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School language profiles valorizing linguistic resources in heteroglossic situations in South Africa

School language profiles valorizing linguistic resources in heteroglossic situations in South Africa

 Busch, Brigitta.
 2010
 p. 283-294 enhg
Ngôn ngữLanguage profiles.Language policy.South Africa.Heteroglossia.
Tác giả CN Busch, Brigitta.
Nhan đề School language profiles: valorizing linguistic resources in heteroglossic situations in South Africa / Brigitta Busch
Thông tin xuất bản 2010
Mô tả vật lý p. 283-294
Tóm tắt Although South Africa is committed to a policy of linguistic diversity, the language-in¬education policy is still plagued by the racialization of language issues under apartheid and, more recently, by new challenges posed by internal African migration. Drawing on the experience of a school in the Western Cape Province, this paper explores the role of language profiles in a speaker-centered approach to school language policy. Attention is paid to the ways in which the attribution of learners to clear-cut linguistic categories - in this case English and Afrikaans - and their ‘monolingualization’ within the process of literacy learning are at odds with both their everyday experiences of language and their linguistic aspirations. Using biographic and topological multimodal approaches with 13- to 15-year-old students at the school, it makes a contribution to the growing corpus of research that foregrounds the learner perspective and emphasizes emotional dimensions of literacy and language learning
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Language profiles.
Từ khóa tự do Language policy.
Từ khóa tự do South Africa.
Từ khóa tự do Heteroglossia.
Nguồn trích Language and education- 2010, Vol24, N.4
MARC
Hiển thị đầy đủ trường & trường con
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362[ 0] |a Vol 24 (July 2010)
520[ ] |a Although South Africa is committed to a policy of linguistic diversity, the language-in¬education policy is still plagued by the racialization of language issues under apartheid and, more recently, by new challenges posed by internal African migration. Drawing on the experience of a school in the Western Cape Province, this paper explores the role of language profiles in a speaker-centered approach to school language policy. Attention is paid to the ways in which the attribution of learners to clear-cut linguistic categories - in this case English and Afrikaans - and their ‘monolingualization’ within the process of literacy learning are at odds with both their everyday experiences of language and their linguistic aspirations. Using biographic and topological multimodal approaches with 13- to 15-year-old students at the school, it makes a contribution to the growing corpus of research that foregrounds the learner perspective and emphasizes emotional dimensions of literacy and language learning
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