Multilingual Education Yearbook 2021

1. Front Matter

   Pages i-xx

   PDF

2. Challenges and Opportunities from Translingual Research on Multilingual Mathematics Classrooms

   • Núria Planas

   Pages 1-18

3. Appreciating the Layered and Manifest Linguistic Complexity in Mono-Multi-Lingual STEM Classrooms: Challenges and Prospects

   • Jabulani Sibanda

   Pages 19-37

4. Approaches That Leverage Home Language in Multilingual Classrooms

   • Manono Poo, Hamsa Venkat

   Pages 39-55

5. Creating Dialogues in Whole Class Teaching in Multilingual Classrooms: Language Practices and Policy Imperatives

   • Audrey Msimanga

   Pages 57-73

6. Multiple Monolingualism Versus Multilingualism? Early Grade Mathematics Teachers’ and Students’ Language Use in Multilingual Classes in South Africa

   • Ingrid Sapire, Anthony A. Essien

   Pages 75-95

7. Practices in STEM Teaching and the Effectiveness of the Language of Instruction: Exploring Policy Implications on Pedagogical Strategies in Tanzania Secondary Schools

   • Opanga David, Alphonse Uworwabayeho, Théophile Nsengimana, Evariste Minani, Nsengimana Venuste

   Pages 97-115

8. Individual Language Planning for Self-Directed Learning in Multilingual Information Technology Classrooms

   • Jako Olivier

   Pages 117-134

9. Using Interactive Apps to Support Learning of Elementary Maths in Multilingual Contexts: Implications for Practice and Policy Development in a Digital Age

   • Nicola J. Pitchford, Anthea Gulliford, Laura A. Outhwaite, Lanaya J. Davitt, Evalisa Katabua, Anthony A. Essien

   Pages 135-153

10. Noticing Multilingual and Non-dominant Students’ Strengths for Learning Mathematics and Science

    • Salvador Huitzilopochtli, Julianne Foxworthy Gonzalez, Judit N. Moschkovich, Sam R. McHugh, Maureen A. Callanan

    Pages 155-173

11. Multilingual Students Working with Illustrated Mathematical Word Problems as Social Praxis

    • Laura Caligari, Eva Norén, Paola Valero

    Pages 175-194

12. Language Policy for Equity in University STEM Education in Postcolonial Contexts: Conceptual Tools for Policy Analysis and Development

    • Kate le Roux, Bongi Bangeni, Carolyn McKinney

    Pages 195-213

13. The Place Where Languages Meet to Argue: A Contribution from an Analysis of the Brazilian National Curriculum

    • Renata de Paula Orofino, Nathália Helena Azevedo, Daniela Lopes Scarpa

    Pages 215-234

14. Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms

    • William Zahner, Kevin Pelaez, Ernesto Daniel Calleros

    Pages 235-255

This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts.

This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education. 

• STEM Education
• Multilingual Education
• Policy and Practice
• Language Policy
• Language Planning
• Multilingualism

• Wits School of Education, University of the Witwatersrand, Parktown, South Africa

  Anthony A. Essien

• Sol Plaatje University, Kimberley, South Africa

  Audrey Msimanga

Anthony A. Essien is an Associate Professor and the Head of the Mathematics Education Division at the University of the Witwatersrand, South Africa.  He is a series editor of the book series Studies on Mathematics Education and Society. His field of research is in mathematics teacher education in contexts of language diversity. He is also a current member of the International Committee (Board of Trustees) for the International Group for the Psychology of Mathematics Education (IGPME). Anthony also served as an associate editor of Pythagoras, the academic journal of the Association for Mathematics Education of South Africa, for 11 years. In addition to his background in mathematics education, Anthony also has a background in Philosophy.

Audrey Msimanga is an Associate Professor of Science Education, currently the Head of Education at Sol Plaatje University as well as a Visiting researcher at the University of the Witwatersrand. Audrey hasworked in Biology research and then in Science Education for over 30 years. Audrey’s research seeks to understand the role of social interaction in science learning; the potential for classroom talk to mediate learner meaning making as well as the role of language in science teaching and learning in multilingual classrooms. Audrey is currently an Associate Editor for the Journal for Research in Science Teaching (JRST).

Policies and ethics