03393namaa2200457uu 4500001001000000003000600010005001700016006001900033007001500052008004100067020001800108020001800126020001800144040001700162041000800179042000700187072001500194072001700209720003000226245008300256260002700339300002200366336002600388337002600414338003600440506005100476520172400527540006302251546001202314650002202326650007502348653021802423720002102641720002102662720003002683720002302713720002302736720003002759720003002789856011602819doab72754oapen20260305123943.0m     o  d        cr|mn|---annan211111s2022    xx |||||o     ||| 0|eng d  a9780367463533  a9780367677527  a9781003028383  aoapencoapen0 aeng  adc 7aJN2bicssc 7aJNSV2bicssc1 aErling, Elizabeth J.4edt00aMultilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa  bTaylor & Francisc2022  a1 online resource  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier0 aFree-to-readfUnrestricted online access2star  aThis edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including 'translanguaging', or the use of multiple languages - and especially African languages - for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student's languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond.  aAll rights reserveduhttp://oapen.org/content/about-rights  aEnglish 7aEducation2bicssc 7aTeaching of students with English as a second language (TESOL)2bicssc  aeducational attainment, Global South, language teacher education, linguistic culture, mother-tongue based education, Multilingual Africa, multilingual learning, multilingualism, Sub-Saharan Africa, translanguaging1 aClegg, John4edt1 aClegg, John4oth1 aErling, Elizabeth J.4oth1 aReilly, Colin4edt1 aReilly, Colin4oth1 aRubagumya, Casmir M.4edt1 aRubagumya, Casmir M.4oth40uhttps://directory.doabooks.org/handle/20.500.12854/7275470zFree-to-read: DOAB: description of the publication