References
- Adler, J. (2006). Teaching mathematics in multilingual classrooms (Vol. 26). Springer Science & Business Media.
- Aduwa-Ogiegbaen, S. E., & Iyamu, E. O. S. (2006). Factors affecting quality of English language teaching and learning in secondary schools in Nigeria. College Student Journal, 40(3), 495.
- Anderson, E. (2012). Epistemic justice as a virtue of social institutions. Social Epistemology, 26(2), 163–173. https://doi.org/https://doi.org/10.1080/02691728.2011.652211
- Benson, C. (2005). Girls, educational equity and mother tongue-based teaching. UNESCO Bangkok. Asia and Pacific Regional Bureau for Education.
- Benson, C., & Kosonen, K. (Eds.). (2013). Language issues in comparative education: Inclusive teaching and learning in non-dominant languages and cultures. Sense Publishers.
- Bhargava, R. (2013). Overcoming the epistemic injustice of colonialism. Global Policy, 4(4), 413–417. https://doi.org/https://doi.org/10.1111/1758-5899.12093
- Block, D. (2018). The political economy of language education research (or the lack thereof): Nancy Fraser and the case of translanguaging. Critical Inquiry in Language Studies, 15(4), 237–257. https://doi.org/https://doi.org/10.1080/15427587.2018.1466300
- Brighouse, H., & Swift, A. (2008). Putting educational equality in its place. Education Finance and Policy, 3(4), 444–466. https://doi.org/https://doi.org/10.1162/edfp.2008.3.4.444
- Clegg, J. (2019). How English depresses school achievement in Africa. ELT Journal, 73(1), 89–91. https://doi.org/https://doi.org/10.1093/elt/ccy053
- Clegg, J., & Czornowol, J. (2015). Readability of textbooks for Rwandan basic education [Unpublished report].
- Clegg, J., & Simpson, J. (2016). Improving the effectiveness of English as a medium of instruction in sub-Saharan Africa. Comparative Education, 52(3), 359–374. https://doi.org/https://doi.org/10.1080/03050068.2016.1185268
- Cummins, J. (2009). Fundamental psycholinguistic and sociological principles underlying educational success for linguistic minority students. In T. Skutnabb-Kangas, R. Phillipson, A. K. Mohanty, & M. Panda (Eds.), Social justice through multilingual education (pp. 19–35). Multilingual Matters.
- De Sousa Santos, B. (2015). Epistemologies of the South: Justice against epistemicide. Routledge.
- Derry, J. (2018). Knowledge in education why philosophy matters. UCL IOE Press.
- Dryden-Peterson, S. (2015). The educational experiences of refugee children in countries of first asylum. Migration Policy Institute.
- Erling, E. J., Adinolfi, L., Hultgren, A. K., Buckler, A., & Mukorera, M. (2016). Medium of instruction policies in Ghanaian and Indian primary schools: An overview of key issues and recommendations. Comparative Education, 52(3), 294–310. https://doi.org/https://doi.org/10.1080/03050068.2016.1185254
- Erling, E. J., & Seargeant, P. (Eds.). (2013). English and development: Policy, pedagogy and globalization (Vol. 17). Multilingual Matters.
- Esch, E. (2011). Epistemic injustice and the power to define: Interviewing Cameroonian primary school teachers about language education. In C. Candlin, & J. Crichton (Eds.), Discourses of deficit (pp. 235–255). Palgrave Macmillan.
- Euromonitor. (2010). The benefits of the English language for individuals and societies; Quantitative indicators from Cameroon, Nigeria, Rwanda, Bangladesh and Pakistan. http://www.teachingenglish.org.uk/article/benefitsenglish-language-individuals-societies
- Fraser, N. (1995). From redistribution to recognition? Dilemmas of justice in a ‘post-socialist’ age. New Left Review, 1, 68–69.
- Fraser, N. (2000). Rethinking recognition. New Left Review, 3, 107.
- Fraser, N. (2003). Social justice in the age of identity politics: Redistribution, recognition and participation. In N. Fraser & A. Honneth (Eds.), Redistribution or recognition? A political-philosophical exchange (pp. 7–109). Verso.
- Fraser, N. (2008). Adding insult to injury: Nancy Fraser debates her critics. Verso.
- Fraser, N. (2009). Scales of justice: Reimaging political space in a globalizing world. Columbia University Press.
- Fraser, N. (2011). Reflections: An interview with Nancy Fraser, interviewed by Amrita Chhachhi. Development and Change, 42(1), 297–314.
- Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.
- Gogolin, I. (1997). The “monolingual habitus” as the common feature in teaching in the language of the majority in different countries. Per Linguam, 13(2), 38–49. https://doi.org/https://doi.org/10.5785/13-2-187
- Johnstone, R. (2019). Language policy and English for young learners in early education. In S. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 13–29). Routledge.
- Keddie, A. (2012). Schooling and social justice through the lenses of Nancy Fraser. Critical Studies in Education, 53(3), 263–279. https://doi.org/https://doi.org/10.1080/17508487.2012.709185
- Kotzee, B. (2013). Educational justice, epistemic justice, and leveling down. Educational Theory, 63(4), 331–350. https://doi.org/https://doi.org/10.1111/edth.12027
- Kuchah, K. (2009). Early bilingualism in Cameroon: Where politics and education meet. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 87–94). Garnet Education.
- Kuchah, K. (2018). Early English medium instruction in Francophone Cameroon: The injustice of equal opportunity. System, 73, 37–47. https://doi.org/https://doi.org/10.1016/j.system.2017.10.001
- Kuchah, K., Milligan, L. O., Ubanako, V. N., & Njika, J. (2020). English medium Instruction (EMI) in a multilingual Francophone context: An investigation of the learning resources and strategies of primary school children in Cameroon. British Council.
- Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/https://doi.org/10.1017/S0261444817000350
- Medina, J. (2012). Hermeneutical injustice and polyphonic contextualism: Social silences and shared hermeneutical responsibilities. Social Epistemology, 26(2), 201–220. https://doi.org/https://doi.org/10.1080/02691728.2011.652214
- Milligan, L. O., Clegg, J., & Tikly, L. (2016). Exploring the potential of language supportive learning in English medium instruction: A Rwandan case study. Comparative Education, 52(3), 328–334. https://doi.org/https://doi.org/10.1080/03050068.2016.1185258
- Milligan, L. O., Desai, Z., & Benson, C. (2020). A critical exploration of how language-of-instruction choices affect educational equity. In Grading goal four, (pp. 116–134). Brill | Sense. https://doi.org/https://doi.org/10.1163/9789004430365_005
- Milligan, L. O., Koornhof, H., Sapire, I., & Tikly, L. (2019). Understanding the role of learning and teaching support materials in enabling learning for all. Compare: A Journal of Comparative and International Education, 49(4), 529–547. https://doi.org/https://doi.org/10.1080/03057925.2018.1431107
- Milligan, L. O., & Tikly, L. (2016). English as a medium of instruction in postcolonial contexts: Issues of quality, equity and social justice. Comparative Education, 52(3), 277–280. https://doi.org/https://doi.org/10.1080/03050068.2016.1185251
- Mohanty, A. (2017). Multilingualism, education, English and development: Whose development. In H. Coleman (Ed.), Multilingualism and development (pp. 261–280). British Council.
- Msimanga, A., & Lelliott, A. (2014). Talking science in multilingual contexts in South Africa: Possibilities and challenges for engagement in learners home languages in high school classrooms. International Journal of Science Education, 36(7), 1159–1183. https://doi.org/https://doi.org/10.1080/09500693.2013.851427
- Ndofirepi, A. P., & Gwaravanda, E. T. (2018). Epistemic (in) justice in African universities: A perspective of the politics of knowledge. Educational Review, 71(5), 1–14. https://doi.org/https://doi.org/10.1080/00131911.2018.1459477
- Niyomugabo, C. (2012). Kinyafranglais as a newly created “language” in Rwanda: Will it hamper the promotion of the language of instruction at Kigali Institute of Education? Rwandan Journal of Education, 1(1), 20–29.
- Nomlomo, V. (2008). IsiXhosa as a medium of instruction in Science teaching in primary education in South Africa: Challenges and prospects. In M. Qorro, Z. Desai, & B. Brock-Utne (Eds.), LOITASA: Reflecting on Phase 1 and entering Phase 2 (pp. 81–101). E&D Vision Publishing Limited.
- Nutbrown, G. (2019, January 28). Forms of epistemic justice. Presentation given at the University of Gloucestershire.
- Pearson, P. (2014). Policy without a plan: English as a medium of instruction in Rwanda. Current Issues in Language Planning, 15(1), 39–56. https://doi.org/https://doi.org/10.1080/14664208.2013.857286
- Prinsloo, D. (2007). The right to mother tongue education: A multidisciplinary, normative perspective. Southern African Linguistics and Applied Language Studies, 25(1), 27–43. https://doi.org/https://doi.org/10.2989/16073610709486444
- Probyn, M. (2009). ‘Smuggling the vernacular into the classroom’: Conflicts and tensions in classroom codeswitching in township/rural schools in South Africa. International Journal of Bilingual Education and Bilingualism, 12(2), 123–136. https://doi.org/https://doi.org/10.1080/13670050802153137
- Rao, A. G. (2017). English in multilingual India: Promise and illusion. In H. Coleman (Ed.), Multilingualism and development (pp. 281–288). British Council.
- Ruiz, R. (1984). Orientations in language planning. NABE Journal, 8(2), 15–34. https://doi.org/https://doi.org/10.1080/08855072.1984.10668464
- Sah, P. K., & Li, G. (2018). English Medium Instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 109–123. https://doi.org/https://doi.org/10.1080/19313152.2017.1401448
- Samuelson, B., & Freedman, S. (2010). Language policy, multilingual education and power in Rwanda. Language Policy, 9, 191–215.
- Schwandt, H. M., & Underwood, C. (2016). Engaging school personnel in making schools safe for girls in Botswana, Malawi, and Mozambique. International Journal of Educational Development, 46, 53–58. https://doi.org/https://doi.org/10.1016/j.ijedudev.2015.10.008
- Sibomana, E. (2020). Transitioning from a local language to English as a medium of instruction: Rwandan teachers’ and classroom-based perspectives. International Journal of Bilingual Education and Bilingualism. Advance online publication. https://doi.org/https://doi.org/10.1080/13670050.2020.1749554
- Sifuna, D. N. (1990). Development of education in Africa: The Kenyan experience. Initiatives: Nairobi.
- Simpson, J. (2013). Baseline assessment of English language proficiency of school teachers in Rwanda. British Council.
- Simpson, J. (2017). English language and medium of instruction in basic education in low-and middle-income countries: A British Council perspective (British Council Position Paper on EMI). British Council.
- Skutnabb-Kangas, T. (2017). Language rights and bilingual education. In O. García, A. Lin, & S. May (Eds.), Bilingual and multilingual education. Encyclopedia of Language and Education Series (3rd ed., pp. 51–63). Springer. https://doi.org/https://doi.org/10.1007/978-3-319-02258-1_6
- Smith, M., & Barrett, A. M. (2011). Capabilities for learning to read: An investigation of social and economic effects for Grade 6 learners in Southern and East Africa. International Journal of Educational Development, 31(1), 23–36. https://doi.org/https://doi.org/10.1016/j.ijedudev.2010.06.006
- Sriprakash, A., Tikly, L., & Walker, S. (2019). The erasures of racism in education and international development: Re-reading the ‘global learning crisis’. Compare: A Journal of Comparative and International Education, 50(5), 676–692. https://doi.org/https://doi.org/10.1080/03057925.2018.1559040
- Stromquist, N. P. (2018). The global status of teachers and the teaching profession. Education International Research. https://ei-ie-al.org/sites/default/files/docs/2018_ei_research_statusofteachers_eng_final.pdf
- Takam, A. F., & Fassé, I. M. (2019). English and French bilingual education and language policy in Cameroon: The bottom-up approach or the policy of no policy? Language Policy, 19(1), 61–86.
- Tikly, L. (2016). Language-in-Education policy in low-income, postcolonial contexts: Towards a social justice approach. Comparative Education, 52(3), 408–425. https://doi.org/https://doi.org/10.1080/03050068.2016.1185272
- Tikly, L., & Barrett, A. M. (2011). Social justice, capabilities and the quality of education in low income countries. International Journal of Educational Development, 31(1), 3–14. https://doi.org/https://doi.org/10.1016/j.ijedudev.2010.06.001
- Wadesango, N., Hove, J., & Kurebwa, M. (2016). Effects of a large class size on effective curriculum implementation. International Journal of Educational Sciences, 12(2), 173–183. https://doi.org/https://doi.org/10.1080/09751122.2016.11890424
- Walker, M. (2018). Failures and possibilities of epistemic justice, with some implications for higher education. Critical Studies in Education, 61(3), 1–16. https://doi.org/https://doi.org/10.1080/17508487.2018.1474774
- Yi, Y., & Adamson, B. (2019). English in a Mongolian Ethnic Minority Primary School. In I. Liyanage & T. Walker (Eds.), Multilingual education yearbook 2019 (pp. 175–188). Springer.