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Autor/inn/enDowling, Tessa; Krause, Lara
Titel'Ndifuna I"meaning" Yakhe': Translingual Morphology in English Teaching in a South African Township Classroom
QuelleIn: International Journal of Multilingualism, 16 (2019) 3, S.205-225 (21 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1479-0718
DOI10.1080/14790718.2017.1419475
SchlagwörterMorphology (Languages); Slum Schools; Grade 4; Elementary School Students; Goal Orientation; Teaching Methods; Creative Teaching; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Teachers; Teacher Attitudes; African Languages; Native Language; Language Usage; Code Switching (Language); Sociolinguistics; Applied Linguistics; Disadvantaged Schools; Teacher Student Relationship; Elementary School Teachers; South Africa (Cape Town)
AbstractA Grade 4 English language teacher in a township school in Cape Town, South Africa, in her quest to equip learners with new target language resources, is not held back by the perceived boundaries dividing named languages. Instead she employs language in creative and goal-directed ways that we believe have not received enough focused linguistic attention in scholarship. While recognising the importance of research into code-switching, code-mixing and lexical borrowing among South Africa's indigenous languages, we draw on the work of functional linguists with an emphasis on the communicative function of linguistic signals and a de-emphasis on labelling languages. Central to this paper is the inchoative concept of translanguaging that is gaining ground in socio- and applied linguistics and aims at describing fluidity rather than reproducing established notions of separate languages. In township environments access to high-currency language resources (standard English) is often said to be absent due to teachers' lack of linguistic and pedagogic capacity and schools' lack of resources. Our main aim here is to focus on the presence of powerful language resources, rather than their absence, in such a highly scrutinised, purportedly deficient educational setting. (As Provided).
AnmerkungenRoutledge. 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 vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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