Learning concepts, language, and literacy in hybrid linguistic codes: The multilingual maze of urban grade 1 classrooms in South Africa

Keyphrases

• Academic Discourse 50%
• Author Address 50%
• Bilingual children 50%
• Child Cognitive Development 50%
• Child Development 50%
• Child Learning 50%
• Classroom Communication 100%
• Code-mixing 50%
• Cognitive Academic Language Proficiency 50%
• Cognitive Stability 50%
• Concept Languages 100%
• Conceptual Development 50%
• Development Theory 50%
• Developmental Psycholinguistics 50%
• Early Grades 50%
• Early School Education 50%
• Language Development 50%
• Language Use 50%
• Learning Concept 100%
• Learning Effectiveness 50%
• Learning in School 50%
• Linguistic Code 100%
• Linguistic Code Switching 50%
• Linguistic Theory 50%
• Literacy 100%
• Literacy Learning 50%
• Longitudinal Research 50%
• Pedagogy 50%
• South Africa 100%
• Vygotskian 50%
• Written Language 50%
• Young children 50%

Arts and Humanities

• Academic Discourse 50%
• Authors 50%
• Classroom communication 100%
• Code-switching 50%
• Cognitive Academic Language Proficiency 50%
• Development Theory 50%
• Education 50%
• Interplay 50%
• Language use 50%
• Linguistics 100%
• Literacy Learning 50%
• Longitudinal Analysis 50%
• Maze 100%
• Multilingualism 100%
• Pedagogy 50%
• Psycholinguistics 50%
• Republic of South Africa 100%
• Theoretical Linguistics 50%
• Written Language 50%
• Young Child 50%

Social Sciences

• Academic Discourse 33%
• Authors 33%
• Child Development 33%
• Cognitive Academic Language Proficiency 33%
• Cognitive Development 33%
• Concept Learning 100%
• Conceptual Development 33%
• Development Theory 33%
• Educational Sciences 33%
• Language Development 33%
• Learning Success 33%
• Linguistics 100%
• Literacy Learning 100%
• Longitudinal Analysis 33%
• Multilingual Child 33%
• Multilingualism 100%
• Psycholinguistics 33%
• Republic of South Africa 100%
• School Education 33%
• Written Language 33%