Epistemological Access through Lecture Materials in Multiple Modes and Language Varieties: The Role of Ideologies and Multilingual Literacy Practices in Student Evaluations of Such Materials at a South African University

Autor/inn/en	Antia, Bassey E.; Dyers, Charlyn
Titel	Epistemological Access through Lecture Materials in Multiple Modes and Language Varieties: The Role of Ideologies and Multilingual Literacy Practices in Student Evaluations of Such Materials at a South African University
Quelle	In: Language Policy, 15 (2016) 4, S.525-545 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-015-9389-4
Schlagwörter	Epistemology; Language of Instruction; Indo European Languages; African Languages; Higher Education; Language Variation; English (Second Language); Second Language Learning; Instructional Materials; Student Attitudes; Literacy; Language Usage; Foreign Countries; Language Attitudes; Multilingualism; College Students; Educational Change; Language Planning; South Africa + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Teaching language; Unterrichtssprache; Indoeuropäisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schülerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachgebrauch; Ausland; Sprachverhalten; Mehrsprachigkeit; Multilingualismus; Collegestudent; Bildungsreform; Sprachwechsel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper seeks to address the ways in which ideology and literacy practices shape the responses of students to an ongoing initiative at the University of the Western Cape aimed at diversifying options for epistemological access, specifically the language varieties and the modes in which parts of the curriculum for a third year linguistics module are delivered. Students' responses to the materials in English and in two varieties of Afrikaans and isiXhosa (as mediated in writing vs orally) are determined, and used as basis to problematize decisions on language variety and mode in language diversification initiatives in Higher Education in South Africa. The findings of the paper are juxtaposed against particular group interests in the educational use of a language as well as differences in the affordances and impact of different modes of language use. The paper suggests that beyond the euphoria of using languages other than English in South African Higher Education, several issues (such as entrenched language practices, beliefs and language management orientations) require attention if the goals of transformation in this sector are to be attained. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01