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The contradictions of teaching bilingually in post-colonial Burundi: From Nyakatsi to Maisons en Étage
2 references·16 citing·54 second hop
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this work references cited by second hop

References

  • 1977The economics of linguistic exchanges2,036 cited
  • 1995Teaching and Research Language in African Classrooms43 cited

Cited by

  • 2013Multilingual label quests: A practice for the ‘asymmetrical’ multilingual classroom32 cited
  • 2009Bilingual Education: Southeast Asian Perspectives30 cited
  • 2011The relationship between identity, language and teaching and learning in Higher Education in South Africa27 cited
  • 2009‘No vernacular’: tensions in language choice in a sexual health lesson in The Gambia24 cited
  • 2010Being a Chinese newcomer in Madrid compulsory education: Ideological constructions in language education practice22 cited
  • 2011Talking in, talking around and talking about the L2: three literacy teaching responses to L2 medium of instruction in the Lao PDR20 cited
  • 2010Signalling L2 centrality, maintaining L1 dominance: teacher language choice in an ethnic minority primary classroom in the Lao PDR19 cited
  • 2021Transworlding and translanguaging: Negotiating and resisting monoglossic language ideologies, policies, and pedagogies17 cited
  • 2016Use of code-switching in multilingual content subject and language classrooms14 cited
  • 2011Beyond ‘safe-talk’: Institutionalization and agency in China's English language education9 cited
  • 2017Teaching in Two Languages: The Pedagogical Value of Code-Switching in Multilingual Classroom Settings6 cited

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  • 2010Language management and the East African Community5 cited
  • 2014The right to be multilingual: How two trilingual students construct their linguistic legitimacy in a German classroom4 cited
  • 2017The Patterning of Language Alternation in a Greek Supplementary School2 cited
  • 2011Negotiation of identities and language practices among Cameroonian immigrants in Cape Town2 cited
  • 2024Code Switching in Moroccan Nursing Education: Exploring Pedagogical Functions and Professors’ Attitudes1 cited