Identity negotiation in a super-diverse community: The fuzzy languaging logic of high school students in Soweto

Nkadimeng, Shilela; Makalela, Leketi

doi:10.1515/ijsl-2015-0002

Cited by 8 publications

(3 citation statements)

References 23 publications

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“…This belief and practice of teachers regarding learners' bilingualism/multilingualism/plurilingualism as a deficit rather than as an empowering resource has been studied extensively elsewhere in schools (e.g. see Banda 2010Nkadimeng & Makalela 2015Makalela 2016; for the case of South Africa). Further interactions with teachers in our study revealed that teachers in private schools were under pressure from parents to have pupils learn to speak English as early as possible (cf.…”

Section: (A) Respondentmentioning

confidence: 99%

Teachers’ views towards, and practices in the teaching of mother tongue in Uganda: an ethnographic view

Ssentanda,

Asiimwe

2023

spilplus

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In this paper, we discuss teachers’ views and related classroom practices of teaching the mother tongue, (MT) Luganda as a subject, as observed in rural classrooms in central Uganda. The challenges observed arise from the lack of and, in some cases, limited training of teachers in MT teaching. Also, there is a disjointed approach to the teaching of Luganda and English, languages to which learners are simultaneously introduced when they first learn to read. The disjointed approach to the teaching of Luganda and English brings about the problem of letter-naming when teaching the two languages. In addition, the overrepresentation of the Luganda orthography regarding the use of /r/ and /l/ as though they are phonemes affects the quick mastery of writing skills in Luganda. The paper demonstrates how teachers go about the teaching of the MT (Luganda) and how these difficulties affect language teaching in rural schools in two districts in Uganda. The paper ends with a discussion on what can be done to overcome these challenges with implications on teacher-education.

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Section: (A) Respondentmentioning

confidence: 99%

Teachers’ views towards, and practices in the teaching of mother tongue in Uganda: an ethnographic view

Ssentanda,

Asiimwe

2023

spilplus

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“…The aforementioned concerns allude to the studies and reflections of García;Alves (2019), García;Wei (2014), García (2020), Blackledge;Creese (2011), Canagarajah (2013), Makalela (2015Makalela ( , 2016Makalela ( , 2017, Dhokotera (2021), Nkadimeng;Makalela (2015), among others, who have long been exercising agency in specific contexts with a view to promote more democratic education and, thus, social participation of the people in disadvantageous positions and conditions.…”

Section: To Start the Conversationmentioning

confidence: 99%

Emotion, Silence and Meaning Making in Translanguaging Towards Social Justice in Strangers

Takaki

2023

Rev. bras. linguist. apl.

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This article is part of a project on social justice and its objective here is twofold: to present the partial results of an ongoing research, which started in September, in 2019, to show evidence that translanguaging is only mentioned once by one of the research participants, which reinforces the need to approach it in educational environment and to illustrate the place of emotion, silence and meaning making towards social justice, through the analysis of a short film, seeking to expand studies on translanguaging. This is also justified by the fact that, undergraduate students majoring in Portuguese and English languages, understand translanguaging as the uses of diverse languages, but do not recognize trans-semiosis, emotion and silence as entangled in meaning making. It borrows views from García; Alves ( 2019), García; Wei ( 2014), García ( 2020), Blackledge; Creese ( 2011), Canagarajah ( 2013), Makalela ( 2015, 2016, 2017), Makalela; Dhokotera ( 2021), Nkadimeng; Makalela ( 2015) in dialogue with decolonial perspectives by Grosfoguel ( 2013), Menezes de Souza ( 2021), Mignolo; Walsh ( 2018), Maldonado-Torres ( 2007), Quijano ( 2007) and Southern theories by Santos ( 2018). Views on emotion are supported by Barcelos (2005) and Aragão ( 2011). Concerning silence, it draws on localized and meaningful aspects, as argued by Granger ( 2004) and King ( 2013). The methodology is qualitative and interpretive, assuming my intersubjectivity ingrained in the aforementioned theories, which also inform my locus of enunciation to analyze the film in question. The participants are all volunteers chosen according to the sequence of their affirmative responses to want to become informants of this research. This group is formed of five professors, (under)graduate students of languages from public Brazilian universities. Working on and/or studying at public universities was crucial for the criterion concerning the invitations. The instruments to generate data include online individual interviews and questionnaires. One question of each of these modalities is sent to the participants via WhatsApp and/or email per term. This is the penultimate one. The partial results reveal that translanguaging might gain potentials for experimentation, setting emotion and silence into movements with religious, identitary, cultural and political issues, away from stability. Such movements embrace their own danger, relief and ambiguity, playing a crucial role in translanguaging for social justice.

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“…Many studies explore the roles of language in national development and unity (for example, Emeka-Nwobia 2015;Danladi 2013;Obiegbu 2015) and those that investigated patterns of self-assertiveness among ethnic groups characterised by ethnolinguistic vitality (e.g. Nkadimeng and Makalela 2015;Garri and Mugaddam 2015;and Chew 2014). Kamran andMansoor (2017), andDressler andDressler (2016) investigate language use with ethnolinguistic colourations on Facebook.…”

Section: Introductionmentioning

confidence: 99%

Language and Ethnic sentiments in Nigeria: Evidence from Facebook comments

Ayantayo

2021

Ghana J. Ling.

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Given the role of English as a language of wider communication in Nigeria, it is possible for people with different languages to interact without much linguistic barrier. The English language, therefore, facilitates communication. However, ethnic differences are still evident in the reactions and comments of people in different discourses which sometimes may lead to conflict and separation. A lot of studies exist which explore the roles of language in national development and unity and those that investigate patterns of self-assertiveness among ethnic groups characterised by ethnolinguistic vitality. However, patterns of ideological conflicts and solidarity based on ethnic affiliations have been under-researched. The present study relies on readers’ responses to Facebook comments to determine the role of language and ethnicity in solidarity formations in Nigeria. Data for this work was collected on the Facebook timelines of some socio-cultural groups in Nigeria. Ethnolinguistic Identity Theory and its revised standard version was adopted as the theory for the analysis. We discovered at the end of the work that ethnic bias reflects in the comment and response of people on Facebook. The use of linguistic and sociolinguistic features aid the ethnic inclusion and exclusion on Facebook.

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Identity negotiation in a super-diverse community: The fuzzy languaging logic of high school students in Soweto

Cited by 8 publications

References 23 publications

Teachers’ views towards, and practices in the teaching of mother tongue in Uganda: an ethnographic view

Teachers’ views towards, and practices in the teaching of mother tongue in Uganda: an ethnographic view

Emotion, Silence and Meaning Making in Translanguaging Towards Social Justice in Strangers

Language and Ethnic sentiments in Nigeria: Evidence from Facebook comments

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