Disinventing and Reconstituting Language for Learning in School Science

Autor/inn/en	McKinney, Carolyn; Tyler, Robyn
Titel	Disinventing and Reconstituting Language for Learning in School Science
Quelle	In: Language and Education, 33 (2019) 2, S.141-158 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1516779
Schlagwörter	Language Attitudes; Code Switching (Language); Semiotics; Bilingualism; African Languages; English (Second Language); Second Language Learning; Classroom Communication; Ethnography; Postcolonialism; Grade 9; High School Students; Foreign Countries; Science Instruction; Language of Instruction; Teaching Methods; Urban Schools; Language Usage; South Africa + Suchen Sie Ihr Suchwort? Sprachverhalten; Semiotik; Bilingualismus; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Klassengespräch; Ethnografie; Post colonialism; Postkolonialismus; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sprachgebrauch; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Language ideologies profoundly shape and constrain the use of language as a resource for learning in 'multilingual' or linguistically diverse classrooms. In this paper, we draw attention in particular to the ideology of languages as stable, boundaried objects and to the colonial invention of African languages. Against this backdrop, we analyse an example of pedagogical practice which was designed in response to a linguistic ethnography of Year 9 Science learning in a South African high school. The aim of this intervention is to move beyond the constraints of current language ideologies and to enable bilingual isiXhosa/English students to use a wide range of resources from their semiotic repertoires for learning Science. We will argue that debates about language of instruction in post-colonial contexts which pit one named language against another, misdirect our attention away from how the resources of language and other semiotic modes are or are not being used for learning in classroom discourse and learning materials. We aim to show how pedagogical translanguaging and trans-semiotising can be taken up as strategies of disinvention and reconstitution of 'language' for learning Science. (195) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01