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Tác giả CN
| Busch, Brigitta. | |
Nhan đề
| School language profiles: valorizing linguistic resources in heteroglossic situations in South Africa /Brigitta Busch | |
Thông tin xuất bản
| 2010 | |
Mô tả vật lý
| p. 283-294 | |
Tóm tắt
| Although South Africa is committed to a policy of linguistic diversity, the language-in¬education policy is still plagued by the racialization of language issues under apartheid and, more recently, by new challenges posed by internal African migration. Drawing on the experience of a school in the Western Cape Province, this paper explores the role of language profiles in a speaker-centered approach to school language policy. Attention is paid to the ways in which the attribution of learners to clear-cut linguistic categories - in this case English and Afrikaans - and their ‘monolingualization’ within the process of literacy learning are at odds with both their everyday experiences of language and their linguistic aspirations. Using biographic and topological multimodal approaches with 13- to 15-year-old students at the school, it makes a contribution to the growing corpus of research that foregrounds the learner perspective and emphasizes emotional dimensions of literacy and language learning | |
Đề mục chủ đề
| Ngôn ngữ--TVĐHHN. | |
Thuật ngữ không kiểm soát
| Language profiles. | |
Thuật ngữ không kiểm soát
| Language policy. | |
Thuật ngữ không kiểm soát
| South Africa. | |
Thuật ngữ không kiểm soát
| Heteroglossia. | |
Nguồn trích
| Language and education- 2010, Vol24, N.4 |
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| 100 | 1|aBusch, Brigitta. |
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| 245 | 10|aSchool language profiles: valorizing linguistic resources in heteroglossic situations in South Africa /|cBrigitta Busch |
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| 260 | |c2010 |
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| 300 | |ap. 283-294 |
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| 362 | 0|aVol 24 (July 2010) |
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| 520 | |aAlthough South Africa is committed to a policy of linguistic diversity, the language-in¬education policy is still plagued by the racialization of language issues under apartheid and, more recently, by new challenges posed by internal African migration. Drawing on the experience of a school in the Western Cape Province, this paper explores the role of language profiles in a speaker-centered approach to school language policy. Attention is paid to the ways in which the attribution of learners to clear-cut linguistic categories - in this case English and Afrikaans - and their ‘monolingualization’ within the process of literacy learning are at odds with both their everyday experiences of language and their linguistic aspirations. Using biographic and topological multimodal approaches with 13- to 15-year-old students at the school, it makes a contribution to the growing corpus of research that foregrounds the learner perspective and emphasizes emotional dimensions of literacy and language learning |
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| 650 | 17|aNgôn ngữ|2TVĐHHN. |
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| 653 | |aLanguage profiles. |
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| 653 | |aLanguage policy. |
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| 653 | 0|aSouth Africa. |
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| 653 | 0 |aHeteroglossia. |
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| 773 | 0|tLanguage and education|g2010, Vol24, N.4 |
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