Incomplete Journeys: Code-switching and Other Language Practices in Mathematics, Science and English Language Classrooms in South Africa

By Mamokgethi Setati, Jill Adler, Y. Reed, Abdool Bapoo. 2002

343 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/842eafeb0473b3614b016c563acd058b139b0bd0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. E. Macaro
2. U. Hoadley
3. Lili Tian
4. Li-feng Chu
5. M. Probyn
6. J. Barnett
7. M. de Courcy
8. Hilda Cahyani

In Literature and Literary Theory

1. E. Macaro
2. U. Hoadley
3. Lili Tian
4. Li-feng Chu
5. M. Probyn
6. J. Barnett
7. M. de Courcy
8. Hilda Cahyani

Citations in the corpus

• What do we know about teaching and learning in South African primary schools (2012, background): “Some research has begun to explore what this means (Schollar, 1999; Vinjevold and Roberts, 1999; Adler et al, 2002; Setati et al, 2002), and to consider students’ differential access to school knowledge (Hoadley, 2007).”
• Researching Mathematics Education and Language in Multilingual South Africa (2015, background): “It is also important for enabling teachers to listen to learners’ ideas and conceptions so that these can be worked with and built upon ( Setati, Adler, Reed, & Bapoo, 2002 ).”
• Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions (2018, background): “Consequently, as Setati et al. (2002) also suggest, teachers’ competencies and skills, and their aspirations and perceptions about their learners, were of considerable importance.”
• Language and Learning Science in South Africa (2006, background): “McLean and McCormick (1996: 329, in Mazrui, 2002: 269) suggest that the constitutional recognition of 11 official languages in South Africa is largely ‘intended and perceived as a symbolic statement and that for instrumental purposes, English remains the dominant language in South Africa’.”
• First and second language use in English medium instruction contexts (2018, background): “This relatively uncontrolled use of the L1 has led to concerns (Setati et al., 2002) that gradual progression may not take place towards greater use of L2 in subjects such as Mathematics and Science, which require discourse-specific talk.”