Language of instruction: a question of disconnected capabilities
Language of instruction: a question of disconnected capabilities
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DOI：
10.1080/03050068.2020.1812236
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发表时间：
2020-09-02
影响因子：
3.3
通讯作者：
Adamson, Laela
中科院分区：
文献类型：
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作者：
Adamson, Laela
本文重点讨论教学语言问题，特别是撒哈拉以南非洲地区的教学语言问题，并考虑多语言社会中对单语学习环境的持续偏好。认为在教育中使用非洲语言会干扰全球语言习得的观点与当前有关多语言学习和跨语言的研究和理论不一致。此外，根据坦桑尼亚的一项实证研究，不同语言的严格分离不仅对有效的语言习得产生影响，而且还给学习者带来负面的社会后果。本文认为，能力方法有助于提高对这些现象的理解和分析。特别是，它表明与教学语言相关的几个问题可以有效地重新定义为能力脱节的问题。
This paper focuses on the issue of language of instruction, particularly in Sub-Saharan Africa, and considers the persistent preference for monolingual learning environments in multilingual societies. The perception that the use of African languages in education interferes with the acquisition of a global language is shown to be incongruous with current research and theories about multilingual learning and translanguaging. Moreover, drawing from an empirical study in Tanzania, it is observed that the rigid separation of different languages not only has implications for effective language acquisition, but is also associated with negative social consequences for learners. This paper argues that the capability approach can contribute to improved understanding and analysis of these phenomena. In particular, it suggests that several issues relating to language of instruction can be usefully reframed as a problem of disconnected capabilities.