Towards models of language supportive pedagogy in Sub-Saharan Africa: Comparing and analysing curricula and practice

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mats Deutschmann, Justin Zelime, Angeline Mbogo Barrett, Eliakimu Sane, Maryam Jaffar Ismail
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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.
在撒哈拉以南非洲建立语言支持教学模式:比较和分析课程与实践
学习的一个先决条件是,教学指令和其他学习活动必须使用自己能听懂的语言。这似乎是不言而喻的,但事实上,撒哈拉以南非洲(SSA)的大多数学习者都是用他们不熟悉的欧洲第二语言(L2)进行教学的。母语在课堂上的作用往往被完全削弱,导致许多学生的学习状况非常不利,进而导致学生不及格和过早辍学。本文通过理论和以往的研究,探讨了当前教学语言(MoI)政策所面临的一些挑战、困境和后果。第二部分概述了瑞典研究理事会资助的 "理解 "项目正在开发的分析框架。该框架旨在帮助揭示当前教育语言政策的优势、不足和不匹配之处。重点在于不同的政策层面如何认识到在撒哈拉以南非洲地区通过第二语言进行学习和教学所面临的挑战。该模式提供了一个系统框架,用于探索语言教育政策的结果如何(与意图)不符。尽管该框架是针对撒哈拉以南非洲地区的情况而调整的,但对分析西方教育系统的语言教育政策也有直接的意义。
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来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
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)
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