Interrupting Ideologies of Cultural Deficiency: Illustrating Curricular Benefits of Plurilingualism in a Kenyan Classroom

Autor/inn/en	Wandera, David B.; Farr, Marcia
Titel	Interrupting Ideologies of Cultural Deficiency: Illustrating Curricular Benefits of Plurilingualism in a Kenyan Classroom
Quelle	In: Journal of Language and Literacy Education, 14 (2018) 1, (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Foreign Countries; Multilingualism; Ideology; Classroom Communication; Grade 5; Grade 9; Mixed Age Grouping; Teaching Methods; Culturally Relevant Education; Cross Age Teaching; Classroom Techniques; Educational Benefits; Discourse Analysis; Interviews; Kenya + Suchen Sie Ihr Suchwort? Ausland; Mehrsprachigkeit; Multilingualismus; Ideologie; Klassengespräch; School year 05; 5. Schuljahr; Schuljahr 05; School year 09; 9. Schuljahr; Schuljahr 09; Jahrgangsübergreifende Gruppe; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Bildungsertrag; Diskursanalyse; Interviewing; Interviewtechnik; Kenia
Abstract	In this paper, we exemplify the resourcefulness of using non-sanctioned ways of speaking in classroom communication within a cross-age literacy collaboration between elementary-level grade 5 and high-school level grade 9 students in Nairobi, Kenya. Our goal is two-fold: to contribute to scholarship that affirms this resourcefulness, and to respond to the need for more studies within western scholarship that are based on non-western linguistic and cultural contexts. Through spotlighting some dynamics of multilayered non-western linguistic practices, this study enriches available evidence for pedagogical planning in our contemporary pluralistic world. We employ discourse analysis grounded in an interactional sociolinguistics approach (Gumperz, 2003) to examine students' use of standard Kenyan English, Sheng, and Swahili. Overall, we argue for inclusivity at two levels: first, culturally inclusive teaching through tapping into active learner participation among other benefits of plurilingualism, and second, at the level of research through challenging western research traditions to achieve comprehensive up-to-date understandings of contemporary language use by broadening contexts of inquiry. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01