Multilingualism: A Resource for Meaning-Making and Creating Ontological Access

Autor/in	Jonker, Anita
Titel	Multilingualism: A Resource for Meaning-Making and Creating Ontological Access
Quelle	In: Education as Change, 25 (2021), Artikel 8879 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jonker, Anita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9417
Schlagwörter	Multilingualism; Educational Change; Translation; Second Languages; Oral Language; Literacy; Program Descriptions; Undergraduate Students; Teaching Methods; Political Science; Vocabulary; Epistemology; Foreign Policy; Higher Education; African Languages; English; English (Second Language); Indo European Languages; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Bildungsreform; Second language; Zweitsprache; Oral interpretation; Mündlicher Sprachgebrauch; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Wortschatz; Erkenntnistheorie; Außenpolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article explores first-year Extended Curriculum Programme (ECP) students' multilingual practices in a university course where students have access to professionally translated technical terminology of the subject field. The study examines whether multilingual technical terminology--embedded in a dialogic teaching model--can contribute to students' epistemological and ontological access to the disciplinary content, and whether it can contribute to knowledge construction in a discipline by incorporating students' oral contributions of their lived experiences into the curriculum content. In order to answer the research questions, qualitative data were collected by transcribing, analysing and interpreting students' multilingual oral contributions on key political science topics. The findings of the study confirm that students' vernacular literacies can play an important role in providing epistemological and ontological access for students at university, and can contribute to authentic transformation and decolonisation of higher education. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01