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Which language(s) matter(s) the most? Exploring the ‘schoolscapes’ of rural primary schools in Uganda
16 references·3 citing·37 second hop
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References

  • 2000Language, Power and Pedagogy3,182 cited
  • 1997Linguistic Landscape and Ethnolinguistic Vitality2,233 cited
  • 2006Language Policy1,690 cited
  • 1991Language and Symbolic Power1,592 cited
  • 2009Language Management1,128 cited
  • 2011Ethnography and language policy457 cited
  • 2006Introduction: The Study of the Linguistic Landscape as a New Approach to Multilingualism333 cited
  • 2016Ubuntu translanguaging: An alternative framework for complex multilingual encounters264 cited
  • 2018The Routledge Handbook of Teaching English to Young Learners203 cited
  • 2012The Linguistic Landscape of Educational Spaces: Language Revitalization and Schools in Southeastern Estonia185 cited
  • 2017Linguistic landscapes and trends in the study of schoolscapes173 cited
  • 2014Linguistic ideologies in multilingual South African suburban schools143 cited
  • 1977A history of education in east Africa120 cited
  • 2014Dilemmas in implementing language rights in multilingual Uganda118 cited
  • 1969RELEVANT MODELS OF LANGUAGE118 cited
  • 2017“Without English There Is No Future”: The Case of Language Attitudes and Ideologies in Uganda

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95 cited

Cited by

  • 2023Umuzigo w’inyongera: girls’ differential experiences of the double-burden of language and gender in Rwandan English medium secondary education9 cited
  • 2023Scripting Identities: Reading Language Dynamics and Ideologies on Shop Signs in Kampala4 cited
  • 2024Visualizing identity: multimodal and multilingual practices in international student organizations’ on-campus artifacts3 cited