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Decolonising Teacher Education in Pursuit of Multilingual Teaching and Learning in South African Higher Education

Decolonising Teacher Education in Pursuit of Multilingual Teaching and Learning in South African Higher Education

Oluwatoyin Ajani
Copyright: © 2022 |Pages: 21
ISBN13: 9781668450345|ISBN10: 1668450348|ISBN13 Softcover: 9781668450383|EISBN13: 9781668450352
DOI: 10.4018/978-1-6684-5034-5.ch008
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MLA

Ajani, Oluwatoyin. "Decolonising Teacher Education in Pursuit of Multilingual Teaching and Learning in South African Higher Education." Handbook of Research on Teaching in Multicultural and Multilingual Contexts, edited by Erasmos Charamba, IGI Global, 2022, pp. 122-142. https://doi.org/10.4018/978-1-6684-5034-5.ch008

APA

Ajani, O. (2022). Decolonising Teacher Education in Pursuit of Multilingual Teaching and Learning in South African Higher Education. In E. Charamba (Ed.), Handbook of Research on Teaching in Multicultural and Multilingual Contexts (pp. 122-142). IGI Global. https://doi.org/10.4018/978-1-6684-5034-5.ch008

Chicago

Ajani, Oluwatoyin. "Decolonising Teacher Education in Pursuit of Multilingual Teaching and Learning in South African Higher Education." In Handbook of Research on Teaching in Multicultural and Multilingual Contexts, edited by Erasmos Charamba, 122-142. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5034-5.ch008

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Abstract

Various studies assert the dominance of South Africa's HEIs by Eurocentric and Western knowledge. This chapter explores the concept of decolonization in higher education, the role of multilingualism in teaching and learning to disengage from ‘coloniality', multilingualism difficulties in teaching and learning in HEIs, strategies to enhance the integration of multilingualism for maintaining quality teaching and learning. The theory of Vygotsky's social constructivism will be used as an underpinning framework to explore the decolonization of teacher education in pursuit of multicultural language in South Africa's HEIs. Teacher education in higher education faces peculiar challenges in teaching and learning. This necessitates the need for multicultural language in preparing pre-service teachers for diverse realities that exist in South African contexts.

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