Umuzigo w'inyongera: girls' differential experiences of the double-burden of language and gender in Rwandan English medium secondary education
Umuzigo w'inyongera: girls' differential experiences of the double-burden of language and gender in Rwandan English medium secondary education
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Umuzigo winyongera：卢旺达英语中等中等教育中女孩对语言和性别双重负担的不同经历
DOI：
10.1080/09500782.2023.2288635
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发表时间：
2023
影响因子：
1.9
通讯作者：
Milligan L
中科院分区：
文献类型：
--
作者：
Milligan L
本文认为，在一个不熟悉的语言学习和教学（LoLT）的负面影响卢旺达女孩在初中教育的最初几年。基于课堂观察和访谈的案例研究的女孩在四所卢旺达中学，我们表明，女孩的生活环境不同，所以也不使用一个不熟悉的LoLT影响他们的方式。通过五个类型学的发展，我们探索的方式，当女孩面临的时间，空间，物质和情感的支持，他们的学习水平的不平等，教育的要求进行和评估在一个不熟悉的语言工程，以加剧这些不平等。我们的结论主张在全球和国家女童教育政策中更加重视学习和教学的语言，以减轻许多女童所承受的“双重负担”。
This paper argues that learning in an unfamiliar language of learning and teaching (LoLT) negatively impacts Rwandan girls in the early years of lower secondary education. Based on classroom observation and interviews with case-study girls in four Rwandan secondary schools, we show that where girls’ life circumstances differ, so too does the way in which the use of an unfamiliar LoLT affects them. Through the development of five typologies, we explore the ways that when girls face inequalities at the levels of time, space, material and emotional support they have for learning, the requirement that education be conducted and assessed in an unfamiliar language works to compound these inequalities. Our conclusions advocate for greater attention to be paid to the language of learning and teaching in global and national girls’ education policies to alleviate the ‘double burden’ that many girls carry.