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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 (English)In: International Journal of Educational Development, ISSN 0738-0593, Vol. 30, no 2, 145-150 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Elsevier, 2010. Vol. 30, no 2, 145-150 p.
Keyword [en]
Educational policy; Development; Classroom interaction; Primary school; Call response
National Category
Other Humanities
Identifiers
URN: urn:nbn:se:du-11177DOI: 10.1016/j.ijedudev.2009.03.007ISI: 000273173200005OAI: oai:DiVA.org:du-11177DiVA: diva2:564652
Available from: 2013-02-01 Created: 2012-11-02 Last updated: 2015-05-25Bibliographically approved

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Wedin, Åsa
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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
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  • Other style
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