This mini-ethnographic case study examined the enactment of the mother tongue (MT) medium of instruction policy in teaching information and communication technology (ICT) to preschoolers or early childhood development (ECD) learners in a Zimbabwean school. The study employed an eclectic cognitive sense-making, ethnography of language policy and…

We report on a study in which two primary school English Language teachers work with researchers to co-design a series of lessons to enhance student agency. 'Tinkering' through digital multimodal composing is used as a pedagogical approach. We reflect on the issues in balancing the student's agency with the teacher's role. Our study is guided by…

Despite emerging scholarship on translanguaging pedagogies and the potential Faculty Learning Communities (FLC) have on shifting pedagogical beliefs, there are limited studies that explore the impact a faculty learning community has on educators' perceptions and reflections on translanguaging as a teaching and learning tool in higher education.…

Increases in the number of English language learner (ELL) students in the United States has led to a significant need for research that explores teaching and learning for ELL students in science and other content-area classrooms. This qualitative study investigated middle-school ELL students' (N = 12) beliefs and practices surrounding science…

Uganda introduced the use of mother tongue as medium of instruction in primary schools in 2007. This was meant to promote interaction and participation in the learning process and improve children's proficiency in reading and writing. Drawing elements of interaction and participation from the socio-cultural theory, the child-centred pedagogy was…