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Peer reviewedCleghorn, Ailie – International Journal of Qualitative Studies in Education, 1992
Reports on an ethnographic study of primary level science classes in Kenya where English is the government-mandated language of instruction. Finds that important ideas were conveyed more easily when teachers did not adhere to the policy of English-only instruction. Concludes that the importance of sociolinguistics in instructional processes should…
Descriptors: Cognitive Processes, Developing Nations, Elementary Education, Foreign Countries
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