Alphonse Uworwabayeho (0000-0003-2651-1848, Department of Early Childhood and Primary Education, University of Rwanda-College of Education, Kayonza, Rwanda) |
| Year | 2022 |
| Volume | 54 |
| Issue | 2 |
| Pages | 294-313 |
| Publication date | 2022-07-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2022.2093163 |
| OpenAlex | W4285090469 |
| Language | EN |
| Citations received | 10 |
| References cited | 60 |
This paper shows how one mathematics teacher, in a government secondary school in rural Rwanda, re-contextualises learner centred education (LCE) and English medium instruction (EMI) policies in classroom practice. Data are drawn from an ethnographic, critical case study and include lesson transcripts and teacher and student perspectives. The study indicates the importance of including non-verbal language in investigations of classroom interaction, and problematises the tendency to equate LCE with student talk in groups. In these lessons, whole-class interactions are managed by the teacher and student verbal participation is limited. Nevertheless, students co-construct and participate in activities and communicate mathematical meanings. The teacher observes and responds to students and enables students to access the English and mathematics they need for examinations. EMI limits student verbal participation and access to the textbook. The study indicates the importance of learning from and responding to classroom realties rather than pedagogical and linguistic ideologies
Class (philosophy · Construct (python library · Ethnography · Government (linguistics · Ideology · Linguistics · Mathematics education · Medium of instruction · Pedagogy · Political science · Politics · Sociology · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
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| Unique citing works | 10 |
|---|---|
| Citations per year | 3.33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |