Multilingual Resources in Classroom Interaction

Portuguese and African/Creole Languages in Monolingual and Bilingual Education Programs
Living reference work entry
Part of the Encyclopedia of Language and Education book series (ELE)

Abstract

The use of multilingual resources in classroom interaction has been a contentious issue. It is widely debated by teachers, policymakers, and language-in-education researchers. There have long been calls for a ban on students’ first languages in second and foreign language learning contexts, allegedly to avoid creating opportunities for these languages to “interfere” with the development of the “target” language. However, there is a growing body of research now calling into question the power of language pedagogies based on exclusive use of the target language. This new research is promoting the use of multi/plurilingual resources in classroom interaction as a legitimate communicative and pedagogical strategy.

This chapter discusses these issues with reference to language-in-education policies and practices in the PALOP countries (“African Countries where Portuguese is an Official Language”). The focus is on the use of bi/multilingual resources in classroom interaction in both monolingual and bilingual education programs.

Keywords

African languages Classroom interaction Creole languages Multilingual pedagogies Multilingual resources Portuguese 

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Copyright information

© Springer International Publishing AG 2015

Authors and Affiliations

  1. 1.Universidade Eduardo MondlaneMaputoMozambique

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