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This book challenges monoglossic ideologies, traditional language
pedagogies and dominant forms of knowledge construction by
foregrounding multilingual and multicultural students' language
narratives, repertoires, and identities. The research is based on a
sixteen-year longitudinal study of a sociolinguistics course at an
English language university and the language narratives produced by
the first-year education students. The study was borne out of a
need to create a critically inclusive course that would engage a
cohort of students from socially and linguistically diverse
backgrounds in contemporary South Africa. Drawing on data from over
5,000 students who have journeyed through this course, this book
shows how a narrative heteroglossic pedagogy harnesses students'
multilingual strengths. A close analysis reveals complex identity
work by students located in the Global South. The authors argue
that decolonising language education is about reconceptualising
language, reconfiguring what knowledges are valued in the
classroom, and reshaping pedagogy.
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Nadine Gordimer
Paperback
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R398
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