Conflicted Worlds of Multilingual Communities in Africa: Literacy Tangled in Words

Autor/in	Maganda, Dainess
Titel	Conflicted Worlds of Multilingual Communities in Africa: Literacy Tangled in Words
Quelle	In: Journal of Language and Literacy Education, 12 (2016) 1, S.53-78 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Multilingualism; Action Research; Participatory Research; African Languages; Writing Workshops; Collaborative Writing; Indigenous Knowledge; Language of Instruction; Educational Policy; Language Maintenance; Sociocultural Patterns; Grade 6; Parent Participation; Teacher Participation; Student Participation; Focus Groups; Interviews; Language Usage; Intercultural Communication; Preferences; Identification (Psychology); Conflict; Literacy; Foreign Countries; Tanzania + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Projektforschung; Forschungstätigkeit; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Sprachpflege; Soziokulturelle Theorie; School year 06; 6. Schuljahr; Schuljahr 06; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interviewing; Interviewtechnik; Sprachgebrauch; Interkulturelle Kommunikation; Konflikt; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Tansania
Abstract	Drawing from a sociocultural perspective of literacy, with the goal to promote the use of African Native Languages (ANL) in schools, I conducted a Participatory Action Research in one multilingual primary school community in North West Tanzania. For three weeks, 19 teachers, 19 parents and 119 6th grade students collaborated with each other in a writing workshop to write supplemental books for their school library. Through the findings I show that students wavered to use their native languages. Students preferred their national identity over others while local, national, and international literacy issues conflicted students' language choice for their texts. The study demonstrates how in multilingual nations, language issues in schools cannot be detached from other social concerns. While seeking ways to acknowledge students' diverse linguistic and cultural identities, educators are encouraged to consider students' literacy as well as language ideology based on historical, economic and social contexts. (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