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Home and school literacy practices in Africa listening to inner voices

Home and school literacy practices in Africa listening to inner voices

 Ngwaru, Jacob Manióte.
 2010
 p. 295-307 English
Ngôn ngữParent participation.Safe talk.School-parent partnership.Classroom interaction.Mother-tongue education.
Tác giả CN Ngwaru, Jacob Manióte.
Nhan đề Home and school literacy practices in Africa: listening to inner voices / Jacob Manióte Ngwaru and Kwasi Opoku-Amankwa
Thông tin xuất bản 2010
Mô tả vật lý p. 295-307
Tóm tắt The voices of the main stakeholders in literacy and schooling - pupils and parents - have seldom been given adequate space in studies of school and classroom discourse in sub-Saharan Africa. The present paper attempts to redress this imbalance by pre-senting the voices of pupils from a multilingual urban primary school in Ghana and of parents from a rural bilingual school in Zimbabwe. The Ghanaian study highlights challenges associated with using an unfamiliar language, English, as the medium of in-struction, selective teacher treatment in the classroom that leaves some children lacking confidence to participate and the strong influence of the home environment and other socio-economic conditions. The Zimbabwean study highlights what happens when parents are allowed a voice in their children’s education. It is argued that pupil and parent perspectives can validate the findings of existing research, deepen our understanding of classroom interaction and, in some cases, challenge conventional wisdom
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Parent participation.
Từ khóa tự do Safe talk.
Từ khóa tự do School-parent partnership.
Từ khóa tự do Classroom interaction.
Từ khóa tự do Mother-tongue education.
Tác giả(bs) CN Opoku-Amankwa. Kwasi.
Nguồn trích Language and education- 2010, Vol24, N.4
MARC
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520[ ] |a The voices of the main stakeholders in literacy and schooling - pupils and parents - have seldom been given adequate space in studies of school and classroom discourse in sub-Saharan Africa. The present paper attempts to redress this imbalance by pre-senting the voices of pupils from a multilingual urban primary school in Ghana and of parents from a rural bilingual school in Zimbabwe. The Ghanaian study highlights challenges associated with using an unfamiliar language, English, as the medium of in-struction, selective teacher treatment in the classroom that leaves some children lacking confidence to participate and the strong influence of the home environment and other socio-economic conditions. The Zimbabwean study highlights what happens when parents are allowed a voice in their children’s education. It is argued that pupil and parent perspectives can validate the findings of existing research, deepen our understanding of classroom interaction and, in some cases, challenge conventional wisdom
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