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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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How multilingual African contexts are pushing educational research and practice in new directions / Carol Benson
// Language and education 2010, Vol24, N.4 2010p. 323-336 A strong case can be made for developing more flexible and relevant multilingual strate¬gies for teaching and learning within the held of bilingual education. This paper aims to demonstrate how current linguistic and educational practices in countries like Guinea- Bissau, Mozambique and Ethiopia suggest new directions for research and practice. A practical approach is proposed to illuminate the gap between actual language compe¬tence on the part of primary students and teachers and the language competence to which their education system aspires. By applying known language and learning principles, policies and practices can be more realistically directed towards reducing this gap in the short, medium and long terms. This involves a reconstruction of multilingual pedagogy to capitalise on the strengths of learners, teachers and linguistic communities. Mean¬while, there is a need for more research on the following: (1) effective ways to assess multiple language competencies on the part of teachers and learners; (2) the relationship between learners’ multilingual oral competence and literacy; and (3) methodologies that facilitate transfer of skills and knowledge between languages. The implications are that language-in-education policy should be based on what is possible in each sociolinguistic situation and should be flexible enough to offer equitable opportunities for all
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Immigrant teachers’ integration and transformation of the linguistic market in Israel / Putjata Galina
// Language and education Vol. 33-No1/2019 2019p. 51-67 Immigrant teachers – although discussed in different disciplines and from different perspectives, their potential to transform the educational approach towards multilingualism remains unknown. The present paper addresses this lacuna by focusing on language beliefs in one specific group: new immigrant teachers. Arriving as professionals and integrated in the regular school system, their language expertise constitutes a potential resource in the classroom, at school and for the society in general. Yet, this group of teachers is extremely small, as their access to regular education systems is usually limited. This paper presents a qualitative study framed by a specific historical and national context – the Israeli policy on ‘New Immigrant Teacher Absorption.’ Based on Bourdieu's Theory of Practice and drawing on data from linguistic biographies, the study focused on teachers’ experience as immigrant language speaker. The results allow deep insights into how immigrant teachers come to perceive their migration-induced multilingualism as a capital and emphasize the importance of political measures in this process.
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Language use and the instructional strategies of Grade 3 teachers to Mlipport bridging In Papua New Guinea / Margaret Frankeii and Matilda August
// Language and education 2011, Vol25, N.3 2011p. 221-239 For over a decade, the Department of Education in Papua New Guinea (PNG) has adopted vernacular education as a way of ensuring that the educational experiences of children In schools draw on the cultural and linguistic knowledge they bring to the classroom. In PNG, there are many potential vernaculars - apart from the local languages, there are Tok Plain and Hiri Motu. The policy advocates ‘bridging’ as an Instructional strategy. While the term is used extensively by teachers, it is unclear what teachers think It entails and how they enact bridging. This small-scale exploratory study documents the views of a group of Grade 3 teachers in the East New Britain region and provides observations of their bridging strategies. While the teachers are not particularly supportive of vernacular education, they report on and use instructional strategies that include translation, metalinguistic comparison, contrast and elaboration. The teachers make much use of elicitation to encourage children to articulate their understanding of I English, and they demonstrate flexible and dynamic use of languages in their classrooms. The tact that the study recorded no use of the local languages suggests that systen follow-up of policy in practice is much needed, together with more in-depth resear
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