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This book interrogates and problematises African multilingualism as
it is currently understood in language education and research. It
challenges the enduring colonial matrices of power hidden within
mainstream conceptions of multilingualism that have been propagated
in the Global North and then exported to the Global South under the
aegis of colonial modernity and pretensions of universal epistemic
relevance. The book contributes new points of method, theory and
interpretation that will advance scholarly conversations on
decolonial epistemology by introducing the notion of coloniality of
language - a summary term that describes the ways in which notions
of language and multilingualism in post-colonial societies remain
colonial. The authors begin the process of mapping out what a
socially realistic notion of multilingualism would look like if we
took into account the voices of marginalised and ignored African
communities of practice - both on the African continent and in the
diasporas.
This book examines the intersections between education, identity
formation, and language in post-apartheid South Africa with
specific attention to higher education. It does so against the
backdrop of the core argument that the sector plays a critical role
in shaping, (re)producing and perpetuating sectoral, class,
sub-national and national identities, which in turn, in the
peculiar South African setting, are almost invariably analogous
with the historical fault lines determined and dictated by language
as a marker of ethnic and racial identity. The chapters in the book
grapple with the nuances related to these intersections in the
understanding that higher education language policies - overt
and/or covert - largely structure institutional cultures, or what
has been described as curriculum in higher education institutions.
Together, the chapters examine the roles played by higher
education, by language policies, and by the intersections of these
policies and ethnolinguistic identities in either constructing and
perpetuating, or deconstructing ethnolinguistic identities upon
which the sector was founded. The introductory chapter lays out the
background to the entire book with an emphasis on the policy and
practice perspectives on the intersections. The middle chapters
describe the so-called "White Universities", "Black Universities"
and "Middle-Man Minorities Universities". The final chapter maps
out future directions of the discourses on language and identity
formation in South Africa's higher education.
This book interrogates and problematises African multilingualism as
it is currently understood in language education and research. It
challenges the enduring colonial matrices of power hidden within
mainstream conceptions of multilingualism that have been propagated
in the Global North and then exported to the Global South under the
aegis of colonial modernity and pretensions of universal epistemic
relevance. The book contributes new points of method, theory and
interpretation that will advance scholarly conversations on
decolonial epistemology by introducing the notion of coloniality of
language - a summary term that describes the ways in which notions
of language and multilingualism in post-colonial societies remain
colonial. The authors begin the process of mapping out what a
socially realistic notion of multilingualism would look like if we
took into account the voices of marginalised and ignored African
communities of practice - both on the African continent and in the
diasporas.
This book challenges the view that digital communication in Africa
is limited and relatively unsophisticated and questions the
assumption that digital communication has a damaging effect on
indigenous African languages. The book applies the principles of
Digital African Multilingualism (DAM) in which there are no rigid
boundaries between languages. The book charts a way forward for
African languages where greater attention is paid to what speakers
do with the languages rather than what the languages look like, and
offers several models for language policy and planning based on
horizontal and user-based multilingualism. The chapters demonstrate
how digital communication is being used to form and sustain
communication in many kinds of online groups, including for
political activism and creating poetry, and offer a paradigm of
language merging online that provides a practical blueprint for the
decolonization of African languages through digital platforms.
This book challenges the view that digital communication in Africa
is limited and relatively unsophisticated and questions the
assumption that digital communication has a damaging effect on
indigenous African languages. The book applies the principles of
Digital African Multilingualism (DAM) in which there are no rigid
boundaries between languages. The book charts a way forward for
African languages where greater attention is paid to what speakers
do with the languages rather than what the languages look like, and
offers several models for language policy and planning based on
horizontal and user-based multilingualism. The chapters demonstrate
how digital communication is being used to form and sustain
communication in many kinds of online groups, including for
political activism and creating poetry, and offer a paradigm of
language merging online that provides a practical blueprint for the
decolonization of African languages through digital platforms.
This book examines the intersections between education, identity
formation, and language in post-apartheid South Africa with
specific attention to higher education. It does so against the
backdrop of the core argument that the sector plays a critical role
in shaping, (re)producing and perpetuating sectoral, class,
sub-national and national identities, which in turn, in the
peculiar South African setting, are almost invariably analogous
with the historical fault lines determined and dictated by language
as a marker of ethnic and racial identity. The chapters in the book
grapple with the nuances related to these intersections in the
understanding that higher education language policies – overt
and/or covert – largely structure institutional cultures, or what
has been described as curriculum in higher education institutions.
Together, the chapters examine the roles played by higher
education, by language policies, and by the intersections of these
policies and ethnolinguistic identities in either constructing and
perpetuating, or deconstructing ethnolinguistic identities upon
which the sector was founded. The introductory chapter lays out the
background to the entire book with an emphasis on the policy and
practice perspectives on the intersections. The middle chapters
describe the so-called “White Universities”, “Black
Universities” and “Middle-Man Minorities Universities”. The
final chapter maps out future directions of the discourses on
language and identity formation in South Africa’s higher
education.
Dynamic language practices of African multilingual speakers have
not been cogently described in a book-length manuscript. This book
challenges assumptions that led to South Africa's 11 official
languages and makes a case for mutual inter-comprehensibility.
Students, teachers, and scholars in sociolinguistics,
multilingualism, translanguaging, and teacher education will find
this book thought-provoking.
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