Re-interpreting relevant learning: an evaluative framework for secondary education in a global language
Angeline M Barrett,David Bainton +1 more
TL;DR: In this paper, an innovation in Tanzania that aimed to improve language and subject learning among lower secondary school students making the transition from using an African language, Kiswahili, to using a global language, English, as the language of instruction is described.
read more
Abstract: The 2030 education goal privileges ‘relevant learning outcomes’ as the evaluative space for quality improvement. Whilst the goal was designed for global level monitoring, its influence cuts across different scales. Implementation of the goal involves reinterpreting ‘relevant learning’ at the local level. One way that small scale projects engage in the creative work of reinterpretation is through the design of their evaluative frameworks. We illustrate this with the example of an innovation in Tanzania that aimed to improve language and subject learning amongst lower secondary school students making the transition from using an African language, Kiswahili, to using a global language, English, as the language of instruction. The project developed a framework for evaluating learning processes and outcomes that was grounded in socio-cultural theories of learning. The framework was founded on an understanding of subject learning consistent with the purpose of sustainable development. Sustainable develo...
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
The Many Meanings of Quality Education: Politics of Targets and Indicators in SDG4
TL;DR: In this paper, the authors consider ways forward for exploring measurement of the many meanings of quality and equalities in education, reflecting on numbers as instruments that impose power and hierarchy, and the possibility of using reflections on numbers and indicators for critical dialogue and an enhancement of participation, accountability, and work to change injustices in education.
167
Exploring the potential for language supportive learning in English medium instruction: a Rwandan case study
TL;DR: In this paper, the authors put forward the argument for language supportive learning for learners in English medium instruction (EMI) classrooms based on the findings from a mixed methods study in Rwanda.
Language-in-education policy in low-income, postcolonial contexts: towards a social justice approach
TL;DR: The authors considers how language-in-education policy in low-income, post-colonial countries may be better understood from a social justice perspective and some of the implications for policy, practice and research that arise from this.
•Dissertation
The experiences of social justice by learners in school
Vukile Msizi Ngema
- 01 Jan 2017
20
Fear and shame: students’ experiences in English-medium secondary classrooms in Tanzania
TL;DR: In this article , the prevalence of feelings of fear and shame in students' experiences of learning and how these emotions contributed to students' silence was found to compound existing inequalities amongst students, thus hindering progress towards equitable, inclusive and safe education for all.
19
References
•Book
Sociocultural Theory and Second Language Learning
James P. Lantolf
- 20 May 2013
TL;DR: In this article, sociocultural contributions to understanding the foreign and second language classroom are discussed, with a focus on how learners position themselves in a psycholinguistic task.
3.8K
Pedagogy, Symbolic Control and Identity - Theory, Research and Critique
David J. Lee,Basil Bernstein +1 more
TL;DR: Part 1 Towards a Revised Theory of Pedagogy: Studies in Recontextualizing and Bernstein Interviewed.
3.5K
•Book
Pedagogy, symbolic control, and identity : theory, research, critique
Basil Bernstein
- 01 Jan 2000
TL;DR: In this article, a revised theory of pedagogy is proposed, with a focus on the separation of knowledge from the teacher and the learner, and the use of pedagogic codes and their modalities of practice.
3.3K
Towards a Language-Based Theory of Learning
TL;DR: For instance, this article found that children are quintessentially creatures who mean (i.e., who engage in semiotic processes, with natural language as prototypical), all human learning is essentially semiotic in nature.
1K
Content-and-Language Integrated Learning: From Practice to Principles?
TL;DR: The authors surveys recent work on content-and-language integrated learning (CLIL) for contexts where the classroom provides the only site for learners' interaction in the target language, and synthesizes research on learning outcomes in CLIL.
879