Chapter 3 Researching Kreol Seselwa and its role in education in the pursuit of educational equity in the Seychelles

This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have...
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Gespeichert in:

Autor*in:	Deutschmann, Mats [verfasserIn] Zelime, Justin

Format:	E-Book
Sprache:	Englisch

Erschienen:	Erscheinungsort nicht ermittelbar: Taylor & Francis ; 2022

Rechteinformationen:	Open Access Creative Commons ; https://creativecommons.org/licenses/by-nc-nd/4.0

Schlagwörter:	Teaching of students with English as a second language (TESOL) Education Teaching of a specific subject

Umfang:	1 Online-Ressource (19 p.)

Links:	Link aufrufen Link aufrufen Link aufrufen
ISBN:	978-1-003-02838-3 978-0-367-67752-7

Katalog-ID:	1836506651

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spelling	9781003028383 4 978-1-003-02838-3 9780367677527 978-0-367-67752-7 (DE-627)1836506651 (DE-599)KEP077634543 (OCoLC)1302642178 (OAPEN)51401 (EBP)077634543 DE-627 eng DE-627 rda eng JNSV bicssc JN bicssc JNU bicssc Deutschmann, Mats verfasserin aut Chapter 3 Researching Kreol Seselwa and its role in education in the pursuit of educational equity in the Seychelles [Erscheinungsort nicht ermittelbar] Taylor & Francis 2022 1 Online-Ressource (19 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Open Access Unrestricted online access star This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond Creative Commons https://creativecommons.org/licenses/by-nc-nd/4.0 cc English Teaching of students with English as a second language (TESOL) Education Teaching of a specific subject Zelime, Justin oth https://library.oapen.org/bitstream/id/29a23cda-3949-4247-8c52-d19563bc25a3/9781003028383_10.4324_9781003028383-4.pdf X:OAPEN Verlag kostenfrei https://library.oapen.org/handle/20.500.12657/51401 X:OAPEN Verlag kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280162573 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280714835 OLR-OAPEN f z 01-03-23 30 01 0104 4281075852 GBV-OAPEN z 01-03-23 31 01 0027 428035734X z 01-03-23 34 01 3551 4278912854 OLR-OAPEN zi002 01-03-23 39 01 0547 4281267239 GBV-OAPEN ke 01-03-23 40 01 0007 4279981345 OLR-OAPEN xsn 01-03-23 63 01 3401 4281650571 E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281899812 OLR-OAPEN z 01-03-23 70 01 0089 4280535787 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278735510 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343263169 OLR-OAL Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 24-06-23 110 01 3110 428145280X OLR-GBV-OAPEN Open Access z 01-03-23 136 01 3526 4279626820 OLR-OAPEN z 01-03-23 147 01 3528 4282098481 OLR-OAPEN frei verfügbar für Europa-Universität Flensburg, Hochschule Flensburg und Zentrale Hochschulbibliothek Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 01-03-23 161 01 0960 4278169531 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 187 01 3520 427855401X JSTOR Open Access eBook z 28-02-23 213 01 0551 4279268029 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 230 01 0552 4279445206 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 283 01 3283 4279804117 OLR-OAL z 01-03-23 293 01 3293 4278348371 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 370 01 4370 4279090599 OLR-FREE Kostenloser Zugriff z 01-03-23 603 01 4603 4277991319 OLR-OAPEN Bitte beachten Sie die Nutzungsbedingungen und Copyright-Bestimmungen des Verlages/Herausgebers. z 28-02-23 808 01 4808 4280893926 OLR-OAPEN OAPEN Library zg 01-03-23 2403 01 DE-LFER 4308603668 00 --%%-- --%%-- n --%%-- l01 13-04-23 22 01 0018 Volltextzugang https://library.oapen.org/handle/20.500.12657/51401 23 01 0830 https://library.oapen.org/handle/20.500.12657/51401 30 01 0104 Open Access https://library.oapen.org/handle/20.500.12657/51401 31 01 0027 eBook GBV-OAPEN https://library.oapen.org/handle/20.500.12657/51401 34 01 3551 OpenAccess https://library.oapen.org/handle/20.500.12657/51401 40 01 0007 Volltext, Open Access https://library.oapen.org/handle/20.500.12657/51401 63 01 3401 E-Book https://library.oapen.org/handle/20.500.12657/51401 65 01 0003 Open Access https://library.oapen.org/handle/20.500.12657/51401 65 01 0003 Dieser Titel ist Teil einer Datenbank http://www.bibliothek.uni-regensburg.de/dbinfo/detail.php?titel_id=10728&bib_id=ulb_hal 70 01 0089 https://library.oapen.org/handle/20.500.12657/51401 LF 72 01 0035 https://library.oapen.org/handle/20.500.12657/51401 95 01 3095 https://library.oapen.org/handle/20.500.12657/51401 110 01 3110 Open Access https://library.oapen.org/handle/20.500.12657/51401 136 01 3526 Open Access https://library.oapen.org/handle/20.500.12657/51401 147 01 3528 https://library.oapen.org/handle/20.500.12657/51401 161 01 0960 https://library.oapen.org/handle/20.500.12657/51401 LF 187 01 3520 https://library.oapen.org/handle/20.500.12657/51401 213 01 0551 https://library.oapen.org/handle/20.500.12657/51401 230 01 0552 https://library.oapen.org/handle/20.500.12657/51401 283 01 3283 https://library.oapen.org/handle/20.500.12657/51401 293 01 3293 https://library.oapen.org/handle/20.500.12657/51401 LF 370 01 4370 https://library.oapen.org/handle/20.500.12657/51401 603 01 4603 https://library.oapen.org/handle/20.500.12657/51401 808 01 4808 Volltextzugang https://library.oapen.org/handle/20.500.12657/51401 2403 01 DE-LFER https://library.oapen.org/bitstream/id/29a23cda-3949-4247-8c52-d19563bc25a3/9781003028383_10.4324_9781003028383-4.pdf 31 01 0027 00 eBook GBV-OAPEN 22 01 0018 OLR-ZDB-94-OAL 23 01 0830 OLR-OAPEN 30 01 0104 GBV-OAPEN 34 01 3551 OLR-OAPEN 39 01 0547 GBV-OAPEN 39 01 0547 LF 40 01 0007 OLR-OAPEN 63 01 3401 E-Books LF GBV-OAPEN 65 01 0003 OLR-OAPEN 70 01 0089 OLR-OAPEN-OA 72 01 0035 OLR-OAPEN-OA 95 01 3095 OLR-OAL 110 01 3110 OLR-GBV-OAPEN 136 01 3526 OLR-OAPEN 147 01 3528 OLR-OAPEN 161 01 0960 OLR-OAPEN 213 01 0551 OLR-OAPEN 230 01 0552 OLR-OAPEN 283 01 3283 OLR-OAL 293 01 3293 OLR-OAPEN 370 01 4370 OLR-FREE 370 01 4370 olr-ebook GBV-OAPEN 603 01 4603 OLR-OAPEN 808 01 4808 OLR-OAPEN
allfields_unstemmed	9781003028383 4 978-1-003-02838-3 9780367677527 978-0-367-67752-7 (DE-627)1836506651 (DE-599)KEP077634543 (OCoLC)1302642178 (OAPEN)51401 (EBP)077634543 DE-627 eng DE-627 rda eng JNSV bicssc JN bicssc JNU bicssc Deutschmann, Mats verfasserin aut Chapter 3 Researching Kreol Seselwa and its role in education in the pursuit of educational equity in the Seychelles [Erscheinungsort nicht ermittelbar] Taylor & Francis 2022 1 Online-Ressource (19 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Open Access Unrestricted online access star This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond Creative Commons https://creativecommons.org/licenses/by-nc-nd/4.0 cc English Teaching of students with English as a second language (TESOL) Education Teaching of a specific subject Zelime, Justin oth https://library.oapen.org/bitstream/id/29a23cda-3949-4247-8c52-d19563bc25a3/9781003028383_10.4324_9781003028383-4.pdf X:OAPEN Verlag kostenfrei https://library.oapen.org/handle/20.500.12657/51401 X:OAPEN Verlag kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280162573 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280714835 OLR-OAPEN f z 01-03-23 30 01 0104 4281075852 GBV-OAPEN z 01-03-23 31 01 0027 428035734X z 01-03-23 34 01 3551 4278912854 OLR-OAPEN zi002 01-03-23 39 01 0547 4281267239 GBV-OAPEN ke 01-03-23 40 01 0007 4279981345 OLR-OAPEN xsn 01-03-23 63 01 3401 4281650571 E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281899812 OLR-OAPEN z 01-03-23 70 01 0089 4280535787 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278735510 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343263169 OLR-OAL Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 24-06-23 110 01 3110 428145280X OLR-GBV-OAPEN Open Access z 01-03-23 136 01 3526 4279626820 OLR-OAPEN z 01-03-23 147 01 3528 4282098481 OLR-OAPEN frei verfügbar für Europa-Universität Flensburg, Hochschule Flensburg und Zentrale Hochschulbibliothek Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 01-03-23 161 01 0960 4278169531 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 187 01 3520 427855401X JSTOR Open Access eBook z 28-02-23 213 01 0551 4279268029 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 230 01 0552 4279445206 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 283 01 3283 4279804117 OLR-OAL z 01-03-23 293 01 3293 4278348371 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 370 01 4370 4279090599 OLR-FREE Kostenloser Zugriff z 01-03-23 603 01 4603 4277991319 OLR-OAPEN Bitte beachten Sie die Nutzungsbedingungen und Copyright-Bestimmungen des Verlages/Herausgebers. z 28-02-23 808 01 4808 4280893926 OLR-OAPEN OAPEN Library zg 01-03-23 2403 01 DE-LFER 4308603668 00 --%%-- --%%-- n --%%-- l01 13-04-23 22 01 0018 Volltextzugang https://library.oapen.org/handle/20.500.12657/51401 23 01 0830 https://library.oapen.org/handle/20.500.12657/51401 30 01 0104 Open Access https://library.oapen.org/handle/20.500.12657/51401 31 01 0027 eBook GBV-OAPEN https://library.oapen.org/handle/20.500.12657/51401 34 01 3551 OpenAccess https://library.oapen.org/handle/20.500.12657/51401 40 01 0007 Volltext, Open Access https://library.oapen.org/handle/20.500.12657/51401 63 01 3401 E-Book https://library.oapen.org/handle/20.500.12657/51401 65 01 0003 Open Access https://library.oapen.org/handle/20.500.12657/51401 65 01 0003 Dieser Titel ist Teil einer Datenbank http://www.bibliothek.uni-regensburg.de/dbinfo/detail.php?titel_id=10728&bib_id=ulb_hal 70 01 0089 https://library.oapen.org/handle/20.500.12657/51401 LF 72 01 0035 https://library.oapen.org/handle/20.500.12657/51401 95 01 3095 https://library.oapen.org/handle/20.500.12657/51401 110 01 3110 Open Access https://library.oapen.org/handle/20.500.12657/51401 136 01 3526 Open Access https://library.oapen.org/handle/20.500.12657/51401 147 01 3528 https://library.oapen.org/handle/20.500.12657/51401 161 01 0960 https://library.oapen.org/handle/20.500.12657/51401 LF 187 01 3520 https://library.oapen.org/handle/20.500.12657/51401 213 01 0551 https://library.oapen.org/handle/20.500.12657/51401 230 01 0552 https://library.oapen.org/handle/20.500.12657/51401 283 01 3283 https://library.oapen.org/handle/20.500.12657/51401 293 01 3293 https://library.oapen.org/handle/20.500.12657/51401 LF 370 01 4370 https://library.oapen.org/handle/20.500.12657/51401 603 01 4603 https://library.oapen.org/handle/20.500.12657/51401 808 01 4808 Volltextzugang https://library.oapen.org/handle/20.500.12657/51401 2403 01 DE-LFER https://library.oapen.org/bitstream/id/29a23cda-3949-4247-8c52-d19563bc25a3/9781003028383_10.4324_9781003028383-4.pdf 31 01 0027 00 eBook GBV-OAPEN 22 01 0018 OLR-ZDB-94-OAL 23 01 0830 OLR-OAPEN 30 01 0104 GBV-OAPEN 34 01 3551 OLR-OAPEN 39 01 0547 GBV-OAPEN 39 01 0547 LF 40 01 0007 OLR-OAPEN 63 01 3401 E-Books LF GBV-OAPEN 65 01 0003 OLR-OAPEN 70 01 0089 OLR-OAPEN-OA 72 01 0035 OLR-OAPEN-OA 95 01 3095 OLR-OAL 110 01 3110 OLR-GBV-OAPEN 136 01 3526 OLR-OAPEN 147 01 3528 OLR-OAPEN 161 01 0960 OLR-OAPEN 213 01 0551 OLR-OAPEN 230 01 0552 OLR-OAPEN 283 01 3283 OLR-OAL 293 01 3293 OLR-OAPEN 370 01 4370 OLR-FREE 370 01 4370 olr-ebook GBV-OAPEN 603 01 4603 OLR-OAPEN 808 01 4808 OLR-OAPEN
allfieldsGer	9781003028383 4 978-1-003-02838-3 9780367677527 978-0-367-67752-7 (DE-627)1836506651 (DE-599)KEP077634543 (OCoLC)1302642178 (OAPEN)51401 (EBP)077634543 DE-627 eng DE-627 rda eng JNSV bicssc JN bicssc JNU bicssc Deutschmann, Mats verfasserin aut Chapter 3 Researching Kreol Seselwa and its role in education in the pursuit of educational equity in the Seychelles [Erscheinungsort nicht ermittelbar] Taylor & Francis 2022 1 Online-Ressource (19 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Open Access Unrestricted online access star This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. 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title_auth	Chapter 3 Researching Kreol Seselwa and its role in education in the pursuit of educational equity in the Seychelles
abstract	This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond
abstractGer	This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond
abstract_unstemmed	This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond
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title_short	Chapter 3 Researching Kreol Seselwa and its role in education in the pursuit of educational equity in the Seychelles
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Chapter 3 Researching Kreol Seselwa and its role in education in the pursuit of educational equity in the Seychelles

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