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E-grāmata: Multilingual Learning: Assessment, Ideologies and Policies in Sub-Saharan Africa

Edited by (University of Bristol, UK), Edited by (Eduardo Mondlane University, Mozambique), Edited by (University of Education Upper Austria), Edited by (University of Essex,UK), Edited by (St John's University of Tanzania)
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Multilingual Learning: Assessment, Ideologies and Policies in Sub-Saharan AfricaPalielināt
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This edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The strategies put forward in Volume 1 included multilingual pedagogies that allow students to draw on their full linguistic repertoires, translanguaging and other language supportive pedagogies. While there is great traction in the pedagogical strategies proposed in Volume 1, limited progress has been made in terms of multilingual education in SSA. Thus, the main focus of this follow-up volume is to explore the question of why former colonial languages and monolingual approaches continue to be used as the dominant languages of education, even when we have multilingual pedagogies and materials that could and do work and despite substantial evidence that learners have difficulties when taught in a language they do not understand.

This book offers perspectives to answer this question through focusing on the internal and external pressures which impact the capacity for implementing multilingual strategies in educational contexts at regional, national, and community levels. Chapters provide insights into how to better understand and work within these contemporary constraints and challenge dominant monoglossic discourses which inhibit the implementation of multilingual education in SSA. The volume focuses on three main areas which have proven to be stumbling blocks to the effective implementation of multilingual education to date, namely: Assessment, Ideology and Policy.

An insightful collection that will be of great interest to academics, researchers, and practitioners in the fields of language education, language-in-education policy and educational assessments in the wide range of multilingual contexts in Africa.



This edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The volume focuses on three main areas which have proven to be stumbling blocks to the effective implementation of multilingual education to date, namely: Assessment, Ideology and Policy.

1. Introduction Part 1 Assessment
2. Heteroglossic, Multimodal Classroom
Discourses and Monolingual, Monomodal Assessment in Namibian Primary Science
Teaching: A Case Study
3. Legitimising Fluid Multilingual Practices: A
Challenge for Formal Education Worldwide
4. Vignette: Using Flexible
Bilingual Academic Content Assessments in the United States: Lessons Learned
5. Assessment Considerations for Multilingual Students in an English-Medium
Environment: The PUMI Decision-Making Process and Translanguaging
6.
Vignette: The Role of Home Language in Supporting Adolescent Girls Learning
in Rural Zimbabwe Part 2 Attitudes and Community Initiatives
7. Ideologies of
English and Language of Instruction in Ghana: Educator Perceptions and
Pressures
8. Language of Instruction Attitudes in Rural Tanzania: Parental
Discourses and Valued Linguistic Capabilities
9. Vignette: Community
Initiatives for the Use of Maa in Education in Kenya
10. Community
Perspectives on the Introduction of Mother Tongue-Based Bilingual Education
in Obolo, Nigeria
11. Challenges for Gambian Primary Schools Aiming to
Enhance Literacy Through the Use of National Languages Part 3 Policy: Factors
in Development and Implementation
12. Vignette: "But Exams Are Not Given in
Ngoni": The Place of Local Languages in Tanzanias Primary Education
13.
Vignette: Language-in-Education Policy and STEM Teaching and Learning in
Tanzanian Schools
14. EMI Policy in Practice: Multilingual Mathematics
Lessons in a Government Secondary School in Rural Rwanda
15. Vignette: Sheng
as a Valuable Linguistic Resource in Education in Kenya
16. Vignette:
Researching Language Education Policy in Namibia
17. Vignette: Changing
Language-in-Education Policies in Malawi: Consultation and Implementation
18.
Multilingual Pedagogies in Mozambican Bilingual Schools: The Challenge of
Decolonising Language Ideologies, Policies and Practices
Colin Reilly is a Lecturer in Linguistics at the University of Stirling.

Feliciano Chimbutane is an Associate Professor in Linguistics at Eduardo Mondlane University.

John Clegg is a freelance education consultant based in the UK.

Casmir Rubagumya is a Professor of Language Education at St Johns University of Tanzania.

Elizabeth J. Erling is a Professor of English Language Teaching Research and Methodology at the University of Education Upper Austria and Elise-Richter Senior Postdoctoral Fellow at the University of Vienna.
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