On Not Taking Language Inequality for Granted: Hymesian Traces in Ethnographic Monitoring of South Africa's Multilingual Language Policy

Autor/in	Hornberger, Nancy H.
Titel	On Not Taking Language Inequality for Granted: Hymesian Traces in Ethnographic Monitoring of South Africa's Multilingual Language Policy
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 33 (2014) 5-6, S.623-645 (23 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2014-0031
Schlagwörter	Foreign Countries; Higher Education; Multilingualism; Language Planning; Public Policy; Bilingual Education; Ethnography; Language of Instruction; African Languages; English (Second Language); Second Language Learning; Social Justice; Universities; Educational Strategies; Program Evaluation; Program Implementation; Language Usage; South Africa + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mehrsprachigkeit; Multilingualismus; Sprachwechsel; Öffentliche Ordnung; Bilingual teaching; Bilingualer Unterricht; Ethnografie; Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Soziale Gerechtigkeit; University; Universität; Lehrstrategie; Programme evaluation; Programmevaluation; Sprachgebrauch; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	South African higher education is at a critical juncture in the implementation of South Africa's multilingual language policy promoting institutional status for nine African languages, English, and Afrikaans. South African scholars, not content merely to comment from the sidelines on the policy, its promise, and challenges, have also engaged in implementation efforts. This article explores two such initiatives, both focusing on the use of African languages in higher education institutions where English is already established as the medium of instruction, and both undertaken with explicit goals of righting South Africa's longstanding social injustices. I collaborated with colleagues at the University of Limpopo and the University of KwaZulu-Natal to assess current implementation and identify next steps and strategies for achieving truly multilingual teaching, learning, and research at their institutions. Taking up Hymes' (1980) call for ethnographic monitoring of bilingual education, I sought in each case to jointly describe and analyze current communicative conduct, uncover emergent patterns and meanings in program implementation, and evaluate program and policy in terms of social meanings. I argue that ethnographic monitoring in education offers one means toward "not" taking language inequality for granted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10