Umuzigo w’inyongera: girls’ differential experiences of the double-burden of language and gender in Rwandan English medium secondary education-Reference-Cited by-同舟云学术

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Umuzigo w’inyongera: girls’ differential experiences of the double-burden of language and gender in Rwandan English medium secondary education

Published:2023-12-06 Issue: Volume: Page:1-16
ISSN:0950-0782
Container-title:Language and Education
language:en
Short-container-title:Language and Education

Author:

Milligan Lizzi O.¹^ORCID,Dorimana Aline²,Uwizeyemariya Aloysie²,Uworwabayeho Alphonse²,Sprague Terra¹^ORCID,Adamson Laela³,Kuchah Kuchah⁴

Affiliation:

1. Department of Education, University of Bath, Bath, UK

2. College of Education, University of Rwanda, Kayonza, Rwanda

3. Institute of Education, University of Strathclyde, Glasgow, UK

4. School of Education, University of Birmingham, Birmingham, UK

Funder

Economic and Social Research Council

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500782.2023.2288635

Reference48 articles.

1. Fear and shame: students’ experiences in English-medium secondary classrooms in Tanzania

2. Students’ enrolment trend in the school of education, college of education, university of Rwanda;Adejimi SA;Inter J Educ Res,2021

3. African Feminist Charter. 2006. Accra: African Women’s Development Fund.

4. Real and Potential Benefits of Bilingual Programmes in Developing Countries

5. Benson C. 2005. Girls, educational equity and mother tongue-based teaching. Policy document, 14. Bangkok: UNESCO Bangkok.

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Exploring children's experiences of schooling in Tanzania: How the ‘hidden curriculum’ undermines aspirations for sustainable development;Children & Society;2024-02-26

2. Exploring the injustices perpetuated by unfamiliar languages of learning and teaching: the importance of multi-angle, learner-focused research;International Journal of Research & Method in Education;2024-02-16

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