{"title":"Towards models of language supportive pedagogy in Sub-Saharan Africa: Comparing and analysing curricula and practice","authors":"Mats Deutschmann, Justin Zelime, Angeline Mbogo Barrett, Eliakimu Sane, Maryam Jaffar Ismail","doi":"10.1177/14749041241272676","DOIUrl":null,"url":null,"abstract":"A prerequisite for learning is that instructions and other learning activities take place in a language that you understand. This may seem self-evident, but fact remains that most learners in Sub-Saharan Africa (SSA) are taught in a European second language (L2) that they are unfamiliar with. Frequently, the role of the home languages in the classrooms has been completely subtracted leading to very unfavourable learning situations for many pupils, something which in turn results in failures and early drop-out. The current paper takes up some of the challenges, dilemmas and consequences of current medium of instruction (MoI) policies as illustrated by theories and previous studies. Part 2 gives an outline of the analytical framework being developed under the Understanding project financed by the Swedish research Council. The purpose of the framework is to help reveal strengths, shortcomings and mismatches in current language-in-education policies. Focus lies on how different policy levels acknowledge the challenges involved in learning and teaching through a second language in SSA contexts. The model provides a systematic framework for explorations of how language-in-education policy outcomes (mis)match intentions. The framework, though adapted for SSA contexts, has direct relevance to the analysis of language-in-education polices in Western education systems.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/14749041241272676","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
A prerequisite for learning is that instructions and other learning activities take place in a language that you understand. This may seem self-evident, but fact remains that most learners in Sub-Saharan Africa (SSA) are taught in a European second language (L2) that they are unfamiliar with. Frequently, the role of the home languages in the classrooms has been completely subtracted leading to very unfavourable learning situations for many pupils, something which in turn results in failures and early drop-out. The current paper takes up some of the challenges, dilemmas and consequences of current medium of instruction (MoI) policies as illustrated by theories and previous studies. Part 2 gives an outline of the analytical framework being developed under the Understanding project financed by the Swedish research Council. The purpose of the framework is to help reveal strengths, shortcomings and mismatches in current language-in-education policies. Focus lies on how different policy levels acknowledge the challenges involved in learning and teaching through a second language in SSA contexts. The model provides a systematic framework for explorations of how language-in-education policy outcomes (mis)match intentions. The framework, though adapted for SSA contexts, has direct relevance to the analysis of language-in-education polices in Western education systems.
期刊介绍:
The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)