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Classroom interaction: Potential or problem? The Case of Karagwe
Örebro University, School of Humanities, Education and Social Sciences. (KKOM-DS)
2010 (English)In: International Journal of Educational Development, ISSN 0738-0593, E-ISSN 1873-4871, Vol. 30, no 2, 145-150 p.Article in journal (Refereed) Published
Abstract [en]

This paper discusses interactional patterns in classrooms in primary school in rural Tanzania, based on an ethnographic study on literacy practices. The paper argues that the official policy of Swahili-only in primary school, together with the huge gap between high expectations on educational outcome and lack of resources, have resulted in the creation of safety strategies among pupils and teachers. These safety strategies include interactional patterns that also constitute a hindrance for students’ learning. However, I claim that these interactional patterns could constitute a potential for educational development, if research findings from bilingual education were taken into account.

Place, publisher, year, edition, pages
Oxford, United Kingdom: Elsevier, 2010. Vol. 30, no 2, 145-150 p.
Keyword [en]
Educational policy, development, classroom interaction, primary school, call response
National Category
General Language Studies and Linguistics Humanities
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-6261DOI: 10.1016/j.ijedudev.2009.03.007ISI: 000273173200005Scopus ID: 2-s2.0-70449625585OAI: oai:DiVA.org:oru-6261DiVA: diva2:211514
Available from: 2009-04-28 Created: 2009-04-16 Last updated: 2017-02-14Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
  • rtf