Speaking with a forked tongue about multilingualism in the language policy of a South African university

Antia, Bassey E.; Merwe, Chanel van der

doi:10.1007/s10993-018-9493-3

Cited by 15 publications

(3 citation statements)

References 21 publications

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“…Due to South Africa's British, Dutch and Afrikaner colonial past, the making of language policies in the country's university system proceeded for many years until the 1990s without reference to the languages of African students (Antia & Van der Merwe, 2019). During the time of Dutch-English bilingualism, the universities of the day-the University of Cape Town, Stellenbosch University and the University of South Africa-transformed from only using English to offering both English and Dutch (Antia, 2017).…”

Section: Background: Language In Education In the Context Of South Af...mentioning

confidence: 99%

Social Justice and Education in the 21st Century

Miller¹

2021

Diversity and Inclusion Research

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Section: Background: Language In Education In the Context Of South Af...mentioning

confidence: 99%

Social Justice and Education in the 21st Century

Miller¹

2021

Diversity and Inclusion Research

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“…Monoglossic and heteroglossic language ideologies and practices dynamically intertwine in ideological and implementational LPP spaces in, for instance, teachers’ and students’ talk about, use, and performance of Spanish in an English-only school of the new Latino diaspora in the U.S. (Link, 2011), competing ideologies in the implementation of new regional policies for the teaching of Quechua in Apurimac, Peru (Zavala, 2014), teachers’ metapragmatic statements about Sámi language use, language teaching, and language revitalization in Sápmi (Hornberger & Outakoski, 2015), classroom level space for multilingualism that trumps national language-in-education policy in the Kumaun, India (Groff, 2017), and local teachers' use of Indigenous languages in the Ryukyu islands of Japan despite strongly monoglossic Japanese language policy (Hammine, 2019). Potential equality and actual inequality of languages intertwine in the implementational and ideological spaces of Paraguayan Guarani-Spanish bilingual education policy texts, talk, and practices (Mortimer, 2013), the ideologies and practices of local languages as medium of instruction in a multilingual school in Nepal (Phyak, 2013), speaking with a forked tongue about multilingualism in a South African university (Antia & van der Merwe, 2018), and Indigenous preschool education policy as implemented in a Yucatec Mayan community (Anzures, forthcoming). Critical and transformative LPP research paradigms dynamically intertwine in the ideological and implementational LPP spaces of high stakes testing, bilingual education, and Yup'ik language endangerment in Alaska (Wyman et al, 2010), standards-based reform in bilingual classrooms and schools of Philadelphia, USA (Flores & Schissel, 2014), the Zapotequización of language education in Mexico (DeKorne et al, 2018), and the fostering of multilingual/plurilingual policies and practices in education in Pakistan (Manan et al, 2019).…”

Section: Reimagine: Ideological and Implementational Spaces In Languamentioning

confidence: 99%

Reflect, Revisit, Reimagine: Ethnography of Language Policy and Planning

Hornberger

2020

Ann Rev Appl Linguist

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Tracing applied linguists’ interests in language policy and planning (LPP) as reflected in the pages of the Annual Review of Applied Linguistics since its founding in 1980, I focus on the emergence of, and current boom in, ethnographic LPP research. I draw on the ethnographic concept of ideological and implementational LPP spaces as scalar, layered policies and practices influencing each other, mutually reinforcing, wedging, and transforming ideology through implementation and vice versa. Doing so highlights how the perennial policy-practice gap is given nuance through exploration of the intertwining dynamics of top-down/bottom-up language planning activities and processes, monoglossic/heteroglossic language ideologies and practices, potential equality/actual inequality of languages, and critical/transformative research paradigms in LPP.

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“…Studies on language in the South African education space tend to be dominated by discourses of implementation (Kaschula & Maseko 2014;Madiba 2013;Kaschula 2013;Makalela & McCabe 2013), and to a lesser extent the analyses of the policy text itself (Antia & Van der Merwe 2018), while there is a dearth of literature on how language policy is arrived at. At a local level, this produces recurring conversations on the 'language question' which starts from the position of the text, but never considers how the fundamental meaning of language policy can be different.…”

Section: Introductionmentioning

confidence: 99%

Re-considering orientations in South African Language Policies

Merwe

2022

Bandung

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What should be taken into account when language policies are developed? It is rarely the case that when language policies are developed, the focus is on issues outside of ‘language’. However, when issues of language are experienced in certain societies as a “cumulative disadvantage” (Piller 2016) together with other forms of domination, normative conceptualisations of language policy seem inadequate. The notion of ‘inhabitance’ is a generative lens through which to illustrate this. In the South African university space, since the #MustFall protests, the question of ‘inhabitance’ has taken centre stage in issues of curriculum and access. Through the act of throwing poo on the statue of Cecil John Rhodes, the #MustFall protests have firmly put on the agenda the need for universities to reflect upon itself, and to ask whose knowledges, bodies, histories and lifeworlds it legitimizes, and therefore, its complicity in maintaining coloniality. This has led to a wider call to decolonize universities. However, while the notion of ‘inhabitance’ has been central to the #MustFall protests, it has not been considered from the position of language and language policy. This paper reflects on institution-wide language policy conversations at a South African university arguing to shift attention from the orientations we take to language in language policy, to how policies “orient” (Ahmed 2007) bodies in university spaces. This paper seeks to add to the conversation in the South African Higher Education space in anticipation of the implementation of the new Language Policy for Higher Education (2020).

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Speaking with a forked tongue about multilingualism in the language policy of a South African university

Cited by 15 publications

References 21 publications

Social Justice and Education in the 21st Century

Social Justice and Education in the 21st Century

Reflect, Revisit, Reimagine: Ethnography of Language Policy and Planning

Re-considering orientations in South African Language Policies

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