Translanguaging, Coloniality and Decolonial Cracks : : Bilingual Science Learning in South Africa / / Robyn Tyler.
In this ethnography of bilingual science learning, the author connects microanalyses of classroom discourse to broader themes of de/coloniality in education. The author examines the linguistic landscape of the school and the attitudes of staff and students which produce both coloniality and cracks i...
Saved in:
| Superior document: | Title is part of eBook package: De Gruyter DG Plus PP Package 2023 Part 2 |
|---|---|
| VerfasserIn: | |
| Place / Publishing House: | Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2023] ©2023 |
| Year of Publication: | 2023 |
| Language: | English |
| Series: | Translanguaging in Theory and Practice ;
4 |
| Online Access: | |
| Physical Description: | 1 online resource (184 p.) |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- Frontmatter
- Contents
- Acknowledgements
- 1 De/coloniality and Language in South African Schooling
- 2 Language, the Body and Identity in Learning
- 3 Language at Success High: Ideologies and Practices
- 4 Constraint in Curriculum, Assessment and Classroom Discourse
- 5 Decolonial Cracks Introduced by Students
- 6 Decolonial Cracks in Pedagogy: Freedom and Resistance
- 7 Conclusion: Widening the Cracks
- Appendix 1: A Multilingual Science Resources List
- Appendix 2: Grade 9 Chemical Reactions Tests and Worksheets: English, isiXhosa and Translingual
- Appendix 3: Transcription Convention
- References
- Index