Table 9 - uploaded by Angel Lin
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1 Official languages in South Africa
Source publication
This volume brings together scholars from around the world to juxtapose the voices of classroom participants alongside the voices of ruling elites with the aim of critically linking language policy issues with classroom practice in a range of contexts. The volume is suitable for postgraduate students, researchers and educators in a range of areas....
Context in source publication
Context 1
... principles of redress and social justice extend to the language provi- sions in the Constitution (1996), which recognises eleven official languages: nine indigenous 'previously marginalised' languages in addition to English and Afrikaans, the two former official languages (see Table 9.1). ...
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In line with what Hull and Stornaiuolo (2010) describe as a cosmopolitan turn in the social sciences and given the growing interest in cosmopolitanism as a result of neoliberalism (Bernstein et al., 2015) and the global rise in the use of English (Seargeant, 2012), this article investigates the ideology of cosmopolitanism by drawing on the construc...
Citations
... Specifically, the teachers in the three countries consider translanguaging to be a practical solution for teaching grammar and lexicon when students struggle with lexicon, terminology, or concepts in one language, but can easily find support in the other known language(s). According to some teachers, the use of the majority language scaffolds the teaching of Russian, which is in line with previous findings of Lin and Martin (2005). ...
... Of course, dissonance between home and school linguistic capital is not particular to South African learners. For many countries the dominant languages of education are those of the colonisers (Lin & Martin, 2005) and increasing learner migration globally means many learners are learning in a 'foreign' language and in a 'foreign' culture. ...
We explore the potential of merging numeracy and literacy, through using number stories to stimulate mathematical engagement with young, marginalized learners in their communities. Our data emerges from the Family Maths Storytime Programme (FMSP) run in partnership with teachers in two South African schools. The FMSP conducted sessions with caregivers of pre-Grade 1 learners that focused on supporting mathematical talk in the home centred around four number storybooks with linked activities and games. Drawing on Bourdieu’s notion of habitus and other socio-cultural theories emphasising opportunities for talk and reasoning for learning we explore: Did the FMSP enable the integration of home and school numeracy and literacy practices? If so, what evidence is there of such integrated practices? What is the nature of the described practices? Our analysis focuses on 20 caregiver interviews following their participation in the FMSP that was initially run after school in two English medium pre-Grade 1 classrooms. NVivo coding highlighted key themes across interviews. The findings show how modelling engagement with merged literacy and numeracy practices in the programme enabled changing practices, dispositions, and forms of capital in relation to engaging with these in the home. We highlight how supporting home-based and story inspired engagement with marginalised learners supports equity goals in contexts where learners from indigenous backgrounds often begin and remain mathematically behind grade expectations in school.
... Another disrupter to the North/South knowledge systems power dynamic is the groundswell of movement around the notion of decolonisation (Adefila et al., 2021;Heleta, 2016;Lin & Martin, 2005). The decolonisation of education is described as, 'the process in which we rethink, reframe and reconstruct the curricula and research that preserve the Europe-centred, colonial lens' (Akel, 2020, p. online). ...
... TL is useful because it utilises the linguistic repertoire of a person when producing and learning different subjects for educational purposes, for example when acquiring English as a second language. García et al. (2006) on the one hand defined translanguaging as the use of several languages in a multilingual classroom, while Lin and Martin (2005) explained that translanguaging involves the use of two languages. One of them is the official community language, whereas the second one is the official language of the lesson. ...
... From an educational perspective, García et al. (2006) on the one hand defines translanguaging as the use of several languages in a classroom. On the other hand, Lin and Martin (2005) explains translanguaging as the use of two languages. One of them is the official community Iban language, and the second one is the English language. ...
... Discussions about decolonisation in these contexts include debates about the issue of language in higher education. A significant concern is the dominant use of colonisers' language for education in formerly colonised countries (Lin & Martin, 2005), including its exclusive use in higher education in sub-Saharan African countries (Brocke-Utne, 2017). ...
The connections between citizenship education and mathematics education have been the focus of theoretical development and attention by educators interested in issues of justice, equity, power, criticality, and citizen engagement with societal issues, across schools, universities, and adult education levels. In this survey article, we contribute to new knowledge in the field by identifying and describing three interconnected layers of influence on the praxis of teaching and learning: (1) perspectives from citizenship education and mathematics education (e.g., kinds of citizenship, critical thinking in mathematics education); (2) institutional factors (e.g., policy, curricula, implementation within education systems); and (3) emerging influences (e.g., changing skill demands, innovations from communities of practice). In exploring the connections between citizenship education and mathematics education, we go beyond extant theory development and point to influences such as global disruptions, societal changes, systemic structures at the national and local levels, messaging in the media, and the role of teachers and learners. The holistic analysis of these influences enables identification of tensions and dilemmas, and issues of identity, autonomy, adoption, and systemic change. Together these point to multiple implications for educators, policy makers, and researchers aiming to enable informed and engaged citizens.
... Personal development content refers to lecturers' personal needs and interests in any module content. This proposition (personal development content) relates to English education literature, including reading poems, novels, short stories, etc. (Lin & Martin, 2005;Sawaki, 2017;Wa' Thiong'o, 1994). For instance, as earlier outlined, decolonization of the university curriculum may occur in two ways. ...
This article presents the results of an interpretive case study of three lecturers teaching English at a South African University. The purpose of the study was to explore the lecturers' strategies to decolonize the curriculum succinctly. Purposive, with convenient sampling, identified the three most available lecturers. An emailed reflective activity, one-on-one semi-structured interviews, and document analysis were consulted for data generation. Inductive and deductive processes were used to ensure guided analysis of the generated data. The article argues that universities are not doing enough to help lecturers to have relevant strategies to decolonize the curriculum, particularly the English curriculum. This study revealed that the University environment allowed the lecturers to be left without any option other than the frequent use of verbal and habitual strategies in decolonizing the curriculum. Yet, they would prefer the option of using written strategies. As a result, the study copiously recommends that English lecturers use all three levels of strategies (written, verbal and habitual) to decolonize the university curriculum.
... In African countries such as Tanzania and Kenya, the policy of maintaining English as the language of learning and teaching (LoLT) from primary onwards also poses immense difficulties to several learners and teachers, especially those living in rural and poor urban communities (Probyn, 2002). This is exacerbated by the agonising cost paid by learners in private English-medium institutions, who despite the exorbitant charges often fail and repeat classes without learning anything (Lin & Martin, 2005). This is common in Asian countries like Turkey, where one university installing English as a medium of instruction in most courses competes with private English-medium institutions as is the case in middle-class South Africans and Iranians in which parents send children to private English tutorial schools to acquire more global, marketable communicative competencies in English which the public schools' old English curricula cannot provide. ...
... Likewise, in Singapore, English varieties that drive Western norms tend to surpass localised 'Singlish' or Hong Kong; in my ethnic language, isiXhosa, mirroring the South African context 'Xhosalising-English' is seen as an offence to English (Kepe, 2017). In this way, English become preeminent for socioeconomic advancement, and the globalised knowledgeintensive job market, consequently beguiled as a vehicle of social stratification (Lin & Martin, 2005). ...
... As said, elsewhere, Asian countries such as Japan, Malaysia, Turkey, Hong Kong, Singapore, Iran, India, Malaysia and Vietnam are currently experiencing a reborn expedition to the English language as a medium of instruction (MOI) in the education system even postcolonial context, camouflaging in what Lin and Martin (2005) calls the 'Empire strikes back', doing so impalpably under the mirage of global capitalism. Most parents, particularly in India, Malaysia and Iran like South Africa favour English over L1 as a MOI in both higher and basic education for the apparent needs of economic, technological modernisation and globalisation (Lin & Martin, 2005). ...
Many studies were conducted on conventional colonial heritage; however, less attention examines the developing concept of curriculum decolonisation in South African universities. This paper advocates for a hybrid literacy between traditional conceptions of academic literacy and instruction for students’ sociohistorical lives, affluent and less affluent. I discuss and illustrate the hegemony of English in high-learning institutions and the post-apartheid mainstream education system. Alongside my previous work in the language field, I interrogate the impasse of language policy in high education and South African schools. This paper is an ethnographic study congruent with the interpretivism paradigm, employing the semi-structured interview for data collection. The third space supports it as a theoretical framework. It affords the provision and guidance for classroom instruction and autonomous learning modes balance, where developing new knowledge is heightened, allowing students’ voices. It is a response to the 2015-2016 student protests on South African university campuses, where several were perplexed on how to respond to the demands of the students to end violent protests against western disciplinary norms that devalue non-centre practices and themes. Biliteracy and translingualism are empathised as the concepts against ownership of language and culture, and its territorialisation, challenging the traditional contrast of ‘native’ and ‘non-native’ speakers and its connection to a particular nation-state.
... Thus, the need of rethinking possible ways of developing Nigerian languages. Following Lin and Martin's (2005) call to provide language policy and practice alternatives, I argue for a bottom-up approach to the development of Nigerian indigenous languages. The bottom-up approach advocated in this paper is different from the micro-policies or bottom-up planning proposed by Kaplan and Baldauf (1997) and Omoniyi (2007). ...
This study explores the power of English in Nigeria following Kachruvian six parameters of the power of English. The paper indicates that the range and depth of English in Nigeria could be seen in the government, education, mass media, commerce, and religion. The positive attitudes towards English have negatively impacted mother-tongue education and have endangered many of Nigeria’s indigenous languages. The desire to learn English has also given rise to the pluricentric power of English, which has seen English “nativised” in Nigeria. Advocacies for the revitalisation and development of indigenous languages have followed the top-down perspective. However, I propose a bottom-up approach for developing indigenous languages in Nigeria. The study argues for the reawakening of the linguistic consciousness of Nigerians towards their languages.
... This disadvantages students in cognitive and social development. Many, such as Choi (2017), Lin and Martin (2005) and Skutnabb-Kangas and Heugh (2012), argue that using students' home languages as a resource is beneficial for Indigenous children, while teaching in unfamiliar or foreign languages is detrimental for content learning as well as cognitive development. ...
This is an open-access article published in London Review ofEducation. While decolonisation is usually discussed in relation to countries that were formally colonised, countries that have not been formally colonised have also faced challenges related to colonialism. In this case, it is worth considering whether decolonial theory has more widespread applicability to respond to global challenges faced in the postcolonial era. This article documents the historical trajectories of colonisation and decolonisation of the school curriculum in Nepal. Although Nepal was never formally colonised, the introduction of modern schooling in Nepal was informed by the British colonisation of India, where local languages were replaced by English in the curriculum, diminishing the value of local languages and knowledges. Against this backdrop, the Nepal government issued a series of policies supporting Nepali supremacy, but the expansion of English was not significantly challenged. Rather, the policies resulted in a double colonisation of ethnic/Indigenous languages: external colonisation by English, and internal colonisation by the Nepali language. However, significant decolonisation efforts have recently made space for minoritised languages in the curriculum. This article illustrates these colonisation and decolonisation waves, shaped by the government, local communities and other actors. Drawing on Nepal’s legislative and educational policies, the article relates language policy decisions and actions as decolonial efforts to support ethnic/Indigenous languages and explores the implications for understanding tensions around decolonisation of curriculum.
... Both Ferguson (2000) and Lin (2008) recognize that code-switching can also have two functions: an interpersonal function in social interaction as it can be utilized to negotiate identities in the classroom. Similarly, the findings of and Lin and Martin (2005) provide examples of language practices in diverse school contexts in which CS is utilized by both learners and teachers in contexts such as Asia and Africa. These classroom practices reveal both the interpersonal and pedagogical functions of CS. ...
Es un hecho que la tecnología educativa ha vivido un cambio de paradigma durante la pandemia mundial de la COVID-19. Profesores y alumnos han visto la gran utilidad de los dispositivos móviles y las herramientas digitales para continuar con el proceso de enseñanza-aprendizaje. Estas herramientas digitales, entendidas como las Tecnologías de la Información y la Comunicación (TIC) han sido esenciales en esta digitalización de la enseñanza, permitiendo, el cambio de contexto educativo, de la enseñanza presencial a la virtual o en línea.
El presente estudio cualitativo analiza los niveles de motivación e interés de cuatro grupos de estudiantes de 5 ̊ y 6 ̊ de Educación Primaria tras la utilización y aplicación de herramientas digitales y TIC para la enseñanza de inglés como lengua extranjera durante el confinamiento de 2020. El objetivo fundamental es determinar sus efectos en el proceso de enseñanza-aprendizaje percibido por los alumnos durante el segundo y el tercer trimestre del curso escolar 2019-20.
