by Robyn Tyler (Author)
In this ethnography of bilingual science learning, the author connects microanalyses of classroom discourse to broader themes of de/coloniality in education. The author examines the linguistic landscape of the school and the attitudes of staff and students which produce both coloniality and cracks in the edifice of coloniality.
Author Biography
Robyn Tyler is a Senior Researcher in the Centre for Multilingualism and Diversities Research at the University of the Western Cape, South Africa. She supervises graduate students and student teachers and is a member of the bua-lit language and literacy collective (www.bua-lit.org.za). Her research interests include semiotic repertoires for learning, translingual practice, youth and identity, inquiry-based science education and language across the curriculum.