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Disinventing and reconstituting language for learning in school Science

Disinventing and reconstituting language for learning in school Science

 McKinney, Carolyn
 2019
 p.141-158 English
Language teachingScienceTranslanguagingLanguage ideologiesTrans-semiotisingDisinventionSemiotic repertoires
Tác giả CN McKinney, Carolyn
Nhan đề Disinventing and reconstituting language for learning in school Science / Carolyn McKinney
Thông tin xuất bản 2019
Mô tả vật lý p.141-158
Tóm tắt Language ideologies profoundly shape and constrain the use of language as a resource for learning in ‘multilingual’ or linguistically diverse classrooms. In this paper, we draw attention in particular to the ideology of languages as stable, boundaried objects and to the colonial invention of African languages. Against this backdrop, we analyse an example of pedagogical practice which was designed in response to a linguistic ethnography of Year 9 Science learning in a South African high school. The aim of this intervention is to move beyond the constraints of current language ideologies and to enable bilingual isiXhosa/English students to use a wide range of resources from their semiotic repertoires for learning Science. We will argue that debates about language of instruction in post-colonial contexts which pit one named language against another, misdirect our attention away from how the resources of language and other semiotic modes are or are not being used for learning in classroom discourse and learning materials. We aim to show how pedagogical translanguaging and trans-semiotising can be taken up as strategies of disinvention and reconstitution of ‘language’ for learning Science. (195)
Thuật ngữ chủ đề Language teaching-Pedagogical translanguaging and trans-semiotising
Từ khóa tự do Science
Từ khóa tự do Translanguaging
Từ khóa tự do Language ideologies
Từ khóa tự do Trans-semiotising
Từ khóa tự do Disinvention
Từ khóa tự do Semiotic repertoires
Nguồn trích Language and education- Vol. 33-No 2/2019
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Language ideologies profoundly shape and constrain the use of language as a resource for learning in ‘multilingual’ or linguistically diverse classrooms. In this paper, we draw attention in particular to the ideology of languages as stable, boundaried objects and to the colonial invention of African languages. Against this backdrop, we analyse an example of pedagogical practice which was designed in response to a linguistic ethnography of Year 9 Science learning in a South African high school. The aim of this intervention is to move beyond the constraints of current language ideologies and to enable bilingual isiXhosa/English students to use a wide range of resources from their semiotic repertoires for learning Science. We will argue that debates about language of instruction in post-colonial contexts which pit one named language against another, misdirect our attention away from how the resources of language and other semiotic modes are or are not being used for learning in classroom discourse and learning materials. We aim to show how pedagogical translanguaging and trans-semiotising can be taken up as strategies of disinvention and reconstitution of ‘language’ for learning Science. (195)
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653[0 ] |a Language ideologies
653[0 ] |a Trans-semiotising
653[0 ] |a Disinvention
653[0 ] |a Semiotic repertoires
773[0 ] |t Language and education |g Vol. 33-No 2/2019
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