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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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Nonnative English-speaking teachers in the United States: issues of identity / Eduardo Henrique Diniz de Figueiredo
// Language and education 2011, Vol25, N.5 2011p. 419-432 The present study investigated how nonnative English-speaking teachers (NNESTs) working in K-12 schools in the United States perceive their identities in relation to the school environment and its norms, their coworkers and administrators and the students and their families. Specific attention was given to the teachers’ concerns prior to arrival and how initial challenges were overcome, their experiences in establishing authority and creating a positive self-image in relation to the school community and the role that language (in particular their status as NNESTs, and their bi/multilingual skills) played in defining these concerns and experiences. Results showed that teachers’ bi/multilingual skills were crucial in defining their identities as unique professionals with cultural sensitivity to students’ realities. However, it was also evident that native- speakerism (Holliday 2006) still affects the ways in which NNESTs are perceived (both by themselves and by others) in the school environment
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