publications on second language acquisition and classroom based

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SECOND LANGUAGE ACCUISITION/CLASSROOM BASED RESEARCH
Abd-Kadir, J and Hardman, F (2007) The Discourse of Whole Class Teaching: A Comparative Study of Kenyan
and Nigerian Primary English Lessons, Language and Education, 21(1), 1-15
Alidou, H and Brock-Utne, B (2006) Experience I – teaching practices – teaching in a familiar Language, in
Alidou, H et al Optimizing Learning and Education in Africa – the Language Factor: A Stock-taking Research on
Mother Tongue and Bilingual education in Sub-Saharan Africa, Paris: ADEA.
Altinyelken, H.K. (2009) Curriculum change in Uganda: Teacher perspectives on the new thematic Curriculum.
International Journal of Educational Development (in press)
Arthur, J (1994) English in Botswana primary classrooms: functions and constraints, in Rubagumya, C (Ed)
Teaching and Researching Language in African Classrooms, Clevedon: Multilingual Matters Ltd.
Arthur, J and Martin, P (2006) Accomplishing lessons in postcolonial classrooms: comparative perspectives from
Botswana and Brunei Darussalam, Comparative Education 42(2), 177-202.
Barrett, A.M. (2008) Capturing the diffe’rance: Primary school teacher identity in Tanzania International Journal
of Educational Development 28, 496–507
Benson, C J (2002) Real and potential benefits of bilingual programmes in developing countries, International
Journal of Bilingual Education and Bilingualism 5(6), 303-317.
Benson, C. (2005) The Importance of Mother Tongue-Based Schooling for Educational Quality. Commissioned
study for EFA Global Monitoring Report, 2005.
Brock-Utne, B (2001) Education for all - in whose language? Oxford Review Of Education 27(1), 115-134.
Brock-Utne, B (2002, 7-9 January) The most recent developments concerning the debate on language of
instruction in Tanzania Paper presented at the NETREED Conference, University of Oslo.
Brock-Utne, B (2005) Language-in-education policies and practices in Africa with a special focus on Tanzania and
south Africa - insights from research in progress, in. Lin, A M Y and Martin, P W (Eds) Decolonisation,
globalisation: Language-in-education policy and practice, Multilingual Matters, Clevedon: England,173-193.
Brock-Utne, B (2007) Learning through a familiar language versus learning through a foreign language - A look
into some secondary school classrooms in Tanzania International Journal of Educational Development 27, 487–498
Brock-Utne, B and Holmarsdottir, H B (2004) Language policies and practices in Tanzania and south Africa:
Problems and challenges, International Journal of Educational Development 24(1), 67-83.
Broom, Y (2004) Reading English in multilingual south African primary schools, International Journal of Bilingual
Education and Bilingualism 7(6), 506-528.
Broom, Y. (2004) Reading English in multilingual South African primary schools. International Journal of
Bilingual Education and Bilingualism, 7(6), 506-528.
Bush, T., Joubert, R., Kiggundu, E., van Rooyen, J. (2009) Managing teaching and learning in South African
schools International Journal of Educational Development, (in press)
Chitiyoa, M., Changarab, D.M., Chitiyoc, G. (2008). Providing psychosocial support to special needs children: A
case of orphans and vulnerable children in Zimbabwe International Journal of Educational Development 28, 384–
392
Chung, T. And P. Nation (2003) Technical vocabulary in specialised texts. Reading in a Foreign Language, 15,
(2), 1-13.
Clayton, T (1998) Explanations for the use of languages of wider communication in education in developing
countries, International Journal of Educational Development 18(2), 145-157.
Clegg, J (2007) Language and educational achievement in African schools. A review of the literature in classroom
processes in schools in sub-Saharan Africa.
Cleghorn, A and Rollnick, M (2002) The role of English in individual and societal development: A view from
African classrooms, TESOL Quarterly 36, 347-372.
Clerk, D., & Rutherford, M. (2000). Language as a confounding variable in the diagnosis of misconceptions.
International Journal of Science Education, 22(7), 703 - 717.
Cohen, A D (1994) The language used to perform cognitive operations during full-immersion maths tasks,
Language Testing 11(2), 171-196.
Criper, C and Dodd, W (1984) Report on the teaching of English language and its use as a medium of instruction
in Tanzania, Dar es Salaam: The British Council.
Cuevas, G. (1984) Mathematics learning in English as a second language. Journal for Research in Mathematics
Education, 15, (2), 134-144.
Cummins, D D, Kintsch, W, Reusser, K and Weimer, R (1988) The role of understanding in solving word
problems, Cognitive Psychology 20(4), 405-438.
Cummins, J (1984) Bilingualism and special education: Issues in assessment and pedagogy, Clevedon:
Multilingual Matters.
Cummins, J (2000) Language, power and pedagogy: Bilingual children in the crossfire, Clevedon: Multilingual
Matters.
Dalby, D (1985) The educational use of African languages in sub-Saharan Africa: The state of the art, Paris:
UNESCO.
de Klerk, Vivian (2006) Codeswitching, Borrowing and Mixing in a Corpus of Xhosa English, International
Journal of Bilingual Education and Bilingualism,9:5,597 — 614
Dutcher, N (1995) Expanding educational opportunities in linguistically diverse societies, Washington D.C.: Center
for Applied Linguistics.
Eisemon, T O, Schwille, J, Prouty, R, Ukobizoba, F, Kana, D and Manirabona, G. (1993) Providing quality
education when resources are scarce: Strategies for increasing primary school effectiveness in burundi, in Levin, H
M and Lockheed, M E (Eds) Effective schools in developing countries, London: The Falmer Press (with the World
Bank),130-157.
Erduran, S and Jiménez-Aleixandre, M P (2007) Argumentation in science education: Perspectives from
classroom-based research: Springer.
Fang, Z (2006) The language demands of science reading in middle school, International Journal of Science
Education 28(5), 491 - 520.
Fradd, S. and O. Lee (1999) Teachers’ roles in promoting science inquiry with students from diverse language
backgrounds. Educational Researcher , 28, (14), 14-21.
Gibbons, P. (1998) Classroom talk and the learning of new registers in a second language. Language and
Education, 12, (2), 99-118.
Greaney, V and Kellaghan, T (1995) Equity issues in public examinations in developing countries, Washington,
DC: The World Bank.
Hardmana, F., Abd-Kadira, J., Smith, F. Pedagogical renewal: Improving the quality of classroom
interaction in Nigerian primary schools International Journal of Educational Development 28 (2008) 55–69
Hashim, I.M., and Felix, B. (2008) Classroom Discourse and Discursive Practices in Higher Education in
Tanzania', Journal of Multilingual and Multicultural Development, 29:2, 95- 109
Heugh, K (2000) The case against bilingual and multilingual education in south Africa, Cape Town: University of
Cape Town.
Hornberger, N and Chick, K (2001) Co-constructing school safetime: Safetalk practices in peruvian and south
African classrooms, in Heller, M and Martin-Jones, M (Eds) Voices of authority: Education and linguistic
difference, Westport, CT: Ablex, 31-56.
Hovens, M (2002) Bilingual education in west Africa: Does it work? International Journal of Bilingual Education
and Bilingualism 5(5), 249-266.
Huang, J. and Normandia, B. (2007) Learning the language of mathematics: a study of student writing.
International Journal of Applied Linguistics, 17, (3), 294-318.
Hungi, n., Thuku, F.V. (2009) Differences in pupil achievement in Kenya: Implications for policy and practice.
International Journal of Educational Development, (in press)
Igboanusi, H. (2008) Mother Tongue-Based Bilingual Education in Nigeria: Attitudes and Practice. International
Journal of Bilingual Education and Bilingualism, 11:6, 721 — 734
Kapp, R (2004) ‘reading on the line’: An analysis of literacy practices in ESL classes in a south African township
school, Language and Education 18(3), 246-263.
Kearsey, J., & Turner, S. (1999). The value of bilingualism in pupils' understanding of scientific language.
International Journal of Science Education, 21(10), 1037 - 1050.
Keys, C. (1999) Revitalizing instruction in scientific genres: connecting knowledge production with writing to learn
in science. Science Education, 83, 115-130.
Laplante, B (1997) Teaching science to language minority students in elementary classrooms. NYSABE Journal, 12,
62-83.
Macdonald, C A (1990) Crossing the Threshold into Standard Three, in Main Report of the Theshold Project,
Pretoria: Human Sciences Research Council.
McGlynn, C. and P. Martin (2008) “No vernacular”: tensions in language choice in a sexual health lesson in the
Gambia. The International Journal of Bilingual Education and Bilingualism, draft.
Mlama, P and Matteru, M (1978) Haja ya kutumia kiswahili kufundishia katika elimu ya juu (the need to use
kiswahili as a medium of instruction in higher education), Dar es Salaam: Bajita.
Moloia, F., Morobeb, N., Urwickc, J. (2008) Free but inaccessible primary education: A critique of the pedagogy
of English and Mathematics in Lesotho, International Journal of Educational Development 28, 612–621
Mwinsheikhe, H M (2002, 7-9 January), Overcoming the language barrier: an in-depth study of the Tanzanian
secondary school science teachers' initiatives in coping with the English-Kiswahili dilemma in the teaching-learning
process. Paper presented at the NETREED Conference, University of Oslo.
Mwinsheikhe, H M (2003) Using Kiswahili as a medium of instruction in Tanzanian secondary schools, in BrockUtne, Desai, Z and Qorro (Eds) Language of Instruction in Tanzania and South Africa (LOITASA), Dar es Salaam:
E&D.
Myers-Scotton, C (1993) Elite closure as a powerful language strategy: the African case, International Journal of
the Sociology of Language 103, 143-163.
Ndayipfukamiye, L (1994) Code-switching in Burundi primary classrooms, in Rubagumya, C M (Ed) Teaching
and researching language in African classrooms, Clevedon: Multilingual Matters, 79-95.
Nishimuraa, M., Yamanob, T., Sasaoka, Y. (2008) Impacts of the universal primary education policy on
educational attainment and private costs in rural Uganda International Journal of Educational Development 28
(2008) 161–175
O’Sullivan, M.C. (2006) Teaching large classes: The international evidence and a discussion of some good practice
in Ugandan primary schools International Journal of Educational Development 26, 24–37.
Ogunniyi, M (2005) Cultural perspectives on science and technology education, in Abdi, A and Cleghorn, A (Eds)
Issues in African Education, New York: Palgrave Macmillan.
Opoku-Amankwa, K. (2009) 'Teacher only calls her pets': teacher's selective attention and the invisible life of a
diverse classroom in Ghana, Language and Education, 23:3, 249 — 262.
Pansiri, N.O. (2008). Improving commitment to basic education for the minorities in Botswana: A challenge for
policy and practice International Journal of Educational Development 28, 446–459
Paxton, M., Jane, I. (2009) It's easy to learn when you using your home language but with English you need to start
learning language before you get to the concept: bilingual concept development in an English medium university in
South Africa. Journal of Multilingual and Multicultural Development, 30:4, 345- 359
Probyn, M (2005) Learning science through two languages in south Africa. Paper presented at the The 4th
International Symposium on Bilingualism, Somerville, MA.
Probyn, M (2006) Language and learning science in south Africa, Language and Education 20(5), 391-414.
Prophet, R and Badede, N (2006) Language and student performance in junior secondary science examinations:
The case of second language learners in Botswana, International Journal of Science and Mathematics Education.
Rea-Dickins, P, Clegg, J and Rubagumya, C (2005) Evaluation of the Orientation Secondary Class Zanzibar, A
Consultancy Report. University of Bristol: Centre for Research on Language and Education, Graduate School of
Education.
Richardson, V (Ed) (2001) Handbook of research on teaching (4th ed), Washington, DC: American Educational
Research Association.
Rivard, L. and S. Straw (2000) The effect of talk and writing on learning science: an exploratory study. Science
Education, 84, (2), 566-593.
Roy-Campbell, Z M (1995) Does medium of instruction really matter? The language question in Africa: The
Tanzanian experience, UTAFITI (NS): Journal of Arts and Social Sciences 2(1&2), 22-39.
Rubagumya, C (Ed) (1994) Teaching and Researching Language in African Classrooms, Clevedon: Multilingual
Matters Ltd.
Rubagumya, C M (1991) Language promotion for educational purposes: The example of Tanzania, International
Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation 37(1),
67-85.
Rubagumya, C M (1993) The language values of Tanzanian secondary school pupils, Unpublished PhD Thesis,
University of Lancaster, Lancaster.
Rubagumya, C M (2003) English medium primary schools in Tanzania: a new 'linguistic market' in education?, in
Brock-Utne, Desai, Z and Qorro (Eds) Language of Instruction in Tanzania and South Africa (LOITASA), Dar es
Salaam: E&D.
Rugemalira, J M (2005) Theoretical and practical challenges in a Tanzanian English medium primary school,
Africa and Asia 5, 66-84.
Schleppegrell, M. (2001) Linguistic features of the language of schooling. Linguistics and Education, 12, (4), 431459.
Setati et al (2002) Incomplete journeys: Code-switching and other language practices in mathematics, science and
English language classrooms in South Africa. Language and Education, 16(2).
Setati, M, Adler, J, Reed, Y and Bapoo, A (2002) Incomplete journeys: Code-switching and other language
practices in mathematics, science and English language classrooms in south Africa, Language and Education 16(2),
128–149.
Siegel, J (1997) Using a Pidgin Language in Formal Education: Help or Hindrance? Applied Linguistics, 18 (1), 86100.
Solomon, J. and N. Rhodes (1995) Conceptualizing academic language. Research Report, 15, 3-21.
Spurlin, Q. (1995) Making science comprehensible for language minority students. Journal of Science Teacher
Education. 6, (2), 71-78.
Thomas, W P and Coliier, V P (1997) School effectiveness for language minority students, Washington DC:
National Clearinghouse for Bilingual Education.
UNESCO (1953) The use of vernacular languages in education, Paris: UNESCO.
UNESCO (2007) Education for all global monitoring report 2008 - education for all: Will we make it? Paris:
UNESCO.
Visvaganthie, M. (2007) Codeswitching in the Multilingual English First Language Classroom, International
Journal of Bilingual Education and Bilingualism, 10:6, 707- 722
Wedin, A. (2009) Classroom interaction: Potential or problem? The case of Karagwe International Journal of
Educational Development, (article in press)
Wei, L. and Martin, P. (2009) Conflicts and tensions in classroom codeswitching: an introduction, International
Journal of Bilingual Education and Bilingualism, 12:2, 117-122
Wheeler, L J and McNutt, G. (1983) The effect of syntax on low-achieving students' abilities to solve
mathematical word problems, Journal of Special Education 17(3), 309-315.
Williams, E (1996) Reading in two languages at year five in African primary schools, Applied Linguistics 17(2),
182-209.
Williams, E (2006) Bridges and barriers: Language in African education and development, Manchester: St. Jerome
Publishing.
Williams, E and Cooke, J (2002) Pathways and labyrinths: Language and education in development, TESOL
Quarterly 36(3), 297-322.
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