Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: Challenging monoglossic/post-colonial orthodoxies

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dc.contributor.authorProbyn, Margie
dc.date.accessioned22/06/2021 09:25
dc.date.available22/06/2021 09:25
dc.date.issued2019
dc.description.abstractThe majority of learners in South African schools are African language speakers, yet the dominance of English in the political economy has meant that schools choose to switch to English medium instruction by Grade 4, before learners have the necessary English proficiency to access the curriculum, with negative effects on learning. This paper outlines South Africa�s long engagement with such issues and documents the translanguaging practices of a teacher who breaks the post-colonial monolingual ideologies prevalent in classrooms and engages with learners� linguistic resources to provide access to both science knowledge and English.en_US
dc.identifier.citationProbyn, M. (2019). Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: Challenging monoglossic/post-colonial orthodoxies. Classroom Discourse, 10(3�4), 216�236. https://doi.org/10.1080/19463014.2019.1628792en_US
dc.identifier.issn1946-3022
dc.identifier.urihttps://doi.org/10.1080/19463014.2019.1628792
dc.identifier.urihttps://hdl.handle.net/10566/6321
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.subjectTranslanguagingen_US
dc.subjectMultilingual educationen_US
dc.subjectClassroom discourseen_US
dc.subjectScience educationen_US
dc.subjectSouth Africaen_US
dc.titlePedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: Challenging monoglossic/post-colonial orthodoxiesen_US
dc.typeArticleen_US

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