| 1. |
- Clifford, Marian, 1954-, et al.
(författare)
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English : language of hope or broken dreams?
- 1992
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Ingår i: Adult basic education in South Africa. - Cape Town : Oxford University Press. - 0195707095 - 9780195707090 ; , s. 152-218
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter provides a critical overview of the major debates, theories and teaching approaches in second language education for adults with little or no formal education. The first two sections examine the contested role of English as a language of access in South Africa and the debates surrounding the language of instruction for initial literacy. They draw on Nicaraguan and Mozambican literacy campaigns to illuminate some of the consequences of decisions on language of instruction for large-scale campaigns. The third section critically examines current approaches to teaching English as a second language to adults in South Africa in terms of the understandings of language and language learning that underpin them. The fourth and final section attempts to lay the groundwork for the second or additional language component of a future adult education policy. Framed by a vision of participatory democracy, it proposes a model which integrates theoretical principles from Freirean-inspired popular education, adult education and second language learning.
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| 2. |
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Entangled discourses : South-North orders of visibility
- 2017
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book uniquely explores the shifting structures of power and unexpected points of intersection – entanglements – at the nexus of North and South as a lens through which to examine the impact of global and local circuits of people, practices and ideas on linguistic, cultural and knowledge systems. The volume considers the entanglement of North and South on multiple levels in the contemporary and continuing effects of capitalism, colonialism, and imperialism, in the form of silenced or marginalized populations, such as refugees, immigrants, and other minoritised groups, and in the different orders of visibility that make some types of practices and knowledge more legitimate and therefore more visible. It uses a range of methodological and analytical frames to shed light on less visible histories, practices, identities, repertoires, and literacies, and offer new understandings for research and for language, health care, education, and other policies and practices.
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| 3. |
- Guissemo, Manuel, 1976-
(författare)
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Manufacturing Multilingualisms of Marginality in Mozambique : Exploring the Orders of Visibility of Local African Languages
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Colonial era language policies and practices in Mozambique sought to render native African languages (and their speakers) invisible in public space. This ‘order of (in)visibility’ was later adopted by many African states, including Mozambique, by choosing the ex-colonial language as the one and only official language and prohibiting or ignoring the use of African languages in the interest of so-called national unity. Recent postcolonial democratization of African countries is seemingly beginning to change the colonial heritage of local linguistic underdevelopment, with the introduction of language policies that – on the surface at least – give more value to local African languages. This thesis argues, however, that African languages remain marginalized in systematic ways that replicate historical linguistic inequities. The three studies that make up the thesis focus on the technologies, spaces and mechanisms whereby these languages have been manufactured as marginalized from colonial times until the present. The studies build on a combination of ethnographic and archival data. A theoretical framing in a sociolinguistics of globalization approach broadly defined, and complemented with an explicit emphasis on temporality provides the conceptual framework and methodological toolbox for analysis. Study I explores the impact that colonial politics had on the management of multilingualism focusing on how local African languages were ideologically constructed as frozen in the past, whereas Portuguese was depicted as a modern, state-bearing language of progress. This ideology was later assimilated by the postcolonial regime always placing the local African languages in a position of inferiority in relation to Portuguese. Study II analyses how public space was used in chronologically different political regimes to produce different orders of visibility for local African languages and Portuguese in the semiotic landscapes of urban Maputo. The focus of this paper is on artifacts of memorization and public discourses that made local African languages invisible in public spaces until early 1990, when political changes introduced new orders of visibility for these languages in public space. However, ‘archaeological’ traces of Portuguese remain in the orthographic and linguistic forms in which local African languages are authored, testimony to its continued hegemony in public space. Study III explores how local African languages are now used in practices of hip hop relocalization, where ‘keeping it real’ and authenticity as features of the genre simultaneously serve to ideologically resuscitate political individuals such as the incorruptible President Samora Machel (1920–1986). In this way, the very marginalization – past-ness – of these languages carries a vibrant contemporary protest. The main thrust of the thesis is to argue that local African languages are discursively produced in temporal frames distinct from the mainstreaming of Portuguese. It is this that continues to reproduce the relative marginality of these languages.
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| 4. |
- Holmes, Luke, 1983-
(författare)
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Of Ethics and Multilingualism in Internationalising Academia : Ethical Events in Swedish University Life
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis engages ethnographically with actors whose practices constitute contemporary Swedish universities and who pose and respond to everyday questions of ethics and multilingualism. In contradistinction to the discursively monolingual horizon of contemporary academia, the thesis thinks questions of language differently, contributing to the growing body of knowledge on socially and linguistically diverse practice in internationalising university life. By analysing the discursive practices of university students, administrators, teachers, and researchers, it aims to illuminate potential new ways of engaging, learning, and knowing that might be more justifiably described as ethical and multilingual. With participants who fulfil the key missions of an academic institution in the faculties of the natural sciences, social sciences, and humanities, the thesis provides a full and nuanced sense of university life in Sweden, relevant to those working in, or in relation to higher education institutions across the globe. The thesis is based on three studies which all focus on participant representations and interactions to reveal the different ways in which the dominant discourse relating to language, multilingualism, and ‘internationalisation’ is being reproduced, responded to, and transcended. Study I engages with research and teaching staff to explore the extent to which their practices and representations relate to the ideologically double monolingual language policy, debate, and scholarship in Sweden. Revealed through various language ideological processes, participant representations were found to reproduce a dual monoglossic logic and linguistic order, favouring a Swedish and English linguistic repertoire to the extent that other multilingual research and social practices were rendered invisible and problematic. Studies II and III move beyond study I’s foregrounding of participants’ representations to instead focus on participants’ engagement in everyday ‘ethical events’, a notion inspired by the work of philosopher Emmanuel Levinas. They are here defined as interactions involving that which is not known, normative, or ordinarily visible, but for which all involved are called upon to take responsibility. Such events allow for the analysis of interactions in which interlocutors voice and respond to social, linguistic, and epistemic difference. Study II uses a Derridean notion of hospitality to illuminate ethical events in which administrators’ responses to multilingual interlocutors point towards the challenges and potential for ethical becoming and improved sociality in an internationalising university. Study III engages with international students compelled to perform in order to question and sometimes transcend the norms seen and felt to govern classroom engagement, learning, and knowing. The thesis summary locates the studies within the changing political discourse of higher education in Sweden and beyond. It also provides a framework for the three studies that works to show that questions of ethics and multilingualism are particularly pertinent for critical engagement with contemporary university life. Overall, the questions posed in this thesis highlight the multilingualism yet to be convincingly responded to in the sectoral, national, and institutional policy, planning, and debate on internationalisation and language in higher education. The thesis’ focus on ethical events emphasises both the exhaustion and the potentiality of spaces in which actors struggle to foster improved sociality, mutual responsibility, and more truly international academic practice.
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| 5. |
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| 6. |
- Kerfoot, Caroline, 1955-
(författare)
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Changing conceptions of literacies, language and development : Implications for the provision of adult basic education in South Africa
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study aims to contribute to the growing body of knowledge on the circumstances under which adult education, in particular adult basic education, can support and occasionally initiate participatory development, social action and the realisation of citizenship rights. It traces developments in adult basic education in South Africa, and more specifically literacy and language learning, over the years 1981 to 2001, with reference to specific multilingual contexts in the Northern and Western Cape.The thesis is based on four individual studies, documenting an arc from grassroots work to national policy development and back. Study I, written in the early 1990s, critically examines approaches to teaching English to adults in South Africa at the time and proposes a participatory curriculum model for the additional language component of a future adult education policy. Study II is an account of attempts to implement this model and explores the implications of going to scale with such an approach. Studies III and IV draw on a qualitative study of an educator development programme after the transition to democracy. Study III uses Bourdieu's theory of practice and the concept of reflexivity to illuminate some of the connections between local discursive practices, self-formation, and broader relations of power. Study IV uses Iedema's (1999) concept of resemiotisation to trace the ways in which individuals re-shaped available representational resources to mobilise collective agency in community-based workshops. The summary provides a framework for these studies by locating and critiquing each within shifts in the political economy of South Africa. It reflects on a history of research and practice, raising questions to do with voice, justice, power, agency, and desire. Overall, this thesis argues for a reconceptualisation of ABET that is more strongly aligned with development goals and promotes engagement with new forms of state/society/economy relations.
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| 7. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Constructing invisibility : The discursive erasure of a black immigrant learner in South Africa
- 2017
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Ingår i: Entangled Discourses. - New York : Routledge. - 9781138192263 - 9781315640006 ; , s. 37-58
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Bokkapitel (refereegranskat)abstract
- This chapter explores how the discourses of 'born frees' at a tertiary institution in South Africa both reproduce and transform inherited racial identities and positions. It focuses on the points in the data when 'identities, spaces, histories—come together or find points of intersection in unexpected ways'. The chapter picks up a different thread and explores those points where different discourses intersect and commonalities emerge. It argues that despite the racial anxiety suffusing the data, the participants seek to disentangle from the apartheid past and position themselves in a postracial future. The chapter aims to draw attention to the ways in which race is reproduced in discourse and so to raise awareness about how this may shape or constrain progress towards postracial ways of thinking, speaking, and being. It explores that small stories analysis can help build this knowledge by providing a lens onto the tangled web of race and by showing how racial positions are discursively reproduced.
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| 8. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Constructing invisibility : An immigrant learner in South Africa
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This paper aims to contribute to an epistemology of the global South (Santos 2012) by pointing to invisibilized processes of social production as a necessary starting point for greater ethical engagement and mutual intelligibility. It builds on research on the co-construction of micro-interactional identities and macro-social categories to analyse the gradual invisibilisation of the linguistic and epistemic resources of a 13-year-old Cameroonian immigrant in diasporic and educational sites in Cape Town, South Africa. Invisibilisation is understood as an interdiscursive process achieved through a set of indexical phenomena including the operation of dual indexicality (Kulick 2003), tied into circulating discourses of belonging and constrained by institutional frameworks. Drawing on a four year linguistic ethnography, the chapter draws attention to the ways in which discursive processes construct orders of visibility, both momentary and of longer duration, which in turn rework local orders of indexicality and associated hierarchies of ‘race’, language, and ethnicity.
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| 9. |
- Kerfoot, Caroline
(författare)
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Foreword
- 2022
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Ingår i: Handbook of Research on Teaching in Multicultural and Multilingual Contexts. - : IGI Global. - 9781668450345 ; , s. xxiii-xiv
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Game changers? Multilingual learners in a Cape Town primary school
- 2016
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Ingår i: Applied Linguistics. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 37:4, s. 451-473
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Tidskriftsartikel (refereegranskat)abstract
- This article engages with Bourdieu’s notion of field as a ‘space of play’ to explore what happens to the educational field and the linguistic regimes operating within it in a site in which new discourses and practices of identity, language, ‘race’, and ethnicity become entangled with local economies of meaning. The context is a primary school in a low-income neighbourhood in Cape Town, South Africa. We draw on multilingual classroom and playground data from observations, interviews, and audio-recorded peer interactions among Grade 6 learners to illuminate the strategic mobilization of linguistic repertoires in encounters across difference: as identity-building resources and as means of shaping new interaction orders, restructuring hierarchies of value, subverting indexicalities, and sometimes resignifying racial categories. We further draw attention to a set of circumstances in which local actors have the potential to change, not only the rules of the game, but the game itself.
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| 11. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Introduction : Entanglement and Order of Visibility
- 2017
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Ingår i: Entangled discourses<em></em>. - New York : Routledge. - 9781138192263 - 9781315640006 ; , s. 1-15
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Bokkapitel (refereegranskat)abstract
- This chapter elaborates the concepts 'entanglement' and 'orders of visibility', arguing for their potential to illuminate both absences in theory, knowledge, and representation and emergences in social and semiotic practices. It suggests that this dual focus on absences and emergences, following Santos (2014), is essential for the development of a sociolinguistics of the South. The chapter presents an overview of the key concepts discussed in the subsequent chapters of this book. The book seeks to build on socio- and applied linguistic work that grounds the view from nowhere through historical, ethnographic, interactionist, and discourse analytic approaches to the analysis of language in the construction of social difference and inequality. It aims to illuminate the ways in which different orders of visibility are constructed by conceptual, methodological, and analytical lenses. The book illuminates the ways in which language is used as a resource in constructing, naturalizing, or resisting inequality in everyday interactions and institutional sites.
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| 12. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Introduction
- 2017
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Ingår i: Language in Epistemic Access. - : Routledge. - 9781138715066 ; , s. 1-9
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 13. |
- Kerfoot, Caroline, et al.
(författare)
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Language in epistemic access : mobilising multilingualism and literacy development for more equitable education in South Africa
- 2015
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 29:3, s. 177-185
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This article is the guest editors’ introduction to the special issue ‘Language in Epistemic Access: Mobilising Multilingualism and Literacy Development for More Equitable Education in South Africa’. The issue offers complementary perspectives on improving epistemic access for all learners but especially those whose home language does not match the language of learning. Plüddemann examines the complex configurations of ideological and structural factors in South African language policy processes and the diverse positions taken up by teachers in response. Makalela argues that a methodology that encourages translanguaging can overcome historical separations between groups and promote transformative pedagogies. Probyn points to the importance of principled ‘pedagogical translanguaging’ in the mediation of secondary school science knowledge. Kerfoot and Van Heerden illustrate the substantial benefits of Systemic Functional Linguistic genre-based pedagogies for second or additional language writing in the middle years. White, Mammone and Caldwell in Australia offer evidence that similar benefits were maintained over six years for learners who faced both socio-economic and linguistic disadvantage in schools. Finally, Cummins and Heugh offer expansive perspectives on the issue. The editors argue that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access.
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| 14. |
- Kerfoot, Caroline, 1955-
(författare)
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Making absences present : Language policy from below
- 2020
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Ingår i: Multilingual Margins. - 2221-4216. ; 7:1, s. 69-76
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Tidskriftsartikel (refereegranskat)abstract
- A commentary on the Special Issue ‘Grassroots participation and agency in bilingual education processes in Mozambique’. This Special Issue continues the decolonial task of making absences present: of bringing into the frame the linguistic and other knowledges traditionally excluded from educational policy and curricula, and pointing the way to more ethical and equitable forms of knowledge exchange among community members, learners, teachers, researchers, and state actors.
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| 15. |
- Kerfoot, Caroline, 1955-
(författare)
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Making and Shaping Participatory Spaces : Resemiotization and Citizenship Agency in South Africa
- 2011
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Ingår i: International Multilingual Research Journal. - : Informa UK Limited. - 1931-3152 .- 1931-3160. ; 5:2, s. 87-102
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Tidskriftsartikel (refereegranskat)abstract
- In South Africa, democratic consolidation involves not only building a new state, but also new interfaces between state and society. To strengthen the agency of citizens at these interfaces, recent approaches to development stress the notion of “participatory citizenship.” The purpose of this article is to explore the links, rarely achieved in practice, between such practices of participatory citizenship and possibilities for literacy and language education. The article draws on a study of a capacity-building program for educators of adults in the Northern Cape Province. It uses the concept of resemiotization to explore the ways in which participants reshaped the multilingual representational resources available to them to legitimize the authority of subaltern actors and mobilize collective agency. Finally, it argues that such semiotic practices can be seen as a form of “linguistic citizenship,” which could promote locally rooted and participatory democracy under a radically reoriented adult basic education system.
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| 16. |
- Kerfoot, Caroline
(författare)
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Making and Shaping Participatory Spaces : Resemiotization and Citizenship Agency in South Africa
- 2018
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Ingår i: The Multilingual Citizen. - Bristol, UK : Multilingual Matters. - 9781783099658 - 9781783099665 ; , s. 263-288
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Bokkapitel (refereegranskat)abstract
- In South Africa, democratic consolidation involves not only building a new state but also new interfaces between state and society. In order to strengthen the agency of citizens at these interfaces, recent approaches to development stress the notion of ‘participatory citizenship’ which recasts citizenship as practised rather than given. The purpose of this paper is to explore the links between such practices of participatory citizenship and possibilities for literacy and language education in state adult learning centres. It draws on an impact study of a capacity building programme for educators of adults in the Northern Cape Province and uses interviews and document analysis to explore the ways in which meaning-making unfolded in new participatory spaces. It argues that such processes can be seen as a form of ‘linguistic citizenship’ in which individuals and groups re-shaped the multilingual representational resources available to them to validate the authority of subaltern actors and mobilise collective agency. It uses the concept of resemiotisation (Iedema 1999) to investigate how the choice of different semiotic complexes enabled or constrained participation and to offer a set of principles for reconceptualising the provision of adult basic education.
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| 17. |
- Kerfoot, Caroline, 1955-
(författare)
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Participatory education in South Africa: contradictions and challenges.
- 1993
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Ingår i: TESOL quarterly (Print). - 0039-8322 .- 1545-7249. ; 27:3, s. 431-447
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes and critiques a participatory ESL curriculum development project within a South African nongovernmental organisation. It locates this project within the political and economic context as South Africa moves from apartheid towards democracy. The contradictions inherent in developing participatory curricula and materials for large-scale use are described, and the choices made to reconcile them discussed. The paper ends with a discussion of the challenges facing adult basic education (ABE) in the future and suggests some directions for development.
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| 18. |
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| 19. |
- Kerfoot, Caroline, 1955-
(författare)
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Speaking of, for, and with others : Some methodological considerations
- 2016
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Ingår i: Stellenbosch Papers in Linguistics Plus. - : Stellenbosch University. - 1726-541X .- 2224-3380. ; 49, s. 331-341
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Tidskriftsartikel (refereegranskat)abstract
- This is a brief reflection on two decades of work in NGOs and with trade unions from 1982 to 2001. For most of the time covered by this research note, I worked for a non-governmental organisation (NGO), one of several small, politically committed literacy organisations that sprang up in the aftermath of Soweto 1976 as part of a broader response to increasingly repressive state policies.
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| 20. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Testing the Waters : Exploring the Teaching of Genres in a Cape Flats Primary School in South Africa
- 2015
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 29:3, s. 235-255
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Tidskriftsartikel (refereegranskat)abstract
- Twenty years after democracy, the legacy of apartheid and hitherto unmet challenges of resourcing and teacher development are reflected in a severely inequitable and underperforming education system. This paper focuses on second language writing in the middle years of schooling when 80% of learners face a double challenge: to move from ‘common sense’ discourses to the more abstract, specialised discourses of school subjects and, simultaneously, to a new language of learning, in this case English. It describes an intervention using a Systemic Functional Linguistic (SFL) genre-based pedagogy involving 72 learners and two teachers in a low socio-economic neighbourhood of Cape Town. Using an SFL analytical framework, we analyse learners’ development in the Information Report genre. All learners in the intervention group made substantial gains in control of staging, lexis, and key linguistic features. We argue that the scaffolding provided by SFL genre-based pedagogies together with their explicit focus on textual and linguistic features offer a means of significantly enhancing epistemic access to the specialised language of school subjects, particularly for additional language learners. Findings have implications for language-in-education policy, teacher education, curriculum, pedagogy, and assessment in multilingual classrooms.
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| 21. |
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| 22. |
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| 23. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Towards epistemic justice : Transforming relations of knowing in multilingual classrooms
- 2022
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Ingår i: Working Papers in Urban Language & Literacies. ; :294, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- This study of a postcolonial site engages with epistemic justice from the perspective of language. It understands epistemic justice as relating to issues of knowledge, understanding, and participation in communicative practices. It suggests that monoglossic language-in-education policies, often colonial in origin, constitute a form of epistemic injustice by denying learners the opportunity to learn in a familiar language and removing their ability to make epistemic contributions, a capacity central to human value. It further suggests that translanguaging in formal school settings is for the most part geared towards a monolingual outcome, that is, towards accessing knowledge in an official language. This unidirectional impetus means that translanguaging remains an affirmative rather than transformative strategy, leaving underlying hierarchies of value and relations of knowing unchanged. In contrast, this study presents linguistic ethnographic data from a three-year pilot project in Cape Town where primary school learners could choose their medium of instruction to Grade 6 and use all languages in subject classrooms. It analyses how a Grade 6 learner used laminated, multilingual, affective and epistemic stances to construct others as knowers, negotiate epistemic authority, and promote solidarity. It proposes that, in so doing, she constructed new decolonial relations of knowing and being. It further proposes that the shift from a monolingual to a multilingual episteme, which substantially improved educational performance overall, also enabled the emergence of politically fragile yet institutionally robust social, epistemic, and moral orders from below, orders that could lay the basis for greater epistemic justice.
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| 24. |
- Kerfoot, Caroline, et al.
(författare)
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Towards Epistemic Justice : Constructing Knowers in Multilingual Classrooms
- 2023
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Ingår i: Applied Linguistics. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 4:3, s. 462-484
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Tidskriftsartikel (refereegranskat)abstract
- In this study of a postcolonial school, we expand understandings of epistemic justice from the perspective of language, addressing issues of know-ledge, understanding, and participation in communicative practices. We suggest that monoglossic language-in-education policies constitute a form of epistemic injustice by diminishing learners’ ability to make epistemic contributions, a capacity central to human value. We further suggest that translanguaging in formal school settings generally promotes epistemic access rather than epistemic justice, leaving value hierarchies and relations of knowing unchanged. Conversely, this study presents linguistic ethnographic data from a three-year project where learners could choose their language of learning to Grade 6 and use all languages in subject classrooms. We analyse how a Grade 6 learner used laminated, multilingual stances to construct others as knowers, negotiate epistemic authority, and promote solidarity. We argue that she thereby constructed new decolonial relations of knowing and being. Moreover, the shift from monolingual to multilingual episteme, which substantially improved performance overall, enabled new social, epistemic, and moral orders to emerge from below, laying the basis for greater epistemic justice.
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| 25. |
- Kerfoot, Caroline, 1955-
(författare)
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Transforming identities and enacting agency : the discourses of participatory development in training South African adult educators.
- 2008
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Ingår i: Journal of Education. - Durban, South Africa : University of KwaZulu-Natal. - 0259-479X. ; 45, s. 95-128
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the ways in which adult education can contribute to increased agency in development and under what conditions. It draws on a study of an educator training programme in the Northern Cape at a time of rapid social change and theorises the uneven realisation of reflexive agency in participants' practices. The analysis of interview data draws on Bourdieu's concepts of field, capital, habitus, legitimate language and reflexivity to probe the connections between local discursive practices and broader systemic relationships of power. The findings suggest that a key contribution of the programme was a set of discourses that enabled participants to engage with the processes engendered by new forms of governance and state/society/economy relations. However, the ability to bring about new identities and increased reflexive agency depended on the interaction of five framing factors. In this way, reflexivity emerges as contextual, embedded within differing sets of power relations, and not necessarily transformative.
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| 26. |
- Kroik, David, 1984-
(författare)
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The construction of spaces for Saami language use : language revitalisation in educational contexts
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this dissertation, the construction of spaces for Saami language use is explored. The spaces involve learning and use of South Saami, an Indigenous language in Saepmie in Norway and Sweden. Four separate studies shed light on various aspects of these spaces, how they are constructed, how they are used, by whom and for what purposes. Against the backdrop of colonisation of the Saami and a long trend of assimilation by means of e.g. schooling, contemporary spaces for Saami language use in formal educational contexts are explored. The spaces are investigated and theorised upon from an insider position by a researcher/practitioner drawing upon a collaborative approach to the production of knowledge. The insider gaze through the lens of the theoretical concepts spaces for Saami language use and Indigenous efflorescence analyses South Saami language teaching, learning and revitalisation as part of a global trend; Indigenous peoples reclaim, revitalise and restore their continuous their languages. Factors at the macro, meso and micro levels that condition South Saami teaching, learning and revitalisation are explored. The way Saami practitioners of Indigenous efflorescence, for instance teachers, coordinators, artists and others commit to the language is brought to the fore. By means of their acts of decoloniality, they seek to take responsibility for and challenge the current educational situation. Spaces for Saami language use emerge as time and conditions ripen for them. Although unexpected to many, given the history of assimilation, to the practitioners of Indigenous efflorescence involved in the process, this emergence comes not as a surprise but as a hard-earned result of the struggle. Although much work remains, hope is reawakened when conscious hard work and persistent labour bear fruit.
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| 27. |
-
Language in epistemic access : mobilising multilingualism and literacy development
- 2017
-
Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book focuses on how to address persistent linguistically structured inequalities in education, primarily in relation to South African schools, but also in conversation with Australian work and with resonances for other multilingual contexts around the world. The book as a whole lays bare the tension between the commitment to multilingualism enshrined in the South African Constitution and language-in-education policy, and the realities of the dominance of English and the virtual absence of indigenous African languages in current educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access and to re-imagine policies, pedagogies, and practices more in tune with the realities of multilingual classrooms. The contributions to this book offer complementary insights on routes to improving access to school knowledge, especially for learners whose home language or language variety is different to that of teaching and learning at school. All subscribe to similar ideologies which include the view that multilingualism should be seen as a resource rather than a 'problem' in education. Commentaries on these chapters highlight evidence-based high-impact educational responses, and suggest that translanguaging and genre may well offer opportunities for students to expand their linguistic repertoires and to bridge epistemological differences between community and school. This book was originally published as a special issue of Language and Education.
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| 28. |
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| 29. |
- Rydell, Maria, 1980-
(författare)
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Constructions of Language Competence : Sociolinguistic Perspectives on Assessing Second Language Interactions in Basic Adult Education
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The current thesis is concerned with constructions and perceptions of what it means to be ‘a competent language user’ in the context of a language programme in basic Swedish called Swedish for Immigrants (SFI). A particular focus is given to the testing and assessment of oral interaction. The prevailing communicative approach to language teaching and testing makes it relevant to investigations of both language use and reflections on communicative experiences. The thesis is based on three studies. Drawing on insights from linguistic anthropology, multimodal interaction analysis, phenomenology and social theory, the three studies address different sociolinguistic perspectives on language testing and assessment. Whereas Studies I and II investigate paired speaking tests in the final national exam in SFI as a speech event, Study III builds upon focus group discussions with SFI participants with the aim of exploring the participants’ reflections on communicative experiences. Drawing on linguistic anthropological performance theory, Study I makes the case that the paired speaking tests can be analysed as staged institutionalized performances that put speaking and ideologies on display. Study I draws on an analysis of sequences in the test data where the participants expressed beliefs on language learning, language use and language competence. One important resource for the test takers to maintain the discussion in front of the examiners was to draw on dominant discourses on language and integration, such as stating the importance of learning Swedish, speaking only Swedish, attempting to find Swedish friends and taking responsibility for one’s learning, making testing practices an important site for the reproduction of such discourse. The orientation to being ‘a competent language user’ was performed by indexing other images of being ‘a good student’ and ‘a good immigrant’. Study II takes an interactional practice in the paired speaking tests, word searching sequences, as its starting point. Word searches tap into two aspects of communicative language testing: vocabulary knowledge and the ability to negotiate meaning and solve interactional problems. The test takers drew on different embodied semiotic resources to negotiate participation and meaning or to display an avoidance to participating in the fellow test taker’s word search. Overall, the participants prioritized the progressivity of talk over lexical precision. By avoiding using languages other than Swedish during the test, the test takers sustained and constructed a monolingual orientation to language competence. Study III discusses how the SFI participants’ lived experience of language constituted their understanding of what it means to be ‘a competent language user’. Accordingly, the participants’ comments primarily constructed a view of competence as made relevant through and being shaped in social interactions, making language competence a primarily relational construct. Corroborating the relational construction of language competence was the importance given to language assessments, both those made by others and internalized self-assessments. In the focus group discussions, overall, being ‘a competent language user’ was oriented to as a desired, but yet unstable and vulnerable subject position. Taken together, the three studies address ideological, embodied, emotional and relational perspectives on language and language competence. By contrast, language testing practices are built upon a view of language competence as an individual and objective ability that can be measured. The main conclusions drawn in the thesis are that testing and assessment practices constitute a social practice where perceptions and constructions of language competence are constructed and regimented metapragmatically as well as interactionally. Furthermore, embodied experiences of language assessment made in institutional and everyday practices make competence a powerful concept influencing L2 users’ self-perception and agency.
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| 30. |
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‘Spaces of otherwise’? Towards a sociolinguistics of potentiality
- 2024
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- In writing of the economies of abandonment of late liberal globalization, Povinelli (2012: 454) also points to the potential for spaces of otherwise, those spaces of “curiosity and risk, potentiality and exhaustion” which open possibilities for more ethical becoming and the emergence of new forms of sociality and social life. This Special Issue aims to contribute to an expanded, southernized sociology of language and sociolinguistics by exploring what role sociolinguistics can play in thinking through and with these spaces. It brings together a set of papers from southern contexts rarely represented in sociolinguistic research (Crimea, Mozambique, Palestine) spaces of grim endurance where suffering is chronic rather than catastrophic, and a study of the metaphorical south in the north, where migration imperatives land people in situations of precarity, in this case, Sweden. An illuminating invited commentary offers a novel perspective on the key theme quasi-event threading across all the papers. In exploring the construction of spaces of otherwise, authors use the southern concept of Linguistic Citizenship that construes language as a site of political struggle. This framing offers an alternative approach to a politics of language where potentialities for otherwise can be attended to. The papers show how, through acts of linguistic citizenship, participants bring potential worlds into existence, however fleetingly. From the chronicling of these ‘quasi-events’ emerges a sociolinguistics of potentiality, one which contributes to an understanding of what enables some emergent forms of life to endure and others not. The sociolinguistics of potentiality is an invitation to listen beyond and within ‘noise’ to those who inhabit discounted bodies and speak unvalued languages, to move beyond ‘community’ and ‘selfhood’ to becoming otherwise with others in projects of world-building, simultaneously prompting research which seeks to be ‘ethically otherwise’.
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| 31. |
- Stroud, Christopher, et al.
(författare)
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Decolonising Higher Education : Multilingualism, Linguistic Citizenship & Epistemic Justice
- 2020
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Rapport (refereegranskat)abstract
- This paper explores in what ways language – and multilingualism in particular – can be rethought in order to further epistemic justice. In order to situate the question of language in a broader decolonial project, it starts by critically reviewing three main strategies that have been proposed to address epistemic injustice in South African Higher Education over the last thirty years: scaffolding into colonial metropolitan languages, intellectualization and/or endogenization, and the use of translanguaging. It argues that the role of language/multilingualism in such strategies is compromised by the ‘coloniality of language’ (Veronelli 2015), that is, understandings of language inherited from the colonial project. It further advances the notion of Linguistic Citizenship (LC) (Stroud 2001, 2017) as a way of disengaging from coloniality. LC informs epistemic justice by focusing on the potential carried by language(s) for ontological refashioning of selves, socialities, and concomitant knowledges, thereby offering a way to rethink multilingualism as a transformative epistemology and methodology of difference.
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| 32. |
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| 33. |
- Stroud, Christopher, et al.
(författare)
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Towards rethinking multilingualism and language policy for academic literacies
- 2013
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Ingår i: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 24:4, s. 396-405
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Tidskriftsartikel (refereegranskat)abstract
- The language policy of the University of the Western Cape (2003) reflects the temperedtraces of historically and politically charged negotiations. We argue that a reinterpreta-tion of ‘policy failure’ as responsive engagement with complex new forms of linguisticand social diversity can lead to a critical rethinking of the nature of multilingualism andlanguage policy in a South African tertiary education sector in transformation. We submitthat university language policies need to consider (a) how the complex linguistic and non-linguistic repertoires of students can be mobilised for transformative discipline-specificcurricula and pedagogies, and (b) the concept of multilingualism both as a resource anda transformative epistemology and methodology of diversity. We suggest a policy devel-opment process that moves from micro-interaction to macro-structure, tracing processesof resemiotisation, interrogating legitimised representational conventions, and reshapinginstitutional practices and perceptions. We discuss the implications for register formationand for broader epistemological access and ownership.
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| 34. |
- Tajeddin, Zia, et al.
(författare)
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Language learners' linguistic investment in ideologically framed language institutes : Forms of capital, ideology, and identity
- 2023
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Ingår i: Linguistics and Education. - 0898-5898 .- 1873-1864. ; 77
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Tidskriftsartikel (refereegranskat)abstract
- Language learning in Iran is a site of struggle between two ideologically opposed spaces, state schools and non-state language institutes. This study drew on the construct of investment , which combines ideology, capital , and identity , to investigate the investment of Iranian English language learners at A1 and C2 proficiency levels at a non-state language institute. The learners in focus group interviews discussed different language-related resources influencing their investment, their expectations, and their language learning activities. The findings indicated that diverse ideological, cultural, and economic resources and imagined futures had led them toward investing at the institute. They were further found to be invested in diverse language learning activities beyond the pedagogical frame of the institute. Some aspects of investment, language-related beliefs, and identities varied across proficiency levels. Even though the ideological structures of these institutes are learner-centered, there are strong possibilities for enslavement to an extreme globally-oriented pedagogy or native-speakerism. It is hence suggested that state schools and non-state institutes draw upon more flexible language pedagogies embracing both local and global values.
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| 35. |
- Volvach, Natalia, 1993-
(författare)
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From Words to Voids : Absencing and Haunting in Crimean Semiotic Landscapes
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis seeks to contribute to the body of ethnographically-oriented semiotic landscape research by addressing linguistic and non-linguistic signs in the landscapes of contemporary Crimea. It is based on research conducted in the region back in 2017 and 2019 after the Russian annexation but before the full-scale war against Ukraine, which started on 24 February 2022. It illuminates the ways in which the complex histories of conflict over the Crimean Peninsula are materialized in ‘absenced’ semiotic landscapes, both in the form of material effects in landscapes and as discursively realized in the narrated memories of the study participants. In this way, through a close theoretically informed analysis of absence in semiotic landscapes, this thesis illuminates the interrelationships between overwritten, erased and invisibilized voices.Each of the four studies in this thesis addresses the effects of different acts of dispossession which have led to the absencing of ethnic, linguistic and national differences in Crimea across time and space. Study I engages with multilingual representations displayed in the city of Sevastopol, illustrating the dominance of Russian discourses of nation and nationalism. Moving beyond the focus on visible signs, Study II sheds light on the invisibilized histories of Crimean Tatar territorial dispossession and displacement. By engaging with the participants’ voices, it illustrates the constructions of a space of otherwise, an indeterminate space full of potentiality and marginality that remains hidden yet persistent in Crimean landscapes. Study III engages to a greater extent with acts of struggle for voice and visibility by attending to memories of citizens’ resistance through the lens of turbulence. Finally, Study IV attempts to disentangle the materially manifested effects of absence in the landscapes. This interrogation goes beyond words and captures voids and their haunting effects on the researcher’s subjectivities. Overall, this thesis contributes to the study of absencing and haunting in Crimean semiotic landscapes, understanding them as a historically layered and yet temporally dynamic, affective and vibrant social phenomenon. As evident from the emic perspectives presented in the thesis, absenced semiotic landscapes are intricately tied to people and events, and can therefore be treated as manifestations of human displacement and dispossession. Further, an (auto)-ethnographic account shows how embodied experiences of absenced semiotic landscapes matter as they further allow the illumination of memory, space and the production of situated knowledge woven into the individual’s body and subjectivity. In sum, the thesis offers a new lens on semiotic landscapes, one that explores the mutual co-constitution of material-discursive processes hidden behind words and voids. In this way, it opens up an endless web of interconnections that informs the ways in which we make sense of social life.
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