The Language(s) of Failure? Unequal Access to Journalism Education and Training at a Former Whites-Only Afrikaans University in South Africa

Autor/in	Botma, Gabriel J.
Titel	The Language(s) of Failure? Unequal Access to Journalism Education and Training at a Former Whites-Only Afrikaans University in South Africa
Quelle	In: Journalism and Mass Communication Educator, 67 (2012) 1, S.26-44 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-6958
DOI	10.1177/1077695811426827
Schlagwörter	Language Planning; Writing (Composition); Journalism Education; Linguistics; Biographical Inventories; Foreign Countries; Profiles; Writing Skills; Whites; Indo European Languages; Language of Instruction; English; Language Usage; College Students; Aptitude Tests; Scores; Cultural Capital; Student Characteristics; Blacks; Departments; Educational Policy; English (Second Language); Second Language Learning; Test Validity; College Faculty; Bilingual Education; South Africa + Suchen Sie Ihr Suchwort? Sprachwechsel; Schreibübung; Linguistik; Biography; Biographies; Research; Biographie; Forschung; Biografieforschung; Biografische Methode; Biografisches Interview; Ausland; Charakterisierung; Profilanalyse; Writing skill; Schreibfertigkeit; White; Weißer; Indoeuropäisch; Teaching language; Unterrichtssprache; English language; Englisch; Sprachgebrauch; Collegestudent; Aptitude test; Eignungsprüfung; Eignungstest; Black person; Schwarzer; Department; Abteilung; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Testvalidität; Fakultät; Bilingual teaching; Bilingualer Unterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A former whites-only South African university's journalism department employs a dual-medium language policy in which Afrikaans and English alternate in classrooms, and students may use either. Admissions processes include a test of linguistic ability (general/cultural knowledge and writing skills). Citing Bourdieu, this article disputes the validity of the test's score as an indication of a student's linguistic ability (part of his/her "cultural capital"); in fact, students' biographical profile form part of their "habitus." First, levels and composition of cultural capital of different "racial" groups of students show how the way the test determines linguistic ability structures student performances. Second, statistical findings are discussed with reference to the profile and assessments practices of department staff members. Such practical changes could improve selection of black students, but this article also suggests reconsidering the dual-medium language policy. (Contains 1 figure, 1 table and 41 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10