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Classroom interaction: Potential or problem? : The Case of Karagwe
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.ORCID-id: 0000-0002-2992-0818
2010 (engelsk)Inngår i: International Journal of Educational Development, ISSN 0738-0593, Vol. 30, nr 2, s. 145-150Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper discusses interactional patterns in classrooms in primary school in rural Tanzania, based on an ethnographic study on literacy practices. The paper argues that the official policy of Swahili-only in primary school, together with the huge gap between high expectations on educational outcome and lack of resources, have resulted in the creation of safety strategies among pupils and teachers. These safety strategies include interactional patterns that also constitute a hindrance for students’ learning. However, I claim that these interactional patterns could constitute a potential for educational development, if research findings from bilingual education were taken into account.

sted, utgiver, år, opplag, sider
Elsevier, 2010. Vol. 30, nr 2, s. 145-150
Emneord [en]
Educational policy; Development; Classroom interaction; Primary school; Call response
HSV kategori
Identifikatorer
URN: urn:nbn:se:du-11177DOI: 10.1016/j.ijedudev.2009.03.007ISI: 000273173200005OAI: oai:DiVA.org:du-11177DiVA, id: diva2:564652
Tilgjengelig fra: 2013-02-01 Laget: 2012-11-02 Sist oppdatert: 2015-05-25bibliografisk kontrollert

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