Language, Africanisation, and Identity Politics at a South African University

Autor/in	Rudwick, Stephanie
Titel	Language, Africanisation, and Identity Politics at a South African University
Quelle	In: Journal of Language, Identity, and Education, 17 (2018) 4, S.255-269 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2018.1460207
Schlagwörter	Self Concept; Politics of Education; Multilingualism; Ethnography; Language Planning; Foreign Countries; Language Attitudes; Indo European Languages; Language of Instruction; Higher Education; English (Second Language); African Languages; Native Language; Educational Policy; Native Language Instruction; South Africa + Suchen Sie Ihr Suchwort? Selbstkonzept; Educational policy; Bildungspolitik; Mehrsprachigkeit; Multilingualismus; Ethnografie; Sprachwechsel; Ausland; Sprachverhalten; Indoeuropäisch; Teaching language; Unterrichtssprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Politics of education; Native language education; Muttersprachlicher Unterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	After centuries of "Eurocentric" linguistic ideology, the South African government has formulated African language development and multilingualism as one priority in the education system. While only English, and decreasingly Afrikaans, are the only "established" languages of instruction at tertiary level, most universities in the country have revised their language policies in order to show commitment to South Africa's evident multilingualism. This article provides a critical analysis of particular language and identity politics in one of the leading tertiary institutions of the country. The theoretical framework is based on a critical sociolinguistic approach that draws attention to polarizing identity politics in relation to language policy, planning and implementation. Methodologically grounded in ethnography, the article has a two-fold perspective. First, it analyses particular language policy rhetoric at the University on focus and argues that its essentialist approach to Africanisation triggers contested identity politics. Second, the article provides insights into the developments of specific implementations, pointing to ideological as well as practical challenges at the university on focus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01