Linguistic Ideologies in Multilingual South African Suburban Schools

Autor/inn/en	Makoe, Pinky; McKinney, Carolyn
Titel	Linguistic Ideologies in Multilingual South African Suburban Schools
Quelle	In: Journal of Multilingual and Multicultural Development, 35 (2014) 7, S.658-673 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2014.908889
Schlagwörter	Foreign Countries; Multilingualism; Language Attitudes; Power Structure; Educational Policy; Language of Instruction; Guidelines; Racial Segregation; Suburban Schools; English (Second Language); Second Language Learning; African Languages; Equal Education; Access to Education; Educational Practices; Blacks; Ethnography; Case Studies; Indo European Languages; Elementary School Students; Secondary School Students; Discourse Analysis; Single Sex Schools; School Desegregation; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Ausland; Mehrsprachigkeit; Multilingualismus; Sprachverhalten; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Richtlinien; Rassentrennung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Education; Access; Bildung; Zugang; Bildungszugang; Bildungspraxis; Black person; Schwarzer; Ethnografie; Case study; Fallstudie; Case Study; Indoeuropäisch; Sekundarschüler; Diskursanalyse; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Integrative Schule
Abstract	Existing research on language in South African schooling frequently draws attention to the problematic hegemony of English and the lack of access to quality education in the home language of the majority of learners, often drawing on the metaphor of a gap or a disjuncture between post-apartheid language in education policy (LiEP) and its implementation. We argue that the notion of a "gap" obscures the significant continuities between apartheid and post-apartheid LiEPs, as well as conceptions of what language is and what counts as linguistic competence and capital. Language ideologies and the discursive operation of power serve as an analytical framework to make sense of the continuities between apartheid and present language policies and classroom practices. We argue that without an understanding of the language ideologies informing both policy and practices, we will not be able to shift practices in South African classrooms so that learners' full multilingual repertoires can be legitimately used as resources for learning. The paper presents data focusing on the intersections of language ideologies, discourses and practices in two suburban schools, one primary and one secondary, in the urban metropolis of Johannesburg, South Africa, where black learners have replaced white learners, i.e. in de(re)segregated schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10