"Glocalization": Going beyond the Dichotomy of Global versus Local through Additive Multilingualism

Autor/inn/en	Joseph, Michael; Ramani, Esther
Titel	"Glocalization": Going beyond the Dichotomy of Global versus Local through Additive Multilingualism
Quelle	In: International Multilingual Research Journal, 6 (2012) 1, S.22-34 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2012.639246
Schlagwörter	Stellungnahme; Social Justice; African Languages; Free Enterprise System; Bilingualism; Multilingualism; Global Approach; Correlation; Local Issues; Undergraduate Study; Language of Instruction; English (Second Language); Second Language Learning; Educationally Disadvantaged; Universities; Criticism; Foreign Countries; Language Role; Translation; Scientific Research; Inner Speech (Subvocal); South Africa + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Freie Wirtschaft; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Globales Denken; Korrelation; Grundstudium; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; University; Universität; Kritik; Ausland; Inneres Sprechen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article interrogates the notion of "glocalization" (Moja, 2004, based on Castells, 2001) as a concept that seeks to integrate the local and the global to address both the need for social justice and the need to participate in a global market economy. The article argues that the relation between the global and the local cannot be explored without acknowledging the "inequality inherent in this relation". The concept of glocalization is examined in the arena of language and education by theorizing a dual-medium undergraduate degree offered in English and an Indigenous African language (Sesotho sa Leboa) at the University of Limpopo. This degree curricularizes the principle of additive bilingualism, which both challenges the domination of English (as an expression of cultural imperialism), yet makes it available as a right to students from hugely impoverished schooling backgrounds. The degree simultaneously promotes Sesotho sa Leboa as a language of high-level cognition, knowledge construction, and dissemination; and, therefore, places it on par with English. In addition, the article briefly focuses on the concept of "translanguaging" as one of the resources used by our students to access scientific knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10