Suchergebnisse

1. Introduction: language, identity and African universities -- 2. Institutional language policy and identity construction at a former Afrikaans medium university -- 3. Identity and Linguistic Culture at the University of Limpopo -- 4. From 'Black' to 'Kaleidoscope': Institutional Curriculum and Linguistic reforms at a historically Black University -- 5. The carry over effects of teacher education programmes on monolingualism: Towards a decolonized university -- 6. IsiZulu as the Medium of Instruction in a South African University: Implications for institutional identity shift -- 7. "You dare not bring the 'what you calls …": Marginalization of Indigenous Languages in Higher Education -- 8. From fixity to fluidity: A critique of Higher Education Language Policy -- 9. To be and to know: Towards decolonized multilingual university.

AbstractWhereas the use of discursive linguistic resources among multilingual speakers has been closely scrutinized in recent years, highly complex multilingual spaces have not been adequately documented in research. This article reports on new sociolinguistic developments in post-Apartheid South Africa and explores how people mobility and integration of a historically divided society produces hybrid ways of identifying and making sense of the world. Analysis of self-recorded student interactions from five townships in Johannesburg shows that traditional language boundaries have blurred and given way to a complex and multilayered variety, referred to as

"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"--

This book challenges the view that digital communication in Africa is relatively unsophisticated and questions the assumption that digital communication has a damaging effect on indigenous African languages. It offers a paradigm of language merging that provides a blueprint for the decolonization of African languages through digital platforms.

AbstractThis article reports on multilingual adolescent youth's negotiation of identities in a languaging South African environment. Focus group dialogues of 17 Grade 11 multilingual students from the South Western Townships (Soweto) in Johannesburg were analysed using conversational analysis techniques from a selected data pool that was generated over a period of three hours. The results of the study show a rift between classroom language and out of school language practices. We demonstrate that (i) the Soweto youth have a wide range of linguistic flexibility that indexes the new socio-linguistic status of South Africa in the post independent era and (ii) that monolingual classroom language are no longer adequate spaces for creativity and plural identity formation. Adopting a mathematical reasoning of approximates, rather than fixed sets, we coin the concept "fuzzy languaging logic" to argue that indigenous African languages are embedded in one another and that the respondents use this hybrid language space to identify and ethnify – choosing who they want to become beyond traditional linguistic and exact ethnic affiliations. Considerations for language in motion and social change as key features of globalization are made at the end of the article.