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Educational Challenges in Multilingual Societies

Published Date: May 28, 2012

Available from

R100.00

240 mm x 160 mm
English
978-1-920489-06-9

Overview

This book is the sixth in a series of books from the LOITASA (Language of Instruction in Tanzania and South Africa) project and reflects the work done in the sixth year of the project. This book has its main focus research carried out in South Africa and Tanzania on the language of instruction issue.

Contents

Introduction

Complexities of languages and multilingualism in postcolonial predicaments Fernando Rosa Ribeiro

Reclaiming the common sense Solveig Gulling

Policy on the language of instruction issue in Africa – a spotlight on South Africa and Tanzania Birgit Brock-Utne

Laissez-faire approaches to language in education policy do not work in South Africa Zubeida Desai

Taught language or talked language: Second language teaching strategies in an isiXhosa Beginners’ class at the University of Cape Town Tessa Dowling

Turnallocation and learner participation in grade four science lessons in isiXhosa and English Vuyokazi Nomlomo

The use of ICT in South African classrooms and the double literacy trap Greta Gudmundsdottir

A critical evaluation of selected textbooks used in teaching standard six mathematics, Kiswahili and English in selected Kiswahili and English-medium primary schools in Tanzania Martha Qorro

What is the difference in achievement of learners in selected Kiswahili and English-medium primary schools in Tanzania? Jane Bakahwemama

What is the difference in the quality of education provided by government and private primary schools in Tanzania? Julitha Cecilia John

A comparative appraisal of teaching and learning resources in private and government primary schools in Tanzania Mwajuma Vuzo

Why is the choice of the language of instruction in which students learn best seldom made in Tanzania? Zehlia Babaci-Wilhite

The ICT influence on the choice of language in higher education in Tanzania Torill Aagot Halvorsen

The prospects for and possible implications of teaching African Philosophy in Kiswahili in East Africa Birgit Brock-Utne and Azaveli Lwaitama

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