Namibian teachers’ practices in a multilingual context

References

• Afitska, O., Ankomah, Y., Clegg, J., Kiliku, P., Osei-Amankwah, L., & Rubagumya, C. (2013). Dilemmas of language choice in education in Tanzania and Ghana. In L. Tikly, & A. Barrett (Eds.), Education quality and social justice in the Global south: Challenges for policy, practice and research (pp. 154–167). Routledge.
   Google Scholar
• Altinyelken, H. (2010). Pedagogical renewal in sub-Saharan Africa: The case of Uganda. Comparative Education, 46(2), 151–171. https://doi.org/10.1080/03050061003775454
   Web of Science ®Google Scholar
• Benson, C. (2019). L1-based multilingual education in the Asia and pacific region and beyond. Where are we, and where do we need to go? In A. Kirkpatrick & A. J. Liddicoat (Eds.), The Routledge International Handbook of language education policy in Asia (pp. 29–41). Routledge.
   Google Scholar
• Borg, S. (2006). Teacher cognition and language education. Continuum.
   Google Scholar
• Borg, S. (2018). Teachers’ beliefs and classroom practices. In P. Garrett & J. M. Cotts (Eds.), The Routledge Handbook of language awareness (pp. 75–91). Routledge.
   Google Scholar
• Bunyi, G. (2005). Language practices in Kenya. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language in education policy and practice (pp. 131–152). Multilingual Matters.
   Google Scholar
• Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401–417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
   Web of Science ®Google Scholar
• Canagarajah, S., & Wurr, A. (2011). Multilingual communication and language acquisition: New research directions. The Reading Matrix, 11(1), 1–15.
   Google Scholar
• Carey, S., & Cummins, J. (1983). Achievement, behavioral correlates and teachers’ perceptions of francophone and anglophone immersion students. Alberta Journal of Educational Research, 29(3), 159–167.
   Web of Science ®Google Scholar
• Cenoz, J., & Santos, A. (2020). Implementing pedagogical translanguaging in trilingual schools. System, 92, 1–9. https://doi.org/10.1016/j.system.2020.102273
   Web of Science ®Google Scholar
• Charamba, E. (2019). Translanguaging: Developing scientific scholarship in a multilingual classroom. Journal of Multilingual and Multicultural Development, 41(8), 655–672. https://doi.org/10.1080/01434632.2019.1625907. [9.2.2021].
   Web of Science ®Google Scholar
• Charalambous, P., Charalambous, C., & Zembylas, M. (2016). Troubling translanguaging: Language ideologies, superdiversity and interethnic conflict. Applied Linguistics Review, 7(3), 327–352.
   Web of Science ®Google Scholar
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–115. https://doi.org/10.1111/j.1540-4781.2009.00986.x
   Web of Science ®Google Scholar
• Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Sage Publications.
   Google Scholar
• Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire (1st ed, Vol. 23. ). Multilingual Matters.
   Google Scholar
• Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. Multilingual Matters.
   Google Scholar
• Cummins, J., & Swain, M. (2014). Bilingualism in education aspects of theory, research and practice. Routledge.
   Google Scholar
• Egan, L., & Goldsmith, R. (1981). Bilingual bicultural education: The Colorado Success Story. NABE News.
   Google Scholar
• EMIS Education Statistics. (2019). Annual report published by the Ministry of Education, Arts and Culture.
   Google Scholar
• Erling, E. J., Adinolfi, L., & Hultgren, A. K. (2017). Multilingual classrooms: Opportunities and challenges for English medium instruction in low and middle income contexts. Education Development Trust/British Council. https://www.openaire.eu/search/publication?articleId=core_ac_uk__::68c1d8560b9ccf5ef361dcea662c954f
   Google Scholar
• Fielding, R., & Harbon, L. (2013). Examining bilingual and bicultural identity in young students. Foreign Language Annals, 46(4), 527–544. https://doi.org/10.1111/flan.12051
   Web of Science ®Google Scholar
• García, O., Ibarra Johnson, S., & Seltzer, K. (2017). The translanguaging classroom. Leveraging student Bilingualism for learning. Caslon.
   Google Scholar
• García, O., & Kleyn, T. (2016). Translanguaging with multilingual students. Learning from classroom moments. Routledge.
   Google Scholar
• García, O., & Wei, L. (2013). Translanguaging: Language, Bilingualism and education. Palgrave Macmillan Limited.
   Google Scholar
• Gibbons, P. (2015). Scaffolding language, scaffolding learning. Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.
   Google Scholar
• Guzula, X., McKinney, C., & Tyler, R. (2016). Languaging-for-Learning: Legitimising translanguaging and enabling multimodal practices in third spaces. Southern African Linguistics and Applied Language Studies, 34(3), 211–226. https://doi.org/10.2989/16073614.2016.1250360
   Web of Science ®Google Scholar
• Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1–18. https://doi.org/10.1080/14790718.2015.1041960
   Web of Science ®Google Scholar
• Heugh, K. (2002). The Case against bilingual and Multilingual Education in South Africa, PRAESA Occasional Papers no 6: PRAESA.
   Google Scholar
• Heugh, K. (2013). Multilingual Education policy in South Africa constrained by theoretical and historical disconnections. Annual Review of Applied Linguistics, 33, 215–237. https://doi.org/10.1017/S0267190513000135
   Web of Science ®Google Scholar
• Jaspers, J. (2018). The transformative limits of translanguaging. Language & Communication, 58, 1–10. https://doi.org/10.1016/j.langcom.2017.12.001
   Web of Science ®Google Scholar
• Jonsson, C. (2017). Translanguaging and ideology: Moving away from a monolingual norm. In B. Paulsrud, J. Rosén, B. Straszer, & Å Wedin (Eds.), New Perspectives on translanguaging and education (pp. 20–37). Multilingual Matters.
   Google Scholar
• Kniffka, G. (2019). Scaffolding. Open Access LMU, (24). https://doi.org/10.5282/ubm/epub.61965WebPage https://doi.org/10.5282/ubm/epub.61965. [24.2.2021].
   Google Scholar
• Lucas, T., & Villegas, A. M. (2011). A framework for preparing linguistically responsive teachers. In T. Lucas & A. M. Villegas (Eds.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educator (pp. 55–72). Routledge.
   Google Scholar
• Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education. Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59(4), 361–373. https://doi.org/10.1177/0022487108322110
   Web of Science ®Google Scholar
• Lusakalalu, P. (2007). Media, education and the count of Namibian languages. Journal of Namibian Studies: History Politics Culture, 2, 85–101. https://namibian-studies.com/index.php/JNS/article/view/108
   Google Scholar
• MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201.
   Web of Science ®Google Scholar
• Mahan, K. R. (2020). The comprehending teacher: Scaffolding in content and language integrated learning (CLIL). The Language Learning Journal, 50(1), 1–15. https://doi.org/10.1080/09571736.2019.1705879. [9.2.2021]
   Web of Science ®Google Scholar
• Mahan, K. R., Brevik, L. M., & Ødegaard, M. (2018). Characterizing CLIL teaching: New insights from a lower secondary classroom. International Journal of bilingual Education and Bilingualism, 24(3), 401–418. https://doi.org/10.1080/13670050.2018.1472206. [31.3.2021].
   Google Scholar
• Makalela, L. (2015). Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education, 29(3), 200–217. https://doi.org/10.1080/09500782.2014.994524
   Web of Science ®Google Scholar
• Makalela, L. (2016). Ubuntu translanguaging: An alternative framework for complex multilingual encounters. Southern African Linguistics and Applied Language Studies, 34(3), 187–196. https://doi.org/10.2989/16073614.2016.1250350
   Web of Science ®Google Scholar
• McKinney, C., & Tyler, R. (2018). Disinventing and reconstituting language for learning in school Science. Language and Education, 33(2), 141–158.
   Web of Science ®Google Scholar
• Menken, K., & García, O. (2010). Negotiating language Policies in schools educators as policymakers. Routledge.
   Google Scholar
• Menken, K., & Sánchez, M. (2019). Translanguaging in English-only schools: From pedagogy to stance in the disruption of monolingual policies and practices. TESOL Quarterly, 53(3), 741–767. https://doi.org/10.1002/tesq.513
   Web of Science ®Google Scholar
• Mensah, H. (2015). Managing linguistic diversity within and outside the classroom in an International multilingual high school in Namibia. Intercultural Communication Studies, 24(3), 28–49.
   Google Scholar
• Namibian Constitution. (1990). Pretoria: VerLoren van themaat centre for public Law studies. University of South Africa.
   Google Scholar
• NCBE (The National Curriculum for Basic Education). (2016). Okahandja: National Institute for Educational Development. Ministry of Education, Arts and Culture.
   Google Scholar
• Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
   Web of Science ®Google Scholar
• Paulsrud, B., Rosén, J., Straszer, B., & Wedin, Å. (2017). New perspectives on translanguaging and education. Multilingual Matters.
   Google Scholar
• Paulsrud, B., Tian, Z., & Toth, J. (2021). English-medium instruction and translanguaging. Multilingual Matters.
   Google Scholar
• Pawan, F. (2008). Content-Area teachers and scaffolded instruction for English language learners. Teaching and Teacher Education, 24(6), 1450–1462. https://doi.org/10.1016/j.tate.2008.02.003
   Web of Science ®Google Scholar
• Probyn, M. (2015). Pedagogical translanguaging: Bridging discourses in South African science classrooms. Language and Education, 29(3), 218–234. https://doi.org/10.1080/09500782.2014.994525
   Web of Science ®Google Scholar
• Probyn, M. (2021). Translanguaging for learning in EMI classrooms in South Africa. In B. Paulsrud, Z. Tian, & J. Toth (Eds.), English-medium instruction and translanguaging (pp. 158–172). Multilingual Matters.
   Google Scholar
• Qorro, M. (2009). Parents’ and policymakers’ insistence on foreign languages as media of education in Africa: Restricting access to quality – for whose benefit? In B. Brock-Utne & I. Skattum (Eds.), Languages and education in Africa: A Comparative and transdisciplinary analysis (pp. 57–82). Symposium.
   Google Scholar
• Schreier, M. (2012). Qualitative content analysis in practice. Sage Publications.
   Google Scholar
• Shank Lauwo, M. (2018). Power, literacy engagement, and polyphonic identities: Translanguaging in a Tanzanian community library. Southern African Linguistics and Applied Language Studies, 36(2), 133–146. https://doi.org/10.2989/16073614.2018.1495569
   Web of Science ®Google Scholar
• Towards a New Education Act for Namibia. (2016). Ministry of education, arts and Culture (MoEAC). Republic of Namibia.
   Google Scholar
• Van Der Walt, C. (2015). From ‘English-only’ to translanguaging strategies: Exploring possibilities. Per Linguam: A Journal of Language Learning, 31(3), 100–118. https://doi.org/10.5785/31-3-620. [24.3.2021].
   Google Scholar
• Vygotsky, L. (1978). Interaction between learning and development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society. The Development of higher psychological processes (pp. 79–91). Harvard University Press.
   Google Scholar
• Walqui, A. (2008). The development of teacher expertise to work with adolescent English learners: A model and a few priorities. In L. S. Verplaetse & L. Migliacci (Eds.), Inclusive pedagogy for English language learners: A Handbook of research-informed practices (pp. 103–125). Lawrence Erlbaum.
   Google Scholar
• Walqui, A. (2011). The growth of teacher expertise for teaching English language learners: A socioculturally based professional development model. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 160–177). Routledge.
   Google Scholar
• Wei, L., & García, O. (2016). From researching translanguaging to translanguaging research. In K. King, Y. J. Lai, & S. May (Eds.), Research methods in language and education, encyclopedia of language and education (pp. 1–14). Springer. https://doi.org/10.1007/978-3-319-02329-8_16-1. [9.2.2021]
   Google Scholar
• Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
   PubMed Web of Science ®Google Scholar
• Wragg, T. (2012). An Introduction to classroom observation (classic edition). Routledge.
   Google Scholar