Exploring the injustices perpetuated by unfamiliar languages of learning and teaching: the importance of multi-angle, learner-focused research
Author:
Affiliation:
1. Strathclyde Institute of Education, University of Strathclyde, Glasgow, UK
2. Department of Education, University of Bath, Bath, UK
3. Department of Language Education, University of the Western Cape, Cape Town, South Africa
Funder
ESRC Postdoctoral Fellowship
Education Development Trust
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/1743727X.2024.2315547
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4. Afitska, O., Ankomah, Y., Clegg, J., Kiliku, P., Osei-Amankwah, O., and Rubagumya, C., 2013. Dilemmas of language choice in education in Tanzania and Ghana, edited by L. Tikly, and A.M. Barrett, eds. Education quality and social justice in the global south: challenges for policy, practice and research. Abingdon: Routledge, 154–167.
5. Teaching and learning for all? The quality imperative revisited
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