Home and School Literacy Practices in Africa: Listening to Inner Voices

Autor/inn/en	Ngwaru, Jacob Marriote; Opoku-Amankwa, Kwasi
Titel	Home and School Literacy Practices in Africa: Listening to Inner Voices
Quelle	In: Language and Education, 24 (2010) 4, S.295-307 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Bilingual Schools; Multilingualism; Foreign Countries; Literacy Education; Family Environment; Student Attitudes; English (Second Language); Rural Schools; Second Language Learning; Language of Instruction; Socioeconomic Background; Urban Schools; African Languages; Parent Attitudes; Ghana; Zimbabwe + Suchen Sie Ihr Suchwort? Bilingual scholl; Bilinguale Schule; Mehrsprachigkeit; Multilingualismus; Ausland; Familienmilieu; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Sozioökonomische Lage; Urban area; Urban areas; Stadtregion; Stadt; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Elternverhalten; Simbabwe
Abstract	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 presenting 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 instruction, 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10