Disrupting language of instruction policy at a classroom level: oracy examples from South Africa and Zambia-Reference-Cited by-同舟云学术

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Disrupting language of instruction policy at a classroom level: oracy examples from South Africa and Zambia

Published:2022-08-10 Issue:3 Volume:56 Page:264-274
ISSN:1741-4350
Container-title:Literacy
language:en
Short-container-title:Literacy

Author:

Chamberlain Liz¹^ORCID,Rodriguez‐Leon Lucy¹^ORCID,Woodward Clare¹^ORCID

Affiliation:

1. The Open University Milton Keynes UK

Funder

David and Elaine Potter Foundation

Scottish Government

Publisher

Wiley

Subject

Language and Linguistics,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/lit.12302

Reference48 articles.

1. Alexander N.&Bloch C.(2004)Feeling at home with literacy in the mother tongue. 29th IBBY Congress (International Board on Books for Young People) 5–9 September 2004. Cape Town: South Africa.

2. Critical perspectives on language planning and policy in Africa: accounting for the notion of multilingualism;Banda F.;Stellenbosch Papers in Linguistics Plus,2009

3. Don't Expect a Story: Young Children's Literacy Learning in South Africa

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. Transitioning learners from literacy instruction in local languages to English in Zambia: teacher practices and parental responses;Journal of Multilingual and Multicultural Development;2024-07-25

2. Transitioning to an unfamiliar medium of instruction: Strategies used by Rwandan primary school teachers to enable learning;International Journal of Educational Research;2023

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