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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/8308

Title: Home and school literacy practices in Africa: listening to inner voices
Authors: Ngwaru, Jacob Marriote
Opoku-Amankwa, Kwasi
Keywords: Classroom interaction
Safe talk
Parent participation
School-parent partnership
Mother-tongue education
Issue Date: Jul-2010
Publisher: Language and Education
Citation: Language and Education Vol.24,No.4, July 2010,295–307
Abstract: The voices of the main stakeholders in literacy and schooling – pupils and parents – have seldom been given adequate space in studies of school and classroom discourse in sub-Saharan Africa. The present paper attempts to redress this imbalance by pre- senting the voices of pupils from a multilingual urban primary school in Ghana and of parents from a rural bilingual school in Zimbabwe.The Ghanaian study highlights challenges associated with using an unfamiliar language,English,as the medium of instruction,selective teacher treatment in the classroom that leaves some children lacking confidence to participate and the strong influence of the home environment and other socio-economic conditions.The Zimbabwean study highlights what happens when parents are allowed a voice in the children’s education.It is argued that pupil and parent perspectives can validate the findings of existing research, deepen our understanding of classroom interaction and,in some cases,challenge conventional wisdom.
Description: An article published by Language and Education Vol.24,No.4, July 2010,295–307, also available at http://dx.doi.org/10.1080/09500781003678985
URI: http://hdl.handle.net/123456789/8308
Appears in Collections:College of Arts and Social Sciences

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