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Article
Implementing language-in education policy in multilingual mathematics classrooms: pedagogical implications
Eurasia Journal of Mathematics, Science & Technology Education
Publication Date
1-1-2013
Document Type
Article
Disciplines
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.
Citation Information
Anjum Halai and Simon Karuku. "Implementing language-in education policy in multilingual mathematics classrooms: pedagogical implications" Eurasia Journal of Mathematics, Science & Technology Education Vol. 9 Iss. 1 (2013) p. 23 - 32 Available at: http://works.bepress.com/anjum_halai/33/