000			03452namaa2200481uu 4500
001			doab72754
003			oapen
005			20260305123943.0
006			m o d
007			cr|mn|---annan
008			211111s2022 xx |||||o ||| 0|eng d
020			_a9780367463533
020			_a9780367677527
020			_a9781003028383
040			_aoapen _coapen
041	0		_aeng
042			_adc
072		7	_aJN _2bicssc
072		7	_aJNSV _2bicssc
720	1		_aErling, Elizabeth J. _4edt
245	0	0	_aMultilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa
260			_bTaylor & Francis _c2022
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
506	0		_aFree-to-read _fUnrestricted online access _2star
520			_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.
540			_aAll rights reserved _uhttp://oapen.org/content/about-rights
546			_aEnglish
650		7	_aEducation _2bicssc
650		7	_aTeaching of students with English as a second language (TESOL) _2bicssc
653			_aeducational attainment, Global South, language teacher education, linguistic culture, mother-tongue based education, Multilingual Africa, multilingual learning, multilingualism, Sub-Saharan Africa, translanguaging
720	1		_aClegg, John _4edt
720	1		_aClegg, John _4oth
720	1		_aErling, Elizabeth J. _4oth
720	1		_aReilly, Colin _4edt
720	1		_aReilly, Colin _4oth
720	1		_aRubagumya, Casmir M. _4edt
720	1		_aRubagumya, Casmir M. _4oth
793	0		_aDOAB Library.
856	4	0	_uhttps://directory.doabooks.org/handle/20.500.12854/72754 _70 _zFree-to-read: DOAB: description of the publication
999			_c92521 _d92521