dc.contributor.author | Probyn, Margie | |
dc.date.accessioned | 2021-06-22T07:25:10Z | |
dc.date.available | 2021-06-22T07:25:10Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Probyn, M. (2019). Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: Challenging monoglossic/post-colonial orthodoxies. Classroom Discourse, 10(3–4), 216–236. https://doi.org/10.1080/19463014.2019.1628792 | en_US |
dc.identifier.issn | 1946-3022 | |
dc.identifier.uri | https://doi.org/10.1080/19463014.2019.1628792 | |
dc.identifier.uri | http://hdl.handle.net/10566/6321 | |
dc.description.abstract | The majority of learners in South African schools are African language
speakers, yet the dominance of English in the political economy has
meant that schools choose to switch to English medium instruction
by Grade 4, before learners have the necessary English proficiency to
access the curriculum, with negative effects on learning. This paper
outlines South Africa’s long engagement with such issues and documents the translanguaging practices of a teacher who breaks the
post-colonial monolingual ideologies prevalent in classrooms and
engages with learners’ linguistic resources to provide access to
both science knowledge and English. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Routledge | en_US |
dc.subject | Translanguaging | en_US |
dc.subject | Multilingual education | en_US |
dc.subject | Classroom discourse | en_US |
dc.subject | Science education | en_US |
dc.subject | South Africa | en_US |
dc.title | Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: Challenging monoglossic/post-colonial orthodoxies | en_US |
dc.type | Article | en_US |