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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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Language and social justice in South Africa’s higher education: insights from a South African university / Munene Mwaniki
// Language and education 2012, Vol26, N.5 2012p. 213-232 The paper interrogates the issue of language and social justice in South Africa’s higher education using quantitative and qualitative data collected at the University of the Free State (UFS). Data were collected using questionnaires. Through purposive sampling based on South African and UFS demographics, 120 questionnaires were administered to UFS students. Descriptive and inferential statistics were used to analyse the data. The results show that language is a critical component in the conceptualisation and actualisation of social justice in South Africa’s higher education. The results further indicate that language continues to play the role of privileging access to higher education for some, while curtailing access to higher education for others, in South Africa. The paper concludes that this reality is contrary to the principles of social justice and recommends a radical overhaul of the language dispensation in South Africa’s higher education within the framework of social justice
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Mother tongue education: necessary? Possible? Sustainable? / Barbara Elaine Graham
// Language and education 2010, Vol24, N.4 2010p. 309-321 Issues affecting pre-school education in a rural area of Kenya are highlighted in a study of a mother tongue education (MTE) programme in one indigenous language group, the Pokomo. Factors supporting the introduction of MTE include official support for MTE, the welcoming of non-government stakeholder involvement in education, the presence of individuals and organisations committed to MTE and the willingness of local education authorities to partner with organisations in the establishment of the programme. Issues which emerged as constraining the development of the programme included the dominant teaching styles, the dearth of educational resources in Kipfokomo, widespread poverty and societal attitudes and structures which exclude local languages from education settings. The tensions between enabling and constraining factors are explored, as, too, is the sustainability of the programme
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Teaching across semiotic modes with multilingual learners: translanguaging in an Australian classroom / Sue Ollerhead
// Language and education Vol. 33-No 2/2019 2019p.106-122 Despite the growing numbers of migrant students enrolling in Australian secondary schools, and an official acknowledgment of their complex support and learning needs, there has been little policy focus on the pedagogical changes that need to be made by teachers to accommodate these needs. There is also little understanding of the depth and diversity of linguistic resources and cultural funds of knowledge that migrant students bring to Australian classrooms, and the ways in which these might enrich classroom learning experiences for all students. This paper draws upon data from a qualitative, ethnographically oriented case study research project in which teachers and researchers collaborated to enact bottom up language policy that involved the use of translanguaging (Garcia, 2009) to enhance communication and classroom learning amongst multilingual students from migrant backgrounds. The aim was to draw upon students’ observable languaging practices from their full repertoire of languages, and to tap into their existing cultural and linguistic funds of knowledge to support their academic language development and foster their linguistic and personal identities in the classroom.
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