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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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Applied field linguistics: delivering linguistic training to speakers of [endangered languages / Sally Rice
// Language and education 2011, Vol25, N.3 2011p. 319-338 As an offshoot of the Canadian Indigenous Languages and Literacy Development In¬stitute (CILLDI), the Department of Linguistics at the University of Alberta offers a Community Linguist Certificate (CLC) program to speakers of First Peoples’ languages of (mainly) Western Canada. The CLC program provides linguistic analysis and lan¬guage documentation training to speakers of endangered languages interested in working toward their preservation and revitalization. This paper describes the development of what is essentially a training program for applied field linguists, outlines the coursework associated with the CLC and addresses some of the impact this program is having on speakers and instructional staff alike
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Arbitrating repression: language policy and education in Arizona / Eric J. Johnson
// Language and education 2012, Vol26, N.5 2012p. 53-76 In 2000, voters in the US state of Arizona passed Proposition 203 English for the Children, effectively abolishing bilingual education services in favor of a submersion approach termed Sheltered English Immersion. In this discussion, I use an ethnographic lens to highlight the logistical complexities involved in the negotiation of restrictive educational language policies between macro levels of development, meso levels of interpretation and micro levels of educational application. By looking at language policy as a sociocultural process, I reveal how Arizona’s anti-bilingual education policy has unfolded across various levels of bureaucracy and been enacted in schools where the majority of students come from an immigrant background. Specifically, the current study explores how Proposition 203 has affected patterns of language use in predominantly language-minority classrooms by illustrating the influence of key policy arbiters within politically repressive environments
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Language crashes and shifting orientations : the construction and negotiation of linguistic value in bilingual school spaces in Finland and Sweden / Tuuli From, Gunilla Holm.
// Language and education Vol. 33-No 3/2019 2019p.195-210 This article analyses the construction of linguistic value and recognition of linguistic resources in educational spaces in Finland, where Swedish is the second national language and in Sweden, where Finnish is one of five official minority languages. Drawing on ethnographic methods, critically informed notions of language policy and spatial theorisation, we argue that linguistic hierarchies created through language and education policies manifest themselves in the discursive construction of linguistic value in the everyday educational spaces. In Finland, the strong societal and political status of Swedish and the monolingual school institutions enable the recognition of language as a right and a resource but potentially present linguistic diversity as a problem within those spaces. In Sweden, the historical traces of a problem orientation towards Finnish language remain, despite the aimed improvements in educational language rights and the shifting orientation on Finnish being recognised as a resource in the market-oriented educational system. Pupils in both countries mostly considered language as a communicative resource in their everyday social spaces but the negotiation of the societal value of language and bilingualism was rather controversial. Discussing linguistic disadvantage in relation to educational spaces will bring new perspectives to language and minority policies in linguistically diverse societies.
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