Integrativeness: untenable for world Englishes learners?

Rooy, Susan Coetzee–Van

doi:10.1111/j.1467-971x.2006.00479.x

Cited by 94 publications

(35 citation statements)

References 27 publications

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“…They acknowledge the importance of being good at both these languages in varying degrees. The complex relationships between language and identity reported here correspond with similar findings made by Norton (1997), Slabbert and Finlayson (2000) and Coetzee-Van Rooy (2006). The linguistic culture of these students, as represented in the questionnaire and interview data, indicates that the participants believe that it is important to be multilingual.…”

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confidence: 88%

Explaining the ordinary magic of stable African multilingualism in the Vaal Triangle region in South Africa

Rooy

2013

Journal of Multilingual and Multicultural Development

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The academic and public debates about language maintenance and language shift in the post-1994 South Africa distract attention from the more productive and important endeavour of explaining the nature of the multilingualism observed among users of African languages in urban contexts. An explanation for this phenomenon is offered here, based on evidence from a literature overview, data from a large-scale language repertoire survey conducted in 2010 in the Vaal Triangle region, as well as interview data collected from students who participated in the language repertoire survey and additional interviews with students who did not participate in the 2010 survey. The explanatory model is based on the sociolinguistic language mode of the society, the linguistic culture resulting from the language mode, a description of the motivations for language learning in this context and the resultant effects on the domains of language learning and proficiency aimed at in the different languages in the multilingual repertoires studied. The model provides an explanation for the widespread and stable multilingualism observed among the participants and it explains the observed gaps between South African multilingual language policies and the supposed lack of implementation lamented by language policy commentators.

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confidence: 88%

Explaining the ordinary magic of stable African multilingualism in the Vaal Triangle region in South Africa

Rooy

2013

Journal of Multilingual and Multicultural Development

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“…TESOL classrooms can prepare learners for life outside, but teaching and learning may need to be redesigned, based on an understanding of how cultural identities shape literacy learning. Both inside and outside the classroom, engagement with global subcultures can help in achieving successful transitions to new bicultural identities which integrate a globally-oriented English speaking self with a local L1 speaking self (Coetzee-Van Rooy 2006). Third places, situated between local and national identities, can offer the kind of optimal sociocultural engagement which is most effective for meaning-making.…”

Section: Discussionmentioning

confidence: 99%

Changing Perspectives of Literacy, Identity and Motivation: Implications for Language Education

Mercieca

2014

Critical Perspectives on Language Education

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This chapter affirms the value of secure but flexible cultural identities in developing a form of critical intercultural literacy which is not merely as a set of skills, but a deeper set of understandings. Drawing on the findings of a study of a migrant group in Australia, it suggests that such literacy can be acquired in third spaces between the familiar and the new. From a sociocultural perspective, it is argued that for successful language learning and social interaction, the development of critical intercultural literacy should overarch the narrower concepts of communicative competence and cultural literacy. It is also argued that teaching and learning are much less effective if educator and learner cultural values conflict, and if school literacy learning does not connect with personal experience.

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“…In recent years, the concept of integrative motivation has engaged with ideas about social identification and affiliation with ethnolinguistic communities (Coetzee-van Rooy, 2006;D€ ornyei, 2005). These motivation theories have required the assumed existence of a concrete target ethnolinguistic community or, at a minimum, the language learner's imaginings of one.…”

Section: Desire Motivation and Investmentmentioning

confidence: 99%

“Non‐coercive Rearrangements”: Theorizing Desire in TESOL

2013

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In this article, the authors argue that at the center of every English language learning moment lies desire: desire for the language; for the identities that English represents; for capital, power, and images that are associated with English; for what is believed to lie beyond the doors that English unlocks. However, despite its centrality within TESOL practice, the construct of desire has been largely undertheorized by English language educators. The authors propose (1) that educators in the TESOL field would benefit from a greater recognition of desire as situated and co-constructed, acknowledging that our desires are not solely our own but are intersubjectively constituted and shaped by our social, historical, political, institutional, and economic contexts; (2) that the difference between conscious and unconscious desire is significant in language learning; and (3) that whereas desire can be manipulated in exploitative or unethical ways, it can also, given the right circumstances, serve as a tool for compassionate and liberatory pedagogy. This article explores the interconnectedness of desire with motivation and investment, the commodification of English, akogare desire, racial identities, globalizing forces, colonialism, and communicative language teaching. The authors propose a revisioning of TESOL that recognizes the centrality of desire in the acquisition of English.

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Integrativeness: untenable for world Englishes learners?

Cited by 94 publications

References 27 publications

Explaining the ordinary magic of stable African multilingualism in the Vaal Triangle region in South Africa

Explaining the ordinary magic of stable African multilingualism in the Vaal Triangle region in South Africa

Changing Perspectives of Literacy, Identity and Motivation: Implications for Language Education

“Non‐coercive Rearrangements”: Theorizing Desire in TESOL

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