Before you arrive We Are Here: Shuma Sopotela’s ‘Indlulamthi’
- Authors: Makandula, Sikhumbuzo
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/147248 , vital:38608 , https://artthrob.co.za/2018/08/03/before-you-arrive-we-were-here-shuma-sopotelas-indlulamthi/
- Description: Chuma Sopotela’s multimedia performance ‘Indlulamthi’ at the National Arts Festival proposes a healing of the ‘Settler Frontier’ through a sonicscape. This production was realized with Lulamil Nikani, the Palestinian actor Ahmad Tobasi and Makhanda-based children from Ntsika High School and several other children groups she invited.
- Full Text:
- Authors: Makandula, Sikhumbuzo
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/147248 , vital:38608 , https://artthrob.co.za/2018/08/03/before-you-arrive-we-were-here-shuma-sopotelas-indlulamthi/
- Description: Chuma Sopotela’s multimedia performance ‘Indlulamthi’ at the National Arts Festival proposes a healing of the ‘Settler Frontier’ through a sonicscape. This production was realized with Lulamil Nikani, the Palestinian actor Ahmad Tobasi and Makhanda-based children from Ntsika High School and several other children groups she invited.
- Full Text:
Exploratory mathematics talk in a second language: a sociolinguistic perspective:
- Graven, Mellony, Robertson, Sally-Ann
- Authors: Graven, Mellony , Robertson, Sally-Ann
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69907 , vital:29594 , https://doi.org/10.1007/s11858-018-0952-2
- Description: This paper illuminates challenges confronting teachers and students at the literacy/numeracy interface in contexts where students have not developed sufficient English language proficiency to be learning mathematics through English but, due to socio-politically and economically driven perceptions are being taught in English. We analyse transcript data of classroom talk in a South African grade 4 mathematics lesson on fractions. Together with interview data, the lesson data highlight some of the consequences students’ diminished access to their home language appear to have on their access to mathematical meaning-making.
- Full Text:
- Authors: Graven, Mellony , Robertson, Sally-Ann
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69907 , vital:29594 , https://doi.org/10.1007/s11858-018-0952-2
- Description: This paper illuminates challenges confronting teachers and students at the literacy/numeracy interface in contexts where students have not developed sufficient English language proficiency to be learning mathematics through English but, due to socio-politically and economically driven perceptions are being taught in English. We analyse transcript data of classroom talk in a South African grade 4 mathematics lesson on fractions. Together with interview data, the lesson data highlight some of the consequences students’ diminished access to their home language appear to have on their access to mathematical meaning-making.
- Full Text:
- «
- ‹
- 1
- ›
- »