1,631
Views
27
CrossRef citations to date
0
Altmetric
ARTICLES

Revisiting English as medium of instruction in rural African classrooms

&

References

  • Alidou, H., and B. Brock-Utne. 2006. “Experience I–Teaching Practices– Teaching in a Familiar Language.” In Optimizing Learning and Education in Africa–the Language Factor: A Stock-taking Research on Mother Tongue and Bilingual Education in Sub-Saharan Africa, edited by H. Alidou et al., 159–184. Paris: ADEA. http://www.adeanet.org/biennial2006/doc/document/B3_1_MTBLE_en.pdf.
  • Arthur, J., and P. Martin. 2006. “Accomplishing Lessons in Postcolonial Classrooms: Comparative Perspectives from Botswana and Brunei Darussalam.” Comparative Education 42 (2): 177–202. doi:10.1080/03050060600628009.
  • Benson, C. 2009. “Designing Effective Schooling in Multilingual Contexts: Going Beyond Bilingual Models.” In Social Justice through Multilingual Education, edited by T. Skutnabb-Kangas, R. Phillipson, A. Mohanty, and M. Panda, 63–81. Clevedon: Multilingual Matters.
  • Blommaert, J. 2003 “Commentary: A Sociolinguistics of Globalization.” Journal of Sociolinguistics 7 (4): 607–623. doi:10.1111/j.1467-9841.2003.00244.x.
  • Blommaert, J. 2010. The Sociolinguistics of Globalization. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511845307.
  • Brock-Utne, B. 2004. “English as the Language of Instruction or Destruction – How do Teachers and Students in Tanzania Cope?” In Researching the Language of Instruction in Tanzania and South Africa (LOITASA), edited by B. Brock-Utne, Z. Desai, and M. Qorro. Dar es Salaam: E&D.
  • Canagarajah, A. S. 2005. Reclaiming the Local in Language Policy and Practice. Mahwah, NJ: L. Erlbaum Associates.
  • Clegg, J., and O. Afitska. 2011. “Teaching and Learning in Two Languages in African Classrooms.” Comparative Education 47 (1): 61–77. doi:10.1080/03050068.2011.541677.
  • Cleghorn, A., and M. Rollnick. 2002. “The Role of English in Individual and Societal Development: A View from African Classrooms.” TESOL Quarterly 36 (3): 347–372. doi:10.2307/3588417.
  • Crandall, J. 1992. “Content-centered Learning in the US.” Annual Review of Applied Linguistics 13: 110–126. doi:10.1017/S0267190500002427.
  • Cummins, J. 1981. “Age on Arrival and Immigrant Second Language Learning in Canada: A Reassessment.” Applied Linguistics 2 (2): 132–149. doi:10.1093/applin/2.2.132.
  • Cummins, J. 1984. Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters.
  • Cummins, J., and M. Early, eds. 2011. Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Stoke-on-Trent: Trentham.
  • Dalton-Puffer, C. 2011. “Content and Language Integrated Learning: From Practice to Principles.” Annual Review of Applied Linguistics 31 (1): 182–204. doi:10.1017/S0267190511000092.
  • Deininger, K. 2003. “Does Cost of Schooling Affect Enrollment by the Poor? Universal Primary Education in Uganda.” Economics of Education Review 22 (3): 291–305. doi:10.1016/S0272-7757(02)00053-5.
  • Duff, P. 2005. “ESL in Secondary Schools: Programs, Problematics, and Possibilities.” In Handbook of Research in Second Language Teaching and Learning, edited by Eli Hinkel, 45–63. Mahwah, NJ: Erlbaum.
  • Duff, P. 2008. Case Study Research in Applied Linguistics. New York: Lawrence Erlbaum/Taylor & Francis.
  • Dutcher, N. 2004. Expanding Educational Opportunity in Linguistically Diverse Societies. 2nd ed. Washington, DC: Center for Applied Linguistics.
  • Early, M., and S. Marshall. 2008. “Adolescent ESL Students' Interpretation and Appreciation of Literary Texts: A Case Study of Multimodality.” Canadian Modern Language Review 64 (3): 377–397. doi:10.3138/cmlr.64.3.377.
  • Early, M., and B. Norton. 2013. “Narrative Inquiry in Second Language Teacher Education in Rural Uganda.” In Narrative Research in Applied Linguistics, edited by G. Barkhuizen, 132–151. Cambridge: Cambridge University Press.
  • Hawkins, M., and B. Norton. 2009. “Critical Language Teacher Education.” In Cambridge Guide to Second Language Teacher Education, edited by A. Burns and J. Richards, 30–39. Cambridge: Cambridge University Press.
  • Heugh, K. 2009. “Literacy and Bi/Multilingual Education in Africa: Recovering Collective Memory and Expertise.” In Social Justice through Multilingual Education, edited by T. Skutnabb-Kangas, R. Phillipson, A. Mohanty, and M. Panda, 103–124. Clevedon: Multilingual Matters.
  • Jones, S., and B. Norton. 2007. “On the Limits of Sexual Health Literacy: Insights from Ugandan Schoolgirls.” Diaspora, Indigenous, and Minority Education 1 (4): 285–305. doi:10.1080/15595690701563998.
  • Kendrick, M., S. Jones, H. Mutonyi, and B. Norton. 2006. “Multimodality and English Education in Ugandan Schools.” English Studies in Africa 49 (1): 95–114. doi:10.1080/00138390608691345.
  • Kendrick, M., and H. Mutonyi. 2007. “Meeting the Challenge of Health Literacy in Rural Uganda: The Critical Role of Women and Local Modes of Communication.” Diaspora, Indigenous, and Minority Education 1 (4): 265–283. doi:10.1080/15595690701563980.
  • Kyeyune, R. 2003. “Challenges of Using English as a Medium of Instruction in Multilingual Contexts: A View from Ugandan Classrooms.” Language, Culture and Curriculum 16 (2): 173–184. doi:10.1080/07908310308666666.
  • Kyeyune, R. 2011. “Enfranchising the Teacher of English through Action Research: Perspectives on English Language Teacher Education in Uganda.” In Social Justice Language Teacher Education, edited by M. Hawkins, 86–101. Bristol: Multilingual Matters.
  • Leung, C., and B. Street. 2012. “Introduction: English in the Curriculum-Norms and Practices.” In English a Changing Medium for Education, edited by C. Leung and B. Street, 1–21. Bristol, Buffalo: Multilingual Matters.
  • Lin, A. 2012. “Multilingual and Multimodal Resources in Genre Based Pedagogical Approaches to L2 English Content Classrooms.” In English a Changing Medium for Education, edited by C. Leung and B. Street, 79–103. Bristol, Buffalo: Multilingual Matters.
  • Lincoln, Y., and E. Guba. 1985. Naturalistic Inquiry. Beverly Hills, CA: Sage.
  • Makoni, S., and A. Pennycook. 2007. Disinventing and Reconstituting Languages. Clevedon: Multilingual Matters.
  • Mohan, B., C. Leung, and C. Davison, eds. 2001. English as a Second Language in the Mainstream: Teaching, Learning and Identity. New York: Longman.
  • Mutonyi, H., and B. Norton. 2007. “ICT on the Margins: Lessons for Ugandan Education.” Language and Education 21 (3): 264–270. doi:10.2167/le751.0.
  • Norton, B., and M. Early. 2011. “Researcher Identity, Narrative Inquiry, and Language Teaching Research.” TESOL Quarterly 45 (3): 415–439. doi:10.5054/tq.2011.261161.
  • Norton, B., M. Early, and J. Tembe. 2010. “eGranary as a Digital Resource in Uganda: Preliminary Findings.” In Proceedings of the 7th International Conference on Cultural Attitudes towards Technology and Communication, 35–41. Murdoch: Murdoch University.
  • Norton, B., and H. Mutonyi. 2007. “‘Talk What Others Think You Can't Talk’: HIV/AIDS Clubs as Peer Education in Ugandan Schools.” Compare: A Journal of Comparative and International Education 37 (4): 479–492. doi:10.1080/03057920701366218.
  • Norton, B., and H. Mutonyi. 2010. “Languaging for Life: African Youth Talk Back to HIV/AIDS Research.” Language Policy 9 (1): 45–63. doi:10.1007/s10993-009-9150-y.
  • Norton, B., and C. Williams. 2012. “Digital Identities, Student Investments and eGranary as a Placed Resource.” Language and Education 26 (4): 315–329. doi:10.1080/09500782.2012.691514.
  • Nsibambi, A. 2000. “Language and Literacy in Uganda: A View from the Ministry of Education and Sports.” In Language and Literacy in Uganda, edited by Kate Parry, 2–5. Kampala: Fountain.
  • Policy Review Commission 1992. Government white paper on education: Policy Review Commission report. Kampala: Uganda Government Printers.
  • Prinsloo, M. 2005. “The New Literacies as Placed Resources.” Perspectives in Education 23 (4): 87–98.
  • Prinsloo, M. 2012. “What Counts as English?” In English a Changing Medium for Education, edited by C. Leung and B. Street, 22–40. Bristol, Buffalo: Multilingual Matters.
  • Probyn, M. 2001. “Teachers Voices: Teachers Reflections on Learning and Teaching through the Medium of English as an Additional Language in South Africa.” International Journal of Bilingual Education and Bilingualism 4 (4): 249–266. doi:10.1080/13670050108667731.
  • Probyn, M. 2005. “Language and the Struggle to Learn: The Intersection of Classroom Realities, Language Policy and Neo-colonial and Globalisation Discourses in South African Schools.” In Decolonisation, Globalisation: Language-in-education Policy and Practice, edited by A. Lin, and P. Martin. Clevedon: Multilingual Matters.
  • Probyn, M. 2006. “Language and Learning Science in South Africa.” Language and Education 20 (5): 391–414. doi:10.2167/le554.0.
  • Ramanathan, V., and B. Morgan. 2007. “TESOL and Policy Enactments: Perspectives from Practice.” TESOL Quarterly 41 (3): 447–463.
  • Rea-Dickins, P., G. Yu, and O. Afitska. 2009. “The Consequences of Examining through an Unfamiliar Language of Instruction and Its Impact for School-age Learners.” In Language Testing Matters: The Social and Educational Impact of Language Assessment, edited by L. Taylor and C. Weir, 190–214. Cambridge: Cambridge University Press.
  • Schleppegrell, M., and C. O'Hallaron. 2011. “Teaching Academic Language in L2 Secondary Settings.” Annual Review of Applied Linguistics 31: 3–18. doi:10.1017/S0267190511000067.
  • Shohamy, E. 2011. “Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies.” The Modern Language Journal 95 (3): 418–429. doi:10.1111/j.1540-4781.2011.01210.x.
  • Skutnabb-Kangas, T., and J. Cummins, eds. 1988. Minority Education: From Shame to Struggle. Clevedon: Multilingual Matters.
  • Skutnabb-Kangas, T., R. Phillipson, A. Mohanty, and M. Panda, eds. 2009. Social Justice through Multilingual Education. Clevedon: Multilingual Matters.
  • Snow, M. A. 1998. “Trends and Issues in Content-based Instruction.” Annual Review of Applied Linguistics 18: 243–267. doi:10.1017/S0267190500003573.
  • Spolsky, B., and E. G. Shohamy. 1999. The Languages of Israel: Policy, Ideology and Practice. Clevedon: Multilingual Matters.
  • Stoller, F. 2004. “Content-based Instruction: Perspectives on Curriculum Planning.” Annual Review of Applied Linguistics 24: 261–283. doi:10.1017/S0267190504000108.
  • Stoller, F. 2008. “Content-based Instruction.” In Encyclopedia of Language and Education. 2nd ed., Vol. 4 of Second and Foreign Language Education, edited by N. Van Deusen-Scholl and N. Hornberger, 59–70. Heidelberg: Springer.
  • Street, B. 2003. “What's ‘New’ in New Literacy Studies? Critical Approaches to Literacy in Theory and Practice.” Current Issues in Comparative Education 5 (2): 77–91.
  • Tembe, J. 2006. “Teacher Training and the English Language in Uganda.” TESOL Quarterly 40 (4): 857–860. doi:10.2307/40264317.
  • Tembe, J., and B. Norton. 2008. “Promoting Local Languages in Ugandan Primary Schools: The Community as Stakeholder.” Canadian Modern Language Review 65 (1): 33–60. doi:10.3138/cmlr.65.1.33.
  • Thomas, W., and V. Collier. 2002. A National Study of School Effectiveness for Language Minority Students' Long-term Academic Achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence, University of California-Santa Cruz. from http://crede.berkeley.edu/research/crede/research/llaa/1.1_final.html.
  • Tuhiwai Smith, L. 1999. Decolonizing Methodologies: Research and Indigenous Peoples. Dunedin: University of Otago Press.
  • UNESCO 2010. Education for all. EFA Global Monitoring Report 2010. Reaching the marginalized. Retrieved from: http://unesdoc.unesco.org/images/0018/001866/186606e.pdf.
  • Williams, E., and J. Cooke. 2002. “Pathways and Labyrinths: Language and Education in Development.” TESOL Quarterly 36 (3): 297–322. doi:10.2307/3588415.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.