Incomplete Journeys: Code-switching and Other Language Practices in Mathematics, Science and English Language Classrooms in South Africa  

Oleh:

Setati, Mamokgethi ; Adler, Jill ; Reed, Yvonne ; Bapoo, Abdool

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 16 no. 2 (2002), page 128-149.
Fulltext: Vol. 16, No. 2, p 128-149.pdf (299.63KB)

Isi artikel

In this paper we describe and discuss the language practices of mathematics, science and English language teachersand learnersin a sample of urban and rural, primaryand secondary schools in South Africa.We focus particularly on the reception and production of language through code-switching, exploratory talk and discourse-specific talk. We situate the article in the policy and practice environment of post-apartheid South Africaneducation in which additive bi/multilingualismis officiallyadvocated.Weuse the metaphor of a journey to describe how teachers and learners move from informal, exploratory talk in learners’ main languages to discourse-specific talk and writing in English. A key finding from our study is that fewteachers and learners completed this complex journey and that the constraints differed across classroom context, level and subject being taught.

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