UID:
almahu_9949386752002882
Umfang:
1 online resource (169 pages).
ISBN:
9780367854164
,
0367854163
,
1000363317
,
9781000363241
,
1000363244
,
9781000363173
,
1000363171
,
9781000363319
Serie:
Routledge research in literacy ; 14
Inhalt:
"By adopting a postcolonial theoretical perspective, the text interrogates the logic behind policy changes which have prioritized English, local-language, or biliteracy. It draws on data from interviews with teachers and researcher observation to demonstrate how policies have influenced teaching and learning. Dr. Osseo-Asare's findings inform the development of a conceptual framework which highlights the socio-cultural factors that impact the literacy and biliteracy of young children in Ghana, offering solutions to help teachers combat the challenges of frequent policy changes. This timely monograph will prove to be an essential resource not only for researchers working on education policies, teacher education and English-language learning in postcolonial Ghana, but also for those looking to identify the thematic and methodological nuances of studying literacy and education in postcolonial contexts"--
Anmerkung:
An introduction to language and literacy policy in Ghana -- British colonialism and policy since independence (1957) : impacts on teaching practices -- Life history as a research methodology -- Meet the teachers : professional and personal stories -- English-only, local language, and biliteracy policies since 1957 : impacts on teaching practices -- Synthesis of findings : challenges for teachers and recommendations for policy.
Weitere Ausg.:
Print version: Osseo-Assare, Philomena. The impacts of language and literacy policy on teaching practices in Ghana New York, NY : Routledge, 2021. ISBN 9780367424114
Sprache:
Englisch
Schlagwort(e):
Electronic books.
DOI:
10.4324/9780367854164
URL:
https://www.taylorfrancis.com/books/9780367854164
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