Primary level science in Kenya: constructing meaning through English and indigenous languages

Cleghorn, Ailie

doi:10.1080/0951839920050403

Cited by 47 publications

(23 citation statements)

References 9 publications

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“…(Mwinsheikhe, 2001, p. 16) In other countries, such as South Africa (Setati, 2005) and Brunei code-switching has been observed as the main linguistic feature in classrooms where the teacher and the learners share a common language, but had to use an additional language for learning. Cleghorn (1992), in a study of primary level science classes in Kenya, found a complex pattern of code-switching. She argues that important ideas were more easily conveyed when the teacher did not adhere strictly to English only (p. 311).…”

Section: Related Literaturementioning

confidence: 96%

Code-switching in a college mathematics classroom

Chitera

2009

International Journal of Multilingualism

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This paper presents the findings that explored from the discourse practices of the mathematics teacher educators in initial teacher training colleges in Malawi. It examines how mathematics teacher educators construct a multilingual classroom and how they view code-switching. The discussion is based on pre-observation interviews with four mathematics teacher educators in teacher training colleges and the data collected from their mathematics classroom observations. The research findings indicate that the mathematics teacher educators regard multilingualism and the language practices that come with it such as code-switching more as a problem rather than a resource for teaching and learning. Contrary to the emphasis that code-switching is spontaneous and encouraged in schools, it is found that the nature of code-switching in college mathematics classroom is not spontaneous; rather it is very much controlled and restricted. Furthermore, this paper shows that the dilemmas of code-switching as discussed by Adler (1998Adler ( , 2001 are more acute in teacher training colleges. This article argues that codeswitching needs to be viewed as a resource in college mathematics classrooms and student teachers should be given the opportunity to code-switch without being restricted by the teacher educators.

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Section: Related Literaturementioning

confidence: 96%

Code-switching in a college mathematics classroom

Chitera

2009

International Journal of Multilingualism

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“…The official education language policy for South Africa falls under the transitional model, and the delayed immersion program. This model of bilingualism in South Africa is also used by countries which share the same historical background of colonialism such as Kenya and Nigeria (Cleghorn, 1992). In view of the above, I…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Assessing Students’ Perceptions of Conversational IsiZulu as a Compulsory Module in a South African University

Anyanwu

2016

Studies of Tribes and Tribals

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“…Although the situation is changing in countries where the economy is growing, numerous studies of instruction in African schools give evidence of patterns of instruction that can be attributed to persistent poverty as well as to culture (Cleghorn, 1992;Cleghorn, Merritt, & Abagi, 1989;Dube & Cleghorn, 1999;Fuller & Snyder, 1991;Prophet & Rowell, 1990;Shumba, 1999a). In Kenya, Zimbabwe, and Botswana, for example, the demand for schooling in the past 20 years has far outstripped the ability of governments to educate adequate numbers of teachers and to provide enough spaces at the secondary level to allow education for all children (United Nations Education, Scientific, and Cultural Organization [UNESCO], 1999).…”

Section: Language In Education: the African Contextmentioning

confidence: 99%

“…Isn't that so? [spoken in SiSwati] A lesson in rural western Kenya on transmission of disease illustrates how use of Luo, the learners' home language, can help convey understanding of unfamiliar abstract ideas, such as the microscopic, invisible quality of germs (Cleghorn, 1992).…”

Section: Code Switching: a Resource For Constructing Meaning In The Cmentioning

confidence: 99%

“…She found that when the use of English dominated in science instruction, students could not apply what they had learned to practical situations at home, documenting the subtractive nature of English-only instruction both for individuals and for society as a whole. Another study found that when code switching into the home language was used to foster understanding of key concepts, Grade 5 Kenyan students could use the home language (in this case Kikuyu) to write about the contents of a science lesson on water (Cleghorn, 1992). Although very tentative, this finding suggests that the students were developing literacy skills in the home language despite the official cessation of instruction via that language by Grade 3.…”

Section: Establish Basic Literacy Skills In the Mother Tonguementioning

confidence: 99%

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The Role of English in Individual and Societal Development: A View from African Classrooms

Cleghorn¹,

Rollnick²

2002

TESOL Quarterly

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This article discusses sociocultural and other theoretical aspects of the language-in-education debate in the light of their practical implications for language policy and teacher education in linguistically diverse school settings. We draw on studies carried out in African classrooms where subjects such as science were being taught via English, an L2 for most learners. Studies indicate that code switching offers an economical resource for constructing meaning in classrooms where teachers and learners can use the same home or local language. Language use within the classroom is thus seen in terms of the need to communicate meaning with the goal of ensuring access to knowledge and thereby fostering individual development. We suggest that meaningful learning contexts are likely to increase the motivation to learn English, ultimately fostering societal development within the larger global context. The article concludes with a call for the TESOL field to identify the full potential of code switching and categorize its functions so that teachers may be helped to use it purposefully.

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Primary level science in Kenya: constructing meaning through English and indigenous languages

Cited by 47 publications

References 9 publications

Code-switching in a college mathematics classroom

Code-switching in a college mathematics classroom

Assessing Students’ Perceptions of Conversational IsiZulu as a Compulsory Module in a South African University

The Role of English in Individual and Societal Development: A View from African Classrooms

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