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‘When I hear Afrikaans in the classroom and never my language, I get rebellious’ linguistic apartheid in South African higher education

‘When I hear Afrikaans in the classroom and never my language, I get rebellious’ linguistic apartheid in South African higher education

 2010
 p. 495 - 515 English
Ngôn ngữLanguage policy and planning.Multilingual education.Ideology.Language-in-education.Research methodology.
Tác giả TT Greenfield, Derek.
Nhan đề ‘When I hear Afrikaans in the classroom and never my language, I get rebellious’: linguistic apartheid in South African higher education / Derek Greenfield
Thông tin xuất bản 2010
Mô tả vật lý p. 495 - 515
Tóm tắt Language policies in South African education have historically been inextricably woven within the fabric of larger sociopolitical realities and have supported the interests of those in power. With the dismantling of the apartheid regime and subsequent Constitutional statements addressing the importance of promoting the status and use of indigenous languages, progressive linguists and educators envisioned the possibilities of ushering in a new era of linguistic equality. However, especially at the tertiary level, educational practice continues to privilege the colonial languages, at the particular expense of Black South African students. In contrast with previous research that highlights more supportive sentiments among Black students regarding this hegemonic condition, this study incorporates ‘deep interviewing’ to identify the presence of more covert negative attitudes that have profound implications for educational performance. Implications for further scholarly work as well as plausible strategies for reform are considered
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Language policy and planning.
Từ khóa tự do Multilingual education.
Từ khóa tự do Ideology.
Từ khóa tự do Language-in-education.
Từ khóa tự do Research methodology.
Nguồn trích Language and education- 2010, Vol24, N.6
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Language policies in South African education have historically been inextricably woven within the fabric of larger sociopolitical realities and have supported the interests of those in power. With the dismantling of the apartheid regime and subsequent Constitutional statements addressing the importance of promoting the status and use of indigenous languages, progressive linguists and educators envisioned the possibilities of ushering in a new era of linguistic equality. However, especially at the tertiary level, educational practice continues to privilege the colonial languages, at the particular expense of Black South African students. In contrast with previous research that highlights more supportive sentiments among Black students regarding this hegemonic condition, this study incorporates ‘deep interviewing’ to identify the presence of more covert negative attitudes that have profound implications for educational performance. Implications for further scholarly work as well as plausible strategies for reform are considered
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