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Language and Education Volume 33, 2019 - Issue 2: Translingual and transmodal complexity and innovation in English-language-dominant Southern schooling
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Special Issue Paper

Disinventing and reconstituting language for learning in school Science

Carolyn McKinney School of Education, University of Cape Town, Cape Town, South Africa
&
Robyn Tyler School of Education, University of Cape Town, Cape Town, South AfricaCorrespondence[email protected]
Pages 141-158 | Received 06 Dec 2017, Accepted 22 Aug 2018, Published online: 27 Oct 2018

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Erasmos Charamba. (2022) Pushing linguistic boundaries: translanguaging in a bilingual Science and Technology classroom. Journal of Multilingual and Multicultural Development 43:10, pages 951-965.
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Carolyn McKinney. (2022) Coloniality of language and pretextual gaps: a case study of emergent bilingual children’s writing in a South African school and a call for ukuzilanda. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Laela Adamson. (2022) Fear and shame: students’ experiences in English-medium secondary classrooms in Tanzania. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Soili Norro. (2022) Namibian teachers’ practices in a multilingual context. International Journal of Multilingualism 0:0, pages 1-19.
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Robyn Tyler. (2021) Transcribing whole-body sense-making by non-dominant students in multilingual classrooms. Classroom Discourse 12:4, pages 386-402.
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Soili Norro. (2021) Namibian Teachers’ Beliefs about Medium of Instruction and Language Education Policy Implementation. Language Matters 52:3, pages 45-71.
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Ofelia García, Nelson Flores, Kate Seltzer, Li Wei, Ricardo Otheguy & Jonathan Rosa. (2021) Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies 18:3, pages 203-228.
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Erasmos Charamba. (2021) Learning and language: towards a reconceptualization of their mutual interdependences in a multilingual science class. Journal of Multilingual and Multicultural Development 42:6, pages 503-521.
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Monica Shank Lauwo. (2021) Literacies and translanguaging in Africa: A critical review of sociocultural perspectives. Southern African Linguistics and Applied Language Studies 39:2, pages 210-224.
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Erasmos Charamba. (2020) Translanguaging in a multilingual class: a study of the relation between students’ languages and epistemological access in science. International Journal of Science Education 42:11, pages 1779-1798.
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Chaka Chaka. (2020) Translanguaging, Decoloniality, and the Global South: An Integrative Review Study. Scrutiny2 25:1, pages 6-42.
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Articles from other publishers (16)

Joanne Hardman & Beata Set. (2023) Cultural taboos in mediating science in a Namibian bilingual primary school. Reading & Writing 14:1.
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Kelvin Mubiana Katukula, Beatha Set & John Nyambe. (2023) Language Ideologies and the Use of Mother Tongues as the Medium of Instruction and Learning in Junior Primary Schools: A Case Study of Parents and Teachers in a Namibian School. Innovare Journal of Education, pages 70-79.
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Beatha Set. (2023) The Constraints of Monolingual Language Policy and Heteroglossic Practices as a Vehicle for Linguistic Justice. Languages 8:2, pages 131.
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Pretty N. Magangxa & Deidre C. Geduld. (2023) Student teachers’ reflections on semiotics in Grade 3 isiXhosa literacy lessons. South African Journal of Childhood Education 13:1.
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Erasmos Charamba. (2023) Translanguaging as bona fide practice in a multilingual South African science classroom. International Review of Education 69:1-2, pages 31-50.
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Monica Shank Lauwo & Bonny Norton. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 148 158 .
Kathleen Heugh. 2022. The Handbook of Linguistic Human Rights. The Handbook of Linguistic Human Rights 55 70 .
Anna Mendoza & Jiaen Ou. (2022) CACTI: Use of a survey instrument as a semistructured interview protocol to facilitate teacher retrospection on bi/multilingual practices in EMI. System 109, pages 102887.
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Kristina Danielsson & Jenny Uddling. (2022) Signs of Learning—Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom. Education Sciences 12:10, pages 662.
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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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Erasmos Charamba & Sibhekinkosi Anna Nkomo. 2022. Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching. Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching 279 295 .
Erasmos Charamba. 2021. Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities. Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities 109 123 .
Erasmos Charamba. 2021. Translanguaging in Science Education. Translanguaging in Science Education 257 275 .
Annemarie Hattingh, Carolyn McKinney, Audrey Msimanga, Margie Probyn & Robyn Tyler. 2021. Translanguaging in Science Education. Translanguaging in Science Education 231 256 .
Audrey Msimanga. 2021. Multilingual Education Yearbook 2021. Multilingual Education Yearbook 2021 57 73 .
Edgar Garzón-Díaz. 2021. International Perspectives on CLIL. International Perspectives on CLIL 85 106 .

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