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

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Cited by

2005Science Education With English Language Learners: Synthesis and Research Agenda336 cited
2015Pedagogical translanguaging: bridging discourses in South African science classrooms276 cited
2009‘Smuggling the vernacular into the classroom’: conflicts and tensions in classroom codeswitching in township/rural schools in South Africa248 cited
2005Teaching Mathematics in a Primary Multilingual Classroom238 cited
2003Teacher change in beliefs and practices in science and literacy instruction with English language learners165 cited
2016Translanguaging in the Writing of Emergent Multilinguals160 cited
2008Access to mathematics versus access to the language of power: the struggle in multilingual mathematics classrooms155 cited
2013Coping with English as Language of Instruction in Higher Education in Rwanda145 cited
2014Translanguaging practices at a bilingual university: a case study of a science classroom142 cited
2016Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions

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141 cited

2017Translanguaging and English-African language mother tongues as linguistic dispensation in teaching and learning in a black township school in Cape Town140 cited

2008Code-Switching in the Classroom: Research Paradigms and Approaches138 cited

2003Teacher Professional Development to Improve the Science and Literacy Achievement of English Language Learners136 cited

2005Science Education and Student Diversity: Synthesis and Research Agenda134 cited

2016Heteroglossic practices in a multilingual science classroom133 cited

2016English-Plus Multilingualism as the New Linguistic Capital? Implications of University Students’ Attitudes Towards Languages of Instruction in a Multilingual Environment125 cited