Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Language in epistemic access: mobilising multilingualism and literacy development
Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.ORCID iD: 0000-0002-8239-524X
2017 (English)Collection (editor) (Refereed)
Abstract [en]

This book focuses on how to address persistent linguistically structured inequalities in education, primarily in relation to South African schools, but also in conversation with Australian work and with resonances for other multilingual contexts around the world. The book as a whole lays bare the tension between the commitment to multilingualism enshrined in the South African Constitution and language-in-education policy, and the realities of the dominance of English and the virtual absence of indigenous African languages in current educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access and to re-imagine policies, pedagogies, and practices more in tune with the realities of multilingual classrooms. The contributions to this book offer complementary insights on routes to improving access to school knowledge, especially for learners whose home language or language variety is different to that of teaching and learning at school. All subscribe to similar ideologies which include the view that multilingualism should be seen as a resource rather than a 'problem' in education. Commentaries on these chapters highlight evidence-based high-impact educational responses, and suggest that translanguaging and genre may well offer opportunities for students to expand their linguistic repertoires and to bridge epistemological differences between community and school. This book was originally published as a special issue of Language and Education.

Place, publisher, year, edition, pages
London: Routledge, 2017. , 124 p.
National Category
General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:su:diva-128334ISBN: 9781138715066 (print)OAI: oai:DiVA.org:su-128334DiVA: diva2:914142
Available from: 2016-03-23 Created: 2016-03-23 Last updated: 2017-09-08Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Kerfoot, Caroline
By organisation
Centre for Research on Bilingualism
General Language Studies and Linguistics

Search outside of DiVA

GoogleGoogle Scholar

Total: 67 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf