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Southern African Linguistics and Applied Language Studies Volume 36, 2018 - Issue 2
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Articles

Power, literacy engagement, and polyphonic identities: Translanguaging in a Tanzanian community library

Monica Shank LauwoCheche Community Library, Monduli, Arusha, TanzaniaCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-3663-8087
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Pages 133-146 | Published online: 30 Nov 2018

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Monica Shank Lauwo. (2022) Language ideologies in multilingual Tanzania: parental discourses, school realities, and contested visions of schooling. Journal of Multilingual and Multicultural Development 43:7, pages 679-693.
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Amin Zaini. (2022) Co-text and critical reading for international postgraduates in Australia. Southern African Linguistics and Applied Language Studies 40:3, pages 353-372.
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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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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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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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