Disinventing and (Re)Constituting Languages

Makoni, Sinfree; Pennycook, Alastair

doi:10.1207/s15427595cils0203_1

Cited by 332 publications

(112 citation statements)

References 24 publications

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“…Recent calls in the field of language research argue for the reconceptualisation of languages as repertoires or resources (Makoni & Pennycook, 2005;McKinney, 2017). In particular, debates on the recognition of multilingual learners' languages as resources (Makalela, 2015;McKinney, 2017) are evident in conferences all over South Africa.…”

Section: Coloniality Of Language and The Colonial Woundmentioning

confidence: 99%

Student voice: Perspectives on language and critical pedagogy in South African higher education

Mayaba

Ralarala

Angu

2018

Educ. res. soc. change.

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In the past two years, higher education institutions (HEI) have been inundated with students' demands for a decolonised education. Their voice led to the resuscitation of debates on a transformed curriculum. Amongst others, the language question is an issue at the centre of these debates. What students were questioning was the hegemony of English, the slow pace in which universities implement multilingual policies, and lack of clarity on the positioning of African languages as languages of learning and teaching. In this paper, we argue that if higher education aims to address marginalised and new knowledge through a decolonised curriculum, fundamental questions are worth being asked. In particular the questions we are asking and responding to are: "How does student voice become a force for social change?" "How can student voice enable HEIs to deal with the issue of language?" We suggest and support the view that the issue of language should be recognised as a social justice issue, that student voice can enlighten curriculum designers and society on the dangers of reproducing inequalities through the hegemony of English, and that graduate attributes, as an essential notion, should recognise multilingualism as a core skill that students should acquire.

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Section: Coloniality Of Language and The Colonial Woundmentioning

confidence: 99%

Student voice: Perspectives on language and critical pedagogy in South African higher education

Mayaba

Ralarala

Angu

2018

Educ. res. soc. change.

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“…However, the notion of linguistic human rights has been subjected to considerable criticism (Stroud, 2000;Makoni & Pennycook, 2005, 2006. This criticism coalesces around a deepseated scepticism regarding the definition of language that underpins this discourse, itself related to scepticism regarding western notions of language in non-western contexts.…”

Section: Linguistic Human Rightsmentioning

confidence: 99%

Complementary and conflicting discourses of linguistic diversity: implications for language planning

Makoni¹,

Trudell²

2011

Per Ling.

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________________________________________________________________________ Although the promotion of linguistic diversity is one of the main goals of language policy and planning in Africa, few attempts have been made to analyse how linguistic diversity has been construed in Africa within the different types of language planning discourses, and the implications of such discourses on language policy and planning. In this article we identify three main types of discourses of linguistic diversity: (i) linguistic diversity and the autonomy of language, (ii) linguistic diversity as problematic oddity, and (iii) linguistic diversity, identity and rights.In the article we demonstrate that these various discourses of linguistic diversity are both complementary and conflicting. We conclude the article by exploring the complexity of the relationships between these discourses as they affect language policy and planning.

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“…A nominal view of language, shared both by linguists and non-linguists, treats languages as discrete entities (Makoni, Pennycook 2005). It exemplifies languagemaking processes external to the linguistic practices (cf.…”

Section: Language and Agency: Key Concepts And Research Questionsmentioning

confidence: 99%

Agency lost in the discourse of language endangerment: nominalisation in discourse about South Estonian

Koreinik

2011

ERYa

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Abstract. This paper focuses on the representation of agency in the discourse of language endangerment. I consider strategies to (de)legitimate through the competing claims regarding lesser-spoken South Estonian varieties by language activists and their opponents, language professionals and others, from 2004−2005 and arguments used in the broader media debate on pro-Estonian language policy since the mid1990s. My focus is on what processes are nominalised in the discourse of endangerment and what other schemes of hidden or backgrounded agency are employed. I will demonstrate within the broad framework of critical discourse analysis (CDA) that material processes, which represent language change, shift or loss, are deactivated and deagentialised leaving no space for agency. Discursive practices, which hide agency and thus under-represent the process-like nature of language, support the Estonian linguistic culture of monoglossia. Finally, the public discourse of endangerment is a public arena for claims of jurisdiction for Estonian language professionals.*

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Disinventing and (Re)Constituting Languages

Cited by 332 publications

References 24 publications

Student voice: Perspectives on language and critical pedagogy in South African higher education

Student voice: Perspectives on language and critical pedagogy in South African higher education

Complementary and conflicting discourses of linguistic diversity: implications for language planning

Agency lost in the discourse of language endangerment: nominalisation in discourse about South Estonian

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