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Theory in Applied Linguistics Research: Critical approaches to production, performance and participation. AILA Review, Volume 28
  • ISSN 1461-0213
  • E-ISSN: 1570-5595

Abstract

This paper focuses on the lack of impact on language education of recent paradigm shifts in the study of language and society such as the recognition of the ideology of language[s] as stable, discrete or bounded entities and the reality of heteroglossic languaging and semiotic practices in everyday life. Using South Africa as a case, the paper explores the implications of heteroglossic conceptualising of language as social practice for language education through three ethnographically informed case studies of classroom discourse. I will argue that monoglossic orientations which ironically underpin both monolingual and “multilingual” approaches have wide-ranging constraining effects on how children are positioned in schooling, and on children’s participation in classrooms, resulting in a form of ‘epistemic injustice’ (Fricker, 2007).
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/content/journals/10.1075/aila.28.05mck
2015-01-01
2019-11-21
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References

http://instance.metastore.ingenta.com/content/journals/10.1075/aila.28.05mck
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  • Article Type: Research Article
Keyword(s): classroom discourse , heteroglossia , language ideologies and language policy
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