Language of instruction and learners’ participation in mathematics: Dynamics of distributive justice in the classroom
Document Type
Book Chapter
Edition
1
ISBN
9789463002271
Editor
Anjum Halai, Phillip Clarckson
Publication (Name of Journal)
Teaching and learning mathematics in multilingual classrooms: Issues for policy, practice and teacher education
Department
Institute for Educational Development, East Africa; Office of the Provost
Publisher
Sense Publishers
City
Rotterdam
Abstract
This chapter illustrates paradoxical consequence of language in education policies by examining the case of Pakistan's Punjab province where the state introduced in 2009, English as a medium of instruction in schools serving a largely Punjabi and Urdu speaking population. A major contention of this policy was to distribute the advantage of English language, perceived or real, to all learners in the education system. The chapter illustrates the paradoxes that followed the implementation of this policy by deploying Nancy Frasier's framework consisting of three dimensions of social justice; i.e redistribution, recognition and participation in the mathematics classrooms.
Recommended Citation
Halai, A.,
Muzaffar, I.
(2016). Language of instruction and learners’ participation in mathematics: Dynamics of distributive justice in the classroom. Teaching and learning mathematics in multilingual classrooms: Issues for policy, practice and teacher education, 57-72.
Available at:
https://ecommons.aku.edu/book_chapters/229