What counts as language in South African schooling? : Monoglossic ideologies and children’s particip... Monoglossic ideologies and children’s participation

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Bibliographische Detailangaben
Beteiligte: McKinney, Carolyn, Carrim, Hannah, Marshall, Alex, Layton, Laura
In: AILA Review, 28, 2015, S. 103-126
veröffentlicht:
John Benjamins Publishing Company
Medientyp: Artikel, E-Artikel

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Umfang: 103-126
ISSN: 1461-0213
1570-5595
DOI: 10.1075/aila.28.05mck
veröffentlicht in: AILA Review
Sprache: Englisch
Schlagwörter:
Kollektion: John Benjamins Publishing Company (CrossRef)
Inhaltsangabe

<jats:p>This paper focuses on the lack of impact on language education of recent paradigm shifts in the study of language and society such as the recognition of the ideology of language[s] as stable, discrete or bounded entities and the reality of heteroglossic languaging and semiotic practices in everyday life. Using South Africa as a case, the paper explores the implications of heteroglossic conceptualising of language as social practice for language education through three ethnographically informed case studies of classroom discourse. I will argue that monoglossic orientations which ironically underpin both monolingual and “multilingual” approaches have wide-ranging constraining effects on how children are positioned in schooling, and on children’s participation in classrooms, resulting in a form of ‘epistemic injustice’ (Fricker, 2007).</jats:p>