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In this paper, we examine selected literature on classroom-based research to understandhow students and teachers (re)negotiate the language of interaction in a mathematicsclassroom when the official medium of instruction is different from the students’dominant language. We identify the tensions and dilemmas associated with theimplementation of language-in-education policy in selected postcolonial Anglophonecountries where English is used as a medium of instruction at various stages of formalschooling. We also examine the pedagogical implications of these tensions and dilemmas,paying particular attention to emerging issues of code-switching, translation and ‘safe’ useof language.

Implementing Language-in-Education Policy in Multilingual Mathematics Classrooms: Pedagogical Implications