References
- ADEA. 2006. “Optimising learning and education in Africa – the language factor. Working document on stock-taking research in mother tongue and bilingual education in subSaharan Africa.
- Adler, J. 2001. Teaching Mathematics in Multilingual Classro oms. Dordrecht: Kluwer Academic.
- Alidou, H. 2003. “Medium of instruction in post-colonial Africa.” In Medium of instruction policies: which agenda? Whose agenda? Ed. J.W. Tollefson and A. Tsui, 195–214. London: Lawrence Erlbaum.
- Alidou, H. Boly, A., Brock-Utne, B., Diallo, Y.S., Heugh, K. and Wolf, E. Eds. 2006. Optimising learning and education in Africa – the language factor. Working document on stock-taking research in mother tongue and bilingual education in sub-saharan Africa. Paris: Association for the Development of Education in Africa (ADEA).
- Alidou, H., and M.G. Maman. 2003. “Assessment and observations of experiences of utilisation of African languages in Basic Education. Working paper for the ADEA Biennial meeting 2003.”
- Baker, C., ed. 2002. Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matters.
- Bamgbose, A. 2000. Language and exclusion: the consequences of language policies in Africa. Münster: LIT Verlag.
- Bamgbose, A. 2005. “Mother tongue education. Lessons from the Yoruba experience.” In Languages of Instruction for African Emancipation: focus on postcolonial contexts and consideration, ed. B. Brock-Utne and R.K. Hopson, 210–34. Cape Town: CASAS.
- Blaine, S. 2007. “Multilingualism ‘masks deficient teaching of reading’.” Business Day, January 6.
- Brock-Utne, B. 2005. “Language-in-education policies and practices in Africa with a special focus on Tanzania and South Africa – insights from research in progress.” In Decolonisation, globalisation, language in education, ed. A. Lin and P. Martin, 175–95. Toronto: Multilingual Matters.
- Brock-Utne, B., Z. Desai., and M. Qorro. eds. 2003. Language of instruction in Tanzania and South Africa (LOITASA). Dar es Salaam: E and D Publishers.
- Brock-Utne, B., Z. Desai, and M. Qorro, eds. 2004. Researching the language of instruction in Tanzania and South Africa. Vlaeberg: African Minds.
- Brock-Utne, B., and R.K. Hopson, eds. 2005. Languages of Instruction for African Emancipation: focus on postcolonial contexts and consideration. Cape Town: CASAS.
- Chekaraou, I. 2004. “Teachers’ appropriation of bilingual education reform policy in sub-Saharan Africa: a socio-cultural study of two Hausa-French schools in Niger.” PhD thesis, Indiana University.
- Child, K. 2012. “Science teachers failing - professor says pupils not taught to understand and apply maths, science.” The Times, May 11.
- Collier, V., and W. Thomas. 2004. “The astounding effectiveness of dual language education for all.” BABE Journal of Research and Practice 2 (1): 1–19.
- Department of Education. 2008. “National Reading Strategy.” Pretoria: Government printers
- Dutcher, N., ed. 2004. Expanding educational opportunity in linguistically diverse societies. Washington, D.C. Center for Applied Linguistics.
- Ferreira, J.G. 2011. “Teaching Life Sciences to English second language learners: What do teachers do?” South African Journal of Education 31 (1): 102–13.
- Fredua-Kwarteng, Y., and F. Ahia. 2005. “Ghana flunks at maths and science: analysis (1).” Ghana News, February 23. Available at: www.ghanaweb.com (Accessed 8 October 2014).
- Heugh, K. 2000. “The case against bilingual and multilingual education in South Africa.” PRAESA occasional paper 6.
- Hugo, A. J. 2010. “Foundation Phase teachers: The ‘battle’ to teach reading.” Journal of Language Teaching 44 (2): 133–44.
- Hugo, A.J, and M. Nieman. 2010. “Using English as a second language as the language of instruction: concerns and needs of primary school teachers in South Africa.” Journal of Language Teaching 44 (1): 59–69.
- Kasule, D., and D. Mapolelo. 2005. “Teachers’ strategies of teaching primary school mathematics in a second language: a case of Botswana.” International Journal of Educational Development 25: 602–17.
- Lin, A., and P. Martin, eds. 2005. Decolonisation, globalisation, language in education. Toronto: Multilingual Matters.
- Mekonnen, A.G. 2005. “Socio-cultural and educational implications of using mother tongues as languages of instruction in Ethiopia.” Master's thesis, University of Oslo.
- Motshekga, A. 2011. “Parents, teachers to blame.” The Times, August 19.
- Muyeeba, K.C. 2004. “Challenges of making and implementing policy in the multilingual state of Zambia.” In Making multilingual education a reality for all, ed. J. F. Pfaffe, 167–76. Zomba: University of Malawi, Centre for Language Studies.
- Mwinsheikhe, H.M. 2003. “Science and the language barrier: using Kiswahili as a medium of instruction in Tanzania secondary schools as a strategy of improving student participation and performance in science.” In Language of instruction in Tanzania and South Africa (LOITASA), ed. B. Brock-Utne., Z. Desai., and M. Qorro, 129–49. Dar es Salaam: E and D Publishers.
- Myburg, O., M. Poggenpoel., and W. van Rensburg. 2004. Education 124 (3): 573–84.
- Neito, S. 2000. Affirming diversity. The sociopolitical context of multicultural education. New York: Addison-Wesley Longman.
- Pfaffe, J.F., ed. 2004. Making multilingual education a reality for all. Zomba: University of Malawi, Centre for Language Studies.
- Probyn, M. 2004. “Making sense of science through two languages: A South African case study.” School Science Review 86 (314): 49–59.
- Probyn, M. 2006. “Language and learning science in South Africa.” Language and Education 20 (5): 391–414.
- Reddy, V. 2005. “State of mathematics and science education: schools are not equal.” Pretoria: Human Science Research Council
- Rubagumya, C. 2003. “English medium primary schools in Tanzania: a new ‘linguistic market’ in education?” In Language of instruction in Tanzania and South Africa (LOITASA), ed. B. Brock-Utne, Z. Desai, and M. Qorro, 149–69. Dar es Salaam: E and D Publishers.
- Setati, M., and J. Adler. 2001. “Between languages and discourses. Language practices in primary multilingual mathematics classrooms in South Africa.” Educational Studies in Mathematics 43: 243–69.
- Setati, M., J. Adler., Y. Reed, and A. Bapoo. 2002. “Incomplete journeys: code-switching and other language practices in Mathematics, Science and English language classrooms in South Africa.” Language and Education 16: 128–49.
- Setati, M., and R. Barwell. 2006. “Discursive practices in two multilingual mathematics classrooms: an international comparison.” African Journal of Research in SMT Education 10 (2): 27–38.
- Tollefson, J.W., and A. Tsui, eds. 2003. Medium of instruction policies: which agenda? Whose agenda? London: Lawrence Erlbaum.
- White, C. 2005. Research: a practical guide. Pretoria: Ithuthuko Investment.
- Wilmot, E.M. 2003. “Who gains when policy fails? Implications of the suspensions of Ghana's school language policy.” Paper presented at the CIES-Mid-West conference, 2003.