Teaching and Researching Language in African Classrooms by Casmir Rubagumya

By Casmir Rubagumya

This ebook bargains a comparative standpoint on language schooling coverage and perform in Africa. participants to the amount draw from their instructing and examine studies in Botswana, Burundi, Tanzania, Zaire and Zimbabwe. one of the matters mentioned are: language rules in Africa and the way they have an effect on school room perform; the significance of bearing in mind the social, financial and political contexts that underpin language coverage in schooling whilst discussing language difficulties in African schooling; the necessity to increase an interdisciplinary method of either educating and study; and the necessity for a severe standpoint on instructing and learning language in Africa.

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Teaching and Researching Language in African Classrooms (Multilingual Matters)

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O. Box 6025, 83 Gilles Street, Adelaide, SA 5000, Australia. Copyright © 1994 Casmir M. Rubagumya and the authors of individual chapters. All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. Printed and bound in Great Britain by WBC Ltd, Bridgend. Page v Contents Foreword vii Acknowledgements viii Notes on Contributors ix 1 Introduction Casmir Rubagumya 1 Section I: Language Policy Issues 2 Language Policy in Tanzania and the Hidden Agenda Rehema Rajabu And Deo Ngonyani 6 3 The Post-Primary Swahilisation Scheme in Tanzania: From Debate to Struggle Hermas Mwansoko 15 Section II: Perspectives on the Teaching of English 4 English Language Teaching in Zaire: Objectives and Users' Needs Nshindi G.

As Martin-Jones (forthcoming) has pointed out, a great deal of research conducted so far on bilingual classrooms has tended to be primarily taxonomic and quantitative in nature. The focus has been on the identification of the communicative functions of switches and on the quantitative statements about the occurrence of switches of different types. The papers by Arthur and Ndayipfukamiye focus instead on the ways in which code-switching contributes to the accomplishment of pedagogic routines, the construction of knowledge across the curriculum and to classroom managementwhat Arthur calls the 'regulatory function' of classroom communication.

She is also involved in the data collection for the on-going International Corpus of English research. Laurence Tshuma is Lecturer in the Department of Private Law, University of Zimbabwe. He has taught courses in Insurance Law, Introduction to Law, Criminal Law and Civil Procedure. He has published on human rights, legal system and legal education. He is currently undertaking doctoral studies in Law at Warwick University, UK. Catherine Wallace is Lecturer in Education in the Department of English for Speakers of Other Languages, Institute of Education, University of London.

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