Language in Epistemic Access: Mobilising Multilingualism and Literacy Development for More Equitable Education in South Africa

Autor/inn/en	Kerfoot, Caroline; Simon-Vandenbergen, Anne-Marie
Titel	Language in Epistemic Access: Mobilising Multilingualism and Literacy Development for More Equitable Education in South Africa
Quelle	In: Language and Education, 29 (2015) 3, S.177-185 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2014.994522
Schlagwörter	Epistemology; Multilingualism; Code Switching (Language); Teaching Methods; Language Styles; Transformative Learning; Secondary School Students; Science Education; Equal Education; Foreign Countries; Native Language; Language of Instruction; Second Language Learning; Language Planning; Literacy; Disadvantaged; Socioeconomic Influences; Language Attitudes; Language Usage; Australia; South Africa + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachstil; Pädagogische Transformation; Sekundarschüler; Naturwissenschaftliche Bildung; Ausland; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Sprachwechsel; Alphabetisierung; Schreib- und Lesefähigkeit; Sozioökonomischer Faktor; Sprachverhalten; Sprachgebrauch; Australien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01