Translanguaging and English-African Language Mother Tongues as Linguistic Dispensation in Teaching and Learning in a Black Township School in Cape Town

Autor/in	Banda, Felix
Titel	Translanguaging and English-African Language Mother Tongues as Linguistic Dispensation in Teaching and Learning in a Black Township School in Cape Town
Quelle	In: Current Issues in Language Planning, 19 (2018) 2, S.198-217 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2017.1353333
Schlagwörter	Native Language; English (Second Language); African Languages; Secondary School Students; Multilingualism; Functional Literacy; Ideology; Sociolinguistics; Discourse Analysis; Transformative Learning; Foreign Countries; Observation; Interviews; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sekundarschüler; Mehrsprachigkeit; Multilingualismus; Funktionale Kompetenz; Ideologie; Soziolinguistik; Diskursanalyse; Pädagogische Transformation; Ausland; Beobachtung; Interviewing; Interviewtechnik
Abstract	Drawing on the notion of translanguaging, I show how learners in a Black township secondary school in Cape Town use their multilingual repertoire to achieve power, agency and voice. I use the conceptualisation of the prototypical pedagogical macrogenre from systemic functional linguistics to show how translanguaging can be used strategically to actualise regulative and instructional registers to engender teaching and learning in multilingual contexts, and to illustrate that the often-assumed "chaos" in translanguaged discourse can be harnessed to engender pedagogic discourse. I demonstrate that by using the extended linguistic repertoire, learners do not need to be competent in monoglot English to be involved in classroom interactions and learning, as the Xhosa-English translanguaged discourses provide the co(n)texts on which the "standard" English texts are consumed and produced. The article concludes with a thesis for language education policy that puts translanguaging at the centre of classroom practice in multilingual South Africa: it provides a new avenue for postcolonial learning/teaching, as it frames the learners' cognition of content and ability to construct meaningful texts in familiar cultural and sociolinguistic contexts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01