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Ingår i: Davidse, K., Vandelanotte, L. and H. Cuyckens (eds). Subjectification, Intersubjectification and Grammaticalization.Mouton de Gruyter Berlin. - Berlin : De Gruyter Mouton. ; 2010, s. 103-154
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Pragmatic markers
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Ingår i: Handbook of Pragmatics 2009 installment.
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Pragmatic markers.
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Ingår i: Discursive Pragmatics, edited by Zienkowski, Jan, Östman, Jan-Ola and Jef Verschueren. ; , s. 223-247
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Introduction
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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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- 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
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 29:3, s. 177-185
-
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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| 12. |
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Language in epistemic access : mobilising multilingualism and literacy development
- 2017
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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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