In this linguistic ethnography of bilingual science learning in a
South African high school, the author connects microanalyses of
classroom discourse to broader themes of de/coloniality in
education. The book challenges the deficit narrative often used to
characterise the capabilities of linguistically-minoritised youth,
and explores the challenges and opportunities associated with
leveraging students' full semiotic repertoires in learning specific
concepts. The author examines the linguistic landscape of the
school and the beliefs and attitudes of staff and students which
produce both coloniality and cracks in the edifice of coloniality.
A critical translanguaging lens is applied to analyse multilingual
and multimodal aspects of students' science meaning-making in a
traditional classroom and a study group intervention. Finally, the
book suggests implications for decolonial pedagogical
translanguaging in Southern multilingual classrooms.
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