'Bridging discourses' in a bilingual South African mathematics classroom with a collaborative teaching model
The majority of South Africa's learners have to access a curriculum in a language which is not their home language. Research has been conducted into several aspects of the challenge that this poses to educators and learners alike and how classroom discourse reflects this reality. This case stud...
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| Format: | Dissertation |
| Language: | English |
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University of Cape Town
2015
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| Online Access: | http://hdl.handle.net/11427/11397 |