Citations (57)
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Miriam Weidl, Friederike Lüpke, Alpha Naby Mané & Jérémi Fahed Sagna. (2023) LILIEMA: a sustainable educational programme promoting African languages and multilingualism according to the social realities of speakers and writers. Journal of Multilingual and Multicultural Development 44:9, pages 827-845.
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Sitwe Benson Mkandawire, Stephanie Simmons Zuilkowski, Joseph Mwenya Mwansa & Peter Chomba Manchishi. (2023) Instructional strategies used by teachers in multilingual classes to help non-speakers of the language of instruction learn initial reading skills in Zambia. International Multilingual Research Journal 0:0, pages 1-26.
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Alexander De Soete & Stef Slembrouck. (2023) The EMI content lecturer as a street-level bureaucrat: discretionary actions and coping mechanisms in micro-level language policy-as-produced. Journal of Multilingual and Multicultural Development 0:0, pages 1-20.
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Gloria B. Malambe & Carolyn Harford. (2023) Raising the profile of siSwati as a national language*. Journal of Contemporary African Studies 41:2, pages 167-182.
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Stef Slembrouck. (2022) The various guises of translanguaging and its theoretical airstrip. Journal of Multilingual and Multicultural Development 0:0, pages 1-12.
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Ibrar Bhatt, Khawla Badwan & Mbulungeni Madiba. (2022) Critical perspectives on teaching in the multilingual university. Teaching in Higher Education 27:4, pages 425-436.
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Jason Anderson. (2022) The translanguaging practices of expert Indian teachers of English and their learners. Journal of Multilingual and Multicultural Development 0:0, pages 1-19.
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Khumbuzile Maseko & Dumisile N. Mkhize. (2021) Translanguaging mediating reading in a multilingual South African township primary classroom. International Journal of Multilingualism 18:3, pages 455-474.
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Laela Adamson. (2021) Language of instruction: a question of disconnected capabilities. Comparative Education 57:2, pages 187-205.
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Erasmos Charamba. (2020) Translanguaging: developing scientific scholarship in a multilingual classroom. Journal of Multilingual and Multicultural Development 41:8, pages 655-672.
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Sicelo Ziphozonke Ntshangase & Sonja Bosch. (2020) Dual language education: Improving the academic learning experiences of isiZulu-speaking learners in KwaZulu-Natal. South African Journal of African Languages 40:3, pages 317-325.
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Saloshna Vandeyar & Theresa Catalano. (2020) Language and Identity: Multilingual Immigrant Learners in South Africa. Language Matters 51:2, pages 106-128.
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Erasmos Charamba & Kufakunesu Zano. (2019) Effects of translanguaging as an intervention strategy in a South African Chemistry classroom. Bilingual Research Journal 42:3, pages 291-307.
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Desmond I. Odugu & Camille N. Lemieux. (2019) Transitional multilingual education policies in Africa: necessary compromise or strategic impediment?. Language and Education 33:3, pages 263-281.
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Hilda Cahyani, Michele de Courcy & Jenny Barnett. (2018) Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism 21:4, pages 465-479.
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Fiona Willans. (2017) Another early-exit transitional model doomed to fail? Or is this the wrong model at the right time in Vanuatu?. Journal of Multilingual and Multicultural Development 38:8, pages 699-711.
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Kathleen Heugh, Cas Prinsloo, Matthews Makgamatha, Gerda Diedericks & Lolita Winnaar. (2017) Multilingualism(s) and system-wide assessment: a southern perspective. Language and Education 31:3, pages 197-216.
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Fiona Jackson. (2016) Unraveling high school English literature pedagogic practices: a Legitimation Code Theory analysis. Language and Education 30:6, pages 536-553.
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Angeline M. Barrett & David Bainton. (2016) Re-interpreting relevant learning: an evaluative framework for secondary education in a global language. Comparative Education 52:3, pages 392-407.
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Caroline Kerfoot & Michelle Bedeker. (2015) Testing the waters: exploring the teaching of genres in a Cape Flats Primary School in South Africa. Language and Education 29:3, pages 235-255.
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Caroline Kerfoot & Anne-Marie Simon-Vandenbergen. (2015) Language in epistemic access: mobilising multilingualism and literacy development for more equitable education in South Africa. Language and Education 29:3, pages 177-185.
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Articles from other publishers (36)
Lydiah Kananu Kiramba & Erasmos Charamba. (2023) Translanguaging in a Multilingual Chemistry Classroom: Framing Epistemic Access in Science. Journal of Educational Studies 2023:si1, pages 6-30.
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Michal Tannenbaum, Elana Shohamy & Ofra Inbar-Lourie. (2022) Advocacy strategies for a new multilingual educational policy in Israel. Language Policy 21:4, pages 561-573.
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Tsebo Ramothwala, Itani P. Mandende & Madoda Cekiso. (2022) Translanguaging in a Northern Sotho classroom: A case study of Khelobedu-speaking learners and their teachers in the Foundation Phase in Mopani District. Literator 43:1.
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Russell Cross, Jacqueline D’warte & Yvette Slaughter. (2022) Plurilingualism and language and literacy education. The Australian Journal of Language and Literacy 45:3, pages 341-357.
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Danping Wang. (2022) Translanguaging as a decolonising approach: students’ perspectives towards integrating Indigenous epistemology in language teaching. Applied Linguistics Review 0:0.
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Clare Cunningham & Sabine Little. (2022) ‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers. Linguistics and Education, pages 101122.
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Kathleen Heugh, Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols & Jeanne-Marie Viljoen. (2022) Multilingualism, translanguaging and transknowledging. AILA Review 35:1, pages 89-127.
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Caroline Kerfoot & Basirat Olayemi Bello-Nonjengele. (2022) Towards Epistemic Justice: Constructing Knowers in Multilingual Classrooms. Applied Linguistics.
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Prem Phyak, Pramod K Sah, Nani Babu Ghimire & Anju Lama. (2022) Teacher Agency in Creating a Translingual Space in Nepal’s Multilingual English-Medium Schools. RELC Journal 53:2, pages 431-451.
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