Language Ideologies and Epistemic Exclusion

Autor/in	Kiramba, Lydiah Kananu
Titel	Language Ideologies and Epistemic Exclusion
Quelle	In: Language and Education, 32 (2018) 4, S.291-312 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kiramba, Lydiah Kananu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1438469
Schlagwörter	Language Attitudes; Multilingualism; Elementary School Students; Grade 4; Classroom Communication; Social Capital; Cultural Capital; Teaching Methods; Learner Engagement; Language Usage; Time on Task; Native Language; African Languages; Foreign Countries; Language of Instruction; English (Second Language); Second Language Learning; Monolingualism; Teacher Attitudes; Elementary School Teachers; School Policy; Ethnography; Case Studies; Classroom Techniques; Power Structure; Observation; Interviews; Discourse Analysis; Kenya + Suchen Sie Ihr Suchwort? Sprachverhalten; Mehrsprachigkeit; Multilingualismus; School year 04; 4. Schuljahr; Schuljahr 04; Klassengespräch; Sozialkapital; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Zeitaufwand; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Ausland; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulpolitik; Ethnografie; Case study; Fallstudie; Case Study; Klassenführung; Beobachtung; Interviewing; Interviewtechnik; Diskursanalyse; Kenia
Abstract	Research in educational linguistics is now challenging the efficacy of monolingual approaches that often dominate educational practices in multilingual settings. In most African nations where multilingualism is the norm, there remains a persistent reluctance by educational stakeholders (principals, teachers, parents, and students) to embrace multilingualism in education or to reposition local languages as resources in classrooms. This article draws on qualitative data from a multilingual, rural, fourth-grade classroom in Kenya to interrogate the articulated ideologies and their effects on communicative practices as voiced by the participants and by observing actual classroom practices. Bourdieu's notions of habitus, legitimate language, and symbolic power serve as analytic lenses for enhancing our understanding of the power of language ideologies. From the data, 'monoglossia' emerged as the key operating ideology, with time-on-task pedagogical practice helping to consolidate these monoglossic practices. The most visible effect of this ideology was silencing student engagement in the classroom. I argue that an awareness of these articulated ideologies and their observable effects on students' learning and language-use behaviors is important for challenging the subordination of home languages and the epistemic exclusion of the children who speak marginalized languages. Ideological awareness may open spaces for alternative and inclusive educational approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01