ABSTRACT The majority of learners in South African schools are African language speakers, yet the dominance of English in the political economy has meant that schools choose to switch to English medium instruction by Grade 4, before learners have the necessary English proficiency to access the curriculum, with negative effects on learning. This paper outlines South Africa’s long engagement with such issues and documents the translanguaging practices of a teacher who breaks the post-colonial monolingual ideologies prevalent in classrooms and engages with learners’ linguistic resources to provide access to both science knowledge and English.

中文翻译：

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在多语言的南非教室中进行教学语言的翻译和科学知识的构建：具有挑战性的单语/后殖民正统观念

摘要南非学校的大多数学习者都是讲非洲语言的人，但是英语在政治经济中的主导地位意味着学校选择在学习者具备必要的英语能力来学习课程之前，从4年级开始转向英语中等教学，对学习有负面影响。本文概述了南非长期以来对此类问题的参与，并记录了一位教师的跨语言实践，他打破了教室中普遍存在的后殖民地单语种意识形态，并利用学习者的语言资源提供科学知识和英语的访问。