Implementing language-in education policy in multilingual mathematics classrooms: pedagogical implications
Institute for Educational Development, East Africa; Office of the Provost
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.
Eurasia Journal of Mathematics, Science & Technology Education
(2013). Implementing language-in education policy in multilingual mathematics classrooms: pedagogical implications. Eurasia Journal of Mathematics, Science & Technology Education, 9(1), 23-32.
Available at: https://ecommons.aku.edu/eastafrica_ied/1