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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 / Derek Greenfield
// Language and education 2010, Vol24, N.6 2010p. 495 - 515 Greenfield, Derek.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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Doing time: an exploration of timescapes in literacy learning and research / Amy Burgess
// Language and education Volume 24, 2010 - Issue 5 p353 - p365 This article has two purposes. At the theoretical level it is intended to contribute to debates about how learning happens over time. At the methodological level it is intended to suggest how a complex understanding of time can enrich both ethnographic methods and linguistic analysis. It uses the concept of timescapes to interpret ethnographic and linguistic data drawn from a study of identity and learning in adult literacy education in England. It makes three interconnected arguments. Firstly, learning and research do not just happen in time, but involve the social production of time. Secondly, learning and research do not happen in isolatable ‘moments’, but each moment is temporally extended to include the past and the future. Thirdly, analytical approaches that treat time as a static container or decontextualised measure of experience cannot fully account for the complexity of learning, which involves the creation of multi-dimensional timescapes.
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The ‘problem’ of bilingual children in educational settings: policy and research in England / Kimberly Safford and Rose Drury
// Language and education 2013, Vol27, N. 2013p. 70-81 Is language something to be ‘overcome’? In this discussion of education policy and research perspectives on bilingual children in England, the authors take as their starting point five questions about language diversity posed in 1973 by Dell Hymes. The authors review the history of mainstream school support for young bilingual learners in England and how policies and practices have contextualised the research agenda by framing bilingual learners in a monolingual curriculum and assessment structure. The authors consider how ethnographic studies in non-statutory, complementary schools and early years settings offer vantage points from which multilingualism is seen as a pedagogical resource rather than a problem. It is hoped that the discussion will prompt readers to consider the ‘problem’ of linguistic diversity in mainstream education wherever they are situated, and to consider what kinds of research methods would provide insights and solutions
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