UID:
almahu_9949881506602882
Format:
1 online resource (xvii, 230 pages) :
,
illustrations.
Edition:
First edition.
ISBN:
9781350165946
,
1350165948
,
9781350165922
,
1350165921
,
9781350165939
,
135016593X
Series Statement:
Multilingualisms and Diversities in Education
Content:
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..
Note:
Series Editors' Foreword --Voices I -Introduction --1. The Story of a Course --2. Narrative Ways of Knowing --3. Pedagogy in Motion --Voices II --4. (Re)Constructing Identities in Relation to Powerful and Marginalised Languages --5. Juxtaposing Creative and Critical Genres in a Heteroglossic Pedagogy --Voices III --6. Enacting the Critical Imagination --7. English and/in the Colonial Matrix of Power --Final Voices -References --Index.
Additional Edition:
ISBN 9781350165915
Additional Edition:
ISBN 1350165913
Language:
English
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