Speaking with a Forked Tongue about Multilingualism in the Language Policy of a South African University

Autor/inn/en	Antia, Bassey E.; van der Merwe, Chanel
Titel	Speaking with a Forked Tongue about Multilingualism in the Language Policy of a South African University
Quelle	In: Language Policy, 18 (2019) 3, S.407-429 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Antia, Bassey E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-018-9493-3
Schlagwörter	Foreign Countries; Multilingualism; Universities; School Policy; Postcolonialism; Activism; African Languages; Indigenous Knowledge; Indo European Languages; Critical Literacy; College Students; Student Attitudes; Language Planning; South Africa + Suchen Sie Ihr Suchwort? Ausland; Mehrsprachigkeit; Multilingualismus; University; Universität; Schulpolitik; Post colonialism; Postkolonialismus; Aktivismus; Politischer Protest; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Indoeuropäisch; Kritisches Lesen; Collegestudent; Schülerverhalten; Sprachwechsel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	As part of a broader student campaign for 'free decolonized education', protests over language policies at select South African universities between 2015 and 2016 belied widespread positive appraisals of these policies, and revealed what is possibly an internal contradiction of the campaign. The discourse prior to the protests (e.g. "excellent language policies but problematic implementation"), during the protests (e.g. silence over the role of indigenous African languages in the "Afrikaans must fall" versus "Afrikaans must stay" contestations), and after the protests (e.g. English becoming a primary medium in some institutional policy reviews) warrant attention to critical literacy in language policy scholarship. Based on a theoretical account of speaking with a forked tongue, this article analyzes the language policy text of one South African university. The analysis suggests, simultaneously, why similar policies have tended to be positively appraised, why students' calls for policy revisions were justified, but why the changes clamoured for arguably amount to complicity in self-harm. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01