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African Journal of Research in Mathematics, Science and Technology Education Volume 16, 2012 - Issue 1
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Original Articles

Language-in-Education policies in conflict: Lessons from Malawian mathematics teacher training classrooms

Nancy ChiteraFaculty of Applied Sciences, University of Malawi, Blantyre, [email protected]; [email protected]
Pages 58-68 | Published online: 20 Aug 2013

References

  • Adler, J. (2001). Teaching Mathematics in Multilingual Classrooms. Dordrecht: Kluwer.
  • Atweh, W., & Clarkson, P. (2001). Internationalisation and globalisation of mathematics education: Toward an agenda for research/action. In B. Atweh, B.H. Forgasz & B. Nebres (Eds.) Socio-cultural research on mathematics education (pp. 77–94). Mahwah, NJ: Lawrence Erlbaum.
  • Baldauf, R.B., & Kaplan, R.B. (2004). Language-in-Education Policy and planning. In E. Hinkel (Ed.). Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
  • Chekaroua, I. (2004). Teachers' appropriation of Bilingual Educational Reform Policy in Sub-Saharan Africa: A socio-cultural study of two Hausa-French schools in Niger. Unpublished PhD Thesis, Indiana University.
  • Chilora, H.G. (2000). School language policy, research and practice in Malawi. Unpublished paper presented at the Comparative and International Education Society (CIES) Conference, San Antonia, Texas, USA. retrieved on 10 March 2012 from http://www.ieq.org/pdf/Malawi_CIESpaper.pdf
  • Chilora, H.G. (2001). Literacy development through Chichewa and English: some insights from IEQ longitudinal study in Mangochi and Balaka districts. A paper presented at the 2nd National Seminar on Improving Education Quality in Malawi held in Mangochi.
  • Chitera, N. (2009). Code-switching in a college mathematics classroom. International Journal of Multilingualism, 6 (4), 426–442.
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing Grounded Theory. London: Sage Publications.
  • Gay, J., & Ryan, M. (1999). What guides the teacher educators? The influence of standards movements on teaching. Victoria University of Technology, Melbourne, Australia.
  • Holton, J. (2007). The coding process and its challenges. In Bryant, A. & Charmaz, K. (Eds.) The Sage handbook of Grounded Theory (pp. 237–261). London: Sage Publications.
  • Merrit, M., Cleghorn, A., Abagi, J.O., & Bunyi, G. (1992). Socialising multilingualism: Determinants of code-switching in Kenyan primary classrooms. Journal ofMultilingual and Multicultural Development. 13 (1&2), 103–121.
  • Ministry of Education (2004). Malawi Primary School Syllabuses; Preparatory Class; Expressive Arts; Literacy and Languages; Numeracy and Mathematics. Zomba: Malawi Institute of Education.
  • Patton, M.Q. (2002). Qualitative Evaluation and Research Methods. 3rd edition. Newbury Park, CA: Sage Publications.
  • Secretary for Education's Letter, (1996). Circular about teaching standards 1 to 4 in local languages. Lilongwe: Malawi Ministry of Education, Reference No. IN/2/14.
  • Shiundu, J.O., & Mohammed, A. (1996). Issues in Social Studies teacher education in Africa, Kenya. Journal of Education, 6 (1), 1–17.
  • Stuart, J.S., & Kunje, D. (2000). The Malawi Integrated In-Service Teacher Education Project: Discussion paper 11: an Analysis of the curriculum and its delivery in the Colleges. Centre for International Education. University of Sussex, Institute of Education.
  • Tilley, S.A., & Powick, K.D. (2002). Distanced data: Transcribing other people's research tapes. Canadian Journal of Education, 27 (2/3), 291–310.

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