This article reports on multilingual adolescent youth's negotiation of identities in a languaging South African environment. Focus group dialogues of 17 Grade 11 multilingual students from the South Western Townships (Soweto) in Johannesburg were analysed using conversational analysis techniques from a selected data pool that was generated over a period of three hours. The results of the study show a rift between classroom language and out of school language practices. We demonstrate that (i) the Soweto youth have a wide range of linguistic flexibility that indexes the new socio-linguistic status of South Africa in the post independent era and (ii) that monolingual classroom language are no longer adequate spaces for creativity and plural identity formation. Adopting a mathematical reasoning of approximates, rather than fixed sets, we coin the concept "fuzzy languaging logic" to argue that indigenous African languages are embedded in one another and that the respondents use this hybrid language space to identify and ethnify -choosing who they want to become beyond traditional linguistic and exact ethnic affiliations. Considerations for language in motion and social change as key features of globalization are made at the end of the article.

No abstract

No abstract

In this report, we focus on the factors that influenced the maintenance of an intervention for safety, peace and health in Early Childhood Development one year post-implementation in an informal settlement in Johannesburg, South Africa. We followed a qualitative methodological framework and collected the data via two semi-structured focus group discussions with recipient practitioners. We analysed the data thematically. The participants reported that the provision of curriculum materials, the relevance of curriculum topics and the availability of regular monitoring and mentoring facilitated the maintenance of the intervention. Insufficient funds to reproduce teaching materials and the English-centric nature of the training materials posed challenges to the maintenance of the intervention. In the study, we call for larger empirical work on factors shaping the maintenance of the intervention in under-resourced contexts. We recommend that maintenance plans be developed alongside prevention interventions, the language of communication be context-appropriate, the capacity development for key social actors be accelerated, fidelity and required resources be regularly monitored, and a consistent agency presence be ensured in intervention communities.

No abstract