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This article explores the oscillation between immersion and repulsion amongst readers of A clockwork orange by Anthony Burgess. I argue that nadsat, as an invented language, introduces the state of ‘reader immersion’ resulting in ‘flow’ by means of a ‘ludic reading’ motivational structure. Reader curiosity acts as a ‘positive reinforcer’ through the sense of accomplishment felt by mastering nadsat. Reader repulsion occurs once nadsat is understood. Repulsion is induced as a result of the brutality the nadsat narrative communicates. However, repulsion does not necessarily cause the reader to stop reading, but rather acts as a sensationally derived motivation to continue reading. This type of motivation is identified as a ‘negative reinforcer’. Both motivational structures (positive and negative reinforcers) develop the oscillation between reader immersion and repulsion as part of the reading experience A clockwork orange offers. The aim of this article is to discuss the oscillation between immersion and repulsion experienced by readers of A clockwork orange according to the theoretical frameworks indicated above.

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This article focuses on the advocacy of social justice through the implementation of language policies in South African universities. Noting the multilingual complexity of South Africa with 111 official languages and the intricacies surrounding South Africa’s political and sociocultural borders, the submission explores the advocacy of social justice in informing the reappraisal and the ensuing implementation of such a language policy by exploring constitutive dimensions (specifically identity) and instrumental dimensions (non-identity/functional aspects) from a linguistic justice perspective. The institution used as a case study is the North-West University (NWU) which is a by-product of three campuses that were merged in 2004. The authors use survey data eliciting opinions about revising the institution’s language policy. Central to the analysis is how linguistic justice could be exercised in consideration of constitutive vs instrumental dimensions based on the work of De Schutter (2007). With 20, 000 responses, the authors used a qualitative analysis, supplemented by frequencies, to tease apart identity and non-identity aspects to determine which of these had a closer relationship with linguistic justice and the selected institution’s language policy. The results of this study aim to offer insight into future revisions of higher education language policies in order to fulfil the mandate of linguistic justice.

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