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      Clegg, J. and O. Afitska. 2010. ‘Teaching and learning in two languages in African classrooms’. EdQual Working Paper 25: n/a
      URL: http://www.edqual.org/publications/workingpaper/edqualwp25.pdf
      Entered by: University of Sheffield (School of English)
      Clegg, J., O. Afitska, C. Rubagumya, Y. Ankomah, P. Kiliku, L. Jama Forde and L. Osei-Amankwah. 2010. ‘Language of instruction and quality of learning in Tanzania and Ghana’. EdQual Policy Brief 2: n/a
      URL: http://www.edqual.org/publications/policy-briefs/pb2.pdf
      Entered by: University of Sheffield (School of English)
      Rea-Dickins, P., G. Yu and O. Afitska. 2009. ‘The consequences of examining through an unfamiliar language of instruction and its impact for school-age learners in Sub-Saharan African school systems’ in Language Testing Matters: The Social and Educational Impact of Language Assessment. Cambridge: Cambridge University Press, pp. 190-214
      Book editor(s): Taylor, L. and C. Weir.
      ISBN: 9780521163910
      Summary: The context for this paper relates to the role of (English) language as a critical factor for effective learning in the African context and it examines issues of test fairness and social consequences.
      Country of research: various
      Learners' background: United Kingdom
      Entered by: University of Bristol (Graduate School of Education)
      Rea-Dickins, P., G. Yu and O. Afitska. 2009. ‘The consequences of examining through an unfamiliar language of instruction and its impact for school-age learners in sub-Saharan African school systems’ in Language Testing Matters: The Social and Educational Impact of Language Assessment. Cambridge: Cambridge University Press, pp. 190-214
      Book editor(s): Taylor, L. and C. Weir.
      ISBN: 9780521163910
      Entered by: University of Sheffield (School of English)
      Rea-Dickins, P., O. Afitska, G. Yu, S. Erduran, N. Ingram and F. Olivero. 2009. ‘Investigating the Language Factor in School Examinations: Exploratory Studies’.
      Summary: This is SPINE Working Paper No. 2 (ISBN 9781906675912), reporting the extent to which the use of English, Kiswahili, or both affected students' performance in Maths and Science subjects.
      URL: http://www.bris.ac.uk/spine/publication%20and%20reports/study5.1report
      Country of research: Tanzania
      Institutional level: secondary
      Entered by: University of Bristol (Graduate School of Education)
      Afitska, O. 2008. A Formative Perspective on Language Teaching and Assessment: Supporting Ethnic Minority Children in English Primary Classrooms.
      Supervisor(s): Rea-Dickins, P.
      Awarding institution: University of Bristol
      Thesis type: PhD
      Entered by: University of Bristol (Graduate School of Education)