Although South Africa is a multilingual country with 11 official languages, English dominates as the language of teaching and instruction in almost all schools. In addition to this, the Natural Sciences teachers at the school of study were cautioned not to use code-switching because the school policy states that the medium of instruction should be…

The role of the mother tongue-based schooling of Tibetan children has been debated passionately in the Tibetan Diaspora since 1985. Dharamsala, India, the seat of the Tibetan Diaspora, is the research site. Tibetan children are instructed in all school subjects in the Tibetan language up until 6th grade at which time the language of instruction is…

The choice of which language strategies to use in schools in Africa is the subject of much debate. In the Life Sciences, cultural issues associated with the use of biological terminology add to this debate. In our study, we examined the language choices made by Grade 7 Natural Sciences teachers in South Africa during their teaching of human…

This research is to discover whether lecturers' beliefs coincide with their practices in their daily teaching. The focus will be on the belief in the use of code-switching in the classroom. At the same time, it is also worthwhile to indicate whether there are differences in the beliefs between the lecturers and the students. For that purpose three…

The purpose of this research was to study the Lexico-semantic errors of the Keiyo-speaking standard seven primary school learners of English as a Second Language (ESL) in Keiyo District, Kenya. This study was guided by two related theories: Error Analysis Theory/Approach by Corder (1971) which approaches L2 learning through a detailed analysis of…

English is the language of learning and teaching in most schools in South Africa. The ability of teachers and students to understand and communicate with each other in English contributes to better performance in Science and Technology subjects. This article explores the challenges posed by the use of English in the teaching and learning of…

Multilingual classrooms in developing countries are often challenged by a lack of digital resources and technology which supports their multilingual learning process. "Code-switching" is a phenomenon common to multilingual schools where learners are taught in a language which is not their first language. In these environments,…

This quantitative study investigated the extent and contexts of target language (TL) use in English language classrooms. Participants were 2,906 students from seven secondary schools and four universities in the more developed cities in southern China. They were put into five groups according to their educational stage and whether their content…

There has been a high failure rate of Grade 10 learners in the year end examinations in the Caprivi Education Region of Namibia over a number of years. The objective of this study was to investigate whether the use of mother tongue in English medium classrooms enhanced learners' academic achievement.The study investigated 12 teachers at 12 schools…

We investigate translanguaging (i.e. the co-use of first and second languages) in a Content and Language Integrated Learning course, as a pragmatic means to promote the skill of young university students in extended critical academic writing. We aimed to prepare new undergraduate students (n = 180) for courses where partial English-medium…

Research has shown that code-switching (CS) between languages in spoken discourse is prevalent in multilingual contexts and is used for many purposes. More recently, it has become the subject of much concern in academic contexts in negatively affecting students' language use and learning. However, while the concern has been increasing, no rigorous…

This article addresses the issue of teacher codeswitching in the teaching of Italian in Malta. The analysis of teacher codeswitching shows that the learners' first language (L1), Maltese, is used as a pedagogical tool to enhance language learning. Teachers frequently resort to Maltese to provide more learner-friendly explanations of grammatical…

This paper presents a multilingual mobile learning framework that can be used to support the pedagogical development of mobile learning systems which can support learning in under-resourced multilingual schools. The framework has been developed following two empirical mobile learning studies. Both studies were conducted in multilingual South…

Having been the scene of language planning for more than a century in relation to the two competing written standards of Norwegian, Norwegian language planners are now facing a new challenge: how to deal with what has been termed "domain loss" where Norwegian is perceived as losing out to English in important sectors of society,…

A challenge noted in a number of endangered language contexts is the need to mix second-language (L2) learners of the target language with first-language (L1) speakers of that language in a less planned way than is found in the two-way immersion approach. Such mixing of L1 speakers of the target language with L2 learners arises from the difficulty…