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Transforming Classroom Discourse and Pedagogy in Rural Zimbabwe Classrooms: The Place of Local Culture and Mother Tongue Use
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Ngwaru, Jacob Marriote – Language, Culture and Curriculum, 2011
Rural African classrooms are still practising discourses and pedagogies that contribute towards students' continued underachievement and marginalisation. The use of behaviourist-based pedagogical approaches and the exclusion of learners' socio-cultural experiences including their mother tongue (MT) still characterise most classroom practices. The…
Descriptors: Feedback (Response), Intervention, Observation, Foreign Countries