The "monolingual habitus" as the common feature in teaching in the language of the majority in different countries

Gogolin, Ingrid

doi:10.5785/13-2-187

Cited by 119 publications

(75 citation statements)

References 2 publications

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“…One such set is the monolingual habitus, which frames only one given language as legitimate and tends to blind people to multilingual, multicultural life (Gogolin 1997). Describing this in terms of Bakhtin's monoglossia -or single-voicedness, Bruhn and Lundquist (2001) connect a monolingual habitus to the situation "where a homogeneous, conventional, 'correct' language dominates a culture" (29).…”

Section: Habitusmentioning

confidence: 99%

Language ideologies and epistemic exclusion

Kiramba

2018

Language and Education

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Research in educational linguistics is now challenging the efficacy of monolingual approaches that often dominate educational practices in multilingual settings. In most African nations where multilingualism is the norm, there remains a persistent reluctance by educational stakeholders (principals, teachers, parents, and students) to embrace multilingualism in education or to reposition local languages as resources in classrooms. This article draws on qualitative data from a multilingual, rural, fourth-grade classroom in Kenya to interrogate the articulated ideologies and their effects on communicative practices as voiced by the participants and by observing actual classroom practices. Bourdieu's notions of habitus, legitimate language, and symbolic power serve as analytic lenses for enhancing our understanding of the power of language ideologies. From the data, "monoglossia" emerged as the key operating ideology, with time-on-task pedagogical practice helping to consolidate these monoglossic practices. The most visible effect of this ideology was silencing student engagement in the classroom. I argue that an awareness of these articulated ideologies and their observable effects on students' learning and language-use behaviors is important for challenging the subordination of home languages and the epistemic exclusion of the children who speak marginalized languages. Ideological awareness may open spaces for alternative and inclusive educational approaches.

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Section: Habitusmentioning

confidence: 99%

Language ideologies and epistemic exclusion

Kiramba

2018

Language and Education

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“…For instance, for much of Edward Said's [12] schooling in Egypt, Arabic was forbidden, being effectively wrung out of him. The internationalization of education is a key mechanism for affecting linguistic standardization, with the scholarly landscape now being statured with English medium instruction and research [13]. The demand for linguistic uniformity is passed off as legitimate, right and necessary, especially for the convenience of marketing products such as English and theories in English.…”

Section: Current Research Informing Post-monolingual Research Methodomentioning

confidence: 99%

Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education

Singh

2017

Education Sciences

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This paper reports on the ground-breaking research in the study of languages in doctoral education. It argues for democratizing the production and dissemination of original contributions to knowledge through activating and mobilizing multilingual Higher Degree Researchers' (HDRs) capabilities for theorizing through them using their full linguistic repertoire. This paper contributes to this study's development of post-monolingual research methodology which provides a theoretic-pedagogical framework for multilingual HDRs (a) to use their full linguistic repertoire in their research; (b) to develop their capabilities for theorizing and (c) to construct potentially valuable theoretical tools using metaphors, images, concepts and modes of critique. This paper is based on a longitudinal program of collaborative research whereby monolingual Anglophone and multilingual HDRs jointly developed their capabilities for theorizing through producing Anglo-Chinese analytical tools, and the associated pedagogies for using their languages in doctoral research. This longitudinal research program has been undertaken in the field of doctoral education to further a defining feature of democracy, namely linguistic diversity. This research has been conducted with the aims of promoting the multilingualism of Australian universities and activating linguistic communities of scholars to use their full linguistic repertoire in their research. The main finding arising from this program of research has been the development of post-monolingual research methodology which (a) uses the divergences within and between languages to undertake theorizing and (b) in co-existence with the tensions posed by monolingualism, especially the insistence on using extant theories available in only one language. Doctoral pedagogies of intellectual/racial equality provide multilingual HDRs with insights into the debates about the geopolitics governing the use of languages in the production and dissemination of theoretical knowledge and the capabilities for theorizing. Often, from an English-only monolingual mindset, difference and divergence are seen as a recipe for deficits and dissonance. However, this paper challenges such mistaken beliefs by showing that multilingual HDRs can deepen and extend their capabilities for theorizing by using their own linguistic repertoires. Post-monolingual research methodology is to be of enormous benefit to multilingual researchers and scholars engaged in intellectual labor in predominantly English-only monolingual universities.

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“…Given the scenario sketched above, four immediate tasks suggest themselves for the realisation of MLE and the shift from a monolingual habitus (Gogolin 1997) towards a multilingual habitus (Benson 2013). The first would entail incorporating exciting ethnographic research that has begun to document the resourcefulness of children in multilingually diverse classrooms and playgrounds (cf.…”

Section: Four Tasks For Multilingual Educationmentioning

confidence: 99%

Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa

Plüddemann

2015

Language and Education

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This paper reflects on the state of educational language policy two decades into a postApartheid South Africa caught between official multilingualism and English. The focus is on the national language-in-education policy (LiEP) that advocates additive bi/multilingualism, and a provincial counterpart, the language transformation plan (LTP). Using Ricento and Hornberger's onion metaphor, the paper seeks to uncover the meanings of policy realisation in education at legislative, institutional, and interpersonal levels. The LiEP's non-realisation at institutional level is indexed by a 'gridlock of collusion' (Alexander, personal communication) between political elites and the majority of African-language speakers, who emulatively seek the goods that an English-medium education promises. To illustrate how teachers can become policy advocates, data are presented from a bilingual education in-service programme that supported the LTP. The paper argues that sociolinguistic insights into speakers' heteroglossic practices should be used to counter prevailing monoglossic policy discourses and school language practices, and that all languages should be used as learning resources. Strategic essentialism would recognise the schooling system's need to separately classify language subjects and to identify the languages most productively used for teaching across the curriculum. The paper concludes with a call for the revision of the LiEP.

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The "monolingual habitus" as the common feature in teaching in the language of the majority in different countries

Cited by 119 publications

References 2 publications

Language ideologies and epistemic exclusion

Language ideologies and epistemic exclusion

Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education

Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa

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