Towards models of language supportive pedagogy in Sub-Saharan Africa
Comparing and analysing curricula and practice
Bibliographic Data
| ID | 21725849 |
|---|---|
| Authors | Mats Deutschmann (0000-0003-4429-5720, Örebro University, corresponding author), Justin Zelime (University of Seychelles, Seychelles), Angeline M Barrett (0000-0002-2820-7586, University of Bristol), Eliakimu Sane (0000-0002-1596-9549, University of Dodoma, Tanzania), Maryam Jaffar Ismail (The State University of Zanzibar (SUZA), Tanzania), Maryam Ismail (0000-0002-1856-1899, State University of Zanzibar) |
| Year | 2024 |
| Volume | 23 |
| Issue | 6 |
| Pages | 839-855 |
| Publication date | 2024-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14749041241272676 |
| OpenAlex | W4402335534 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
A prerequisite for learning is that instructions and other learning activities take place in a language that you understand. This may seem self-evident, but fact remains that most learners in Sub-Saharan Africa (SSA) are taught in a European second language (L2) that they are unfamiliar with. Frequently, the role of the home languages in the classrooms has been completely subtracted leading to very unfavourable learning situations for many pupils, something which in turn results in failures and early drop-out. The current paper takes up some of the challenges, dilemmas and consequences of current medium of instruction (MoI) policies as illustrated by theories and previous studies. Part 2 gives an outline of the analytical framework being developed under the Understanding project financed by the Swedish research Council. The purpose of the framework is to help reveal strengths, shortcomings and mismatches in current language-in-education policies. Focus lies on how different policy levels acknowledge the challenges involved in learning and teaching through a second language in SSA contexts. The model provides a systematic framework for explorations of how language-in-education policy outcomes (mis)match intentions. The framework, though adapted for SSA contexts, has direct relevance to the analysis of language-in-education polices in Western education systems
Curriculum · Mathematics education · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Principles and practice in second language acquisition
Education reform
Thought and language.
Foundations of Bilingual Education and Bilingualism
Negotiating Language Policies in Schools
The input hypothesis
Lexical Diversity in Writing and Speaking Task Performances
Making and Shaping Participatory Spaces
Bilingual education in the 21st century
‘Smuggling the vernacular into the classroom’
Setswana
International journal of the sociology of language 109
Competing Purposes
The issue of the medium of instruction in Africa as an “inheritance situation”
An Unequal Balance
A critique of Botswana’s language policy from a translanguaging perspective
Language-in-education policy, publishing and the translation of children's books in South Africa
Language of instruction in education in Africa
Local community perspectives and language of education in sub-Saharan African communities
Research and policy on the language of instruction issue in Africa
Second language acquisition and second language learning
Re-interpreting relevant learning
Teaching and learning in two languages in African classrooms
The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities
Mixed-methods research in language teaching and learning
Elite closure as a powerful language strategy
Effects of policy on English-medium instruction in Africa
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |