Pedagogical translanguaging bridging discourses in South African science classrooms

Title: Pedagogical translanguaging bridging discourses in South African science classrooms
Creator: Probyn, Margie J
Subject: To be catalogued
Date: 2015
Type: text
Type: article
Identifier: http://hdl.handle.net/10962/483750
Identifier: vital:78795
Identifier: https://doi.org/10.1080/09500782.2014.994525
Description: This paper reports on the classroom languaging practices of a group of science teachers in rural and township schools in South Africa where the majority of learners learn through the medium of English, despite the fact that it is the home language of only a small minority; and learners’ poor English proficiency frequently restricts their access to the curriculum. The purpose of the study was to explore how these science teachers utilised the linguistic resources of the classroom – the learners’ home language and English – and if their practices might improve learners’ opportunity to learn science. A series of lessons for each teacher was videotaped and the teachers were interviewed on their language attitudes and practices.
Format: 16 pages, pdf
Language: English
Relation: Language and Education, Language and Education volume 29 number 3 218 234 2015 1747-7581
Rights: Publisher
Rights: Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)

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Probyn, Margie J (Dr)

SDG 04. Quality Education

RU Department of Education

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