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class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://uct.academia.edu/">University of Cape Town</a>, <a class="u-tcGrayDarker" href="https://uct.academia.edu/Departments/School_of_Education/Documents">School of Education</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Carolyn" data-follow-user-id="2302708" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="2302708"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">127</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">8</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">2</p></div></a><a href="/CarolynMcKinney/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data">1</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">I work in the School of Education teaching on the Honours and Masters programmes in Applied Language and Literacy studies as well as in the teacher education programme and in supervision of graduate student research.<br />My current research focuses on <br />- language ideologies in education policy and classroom practice and the implications of recent theorizing of language as resource and practice for educational policy and classroom practice<br />- transformative approaches to language and literacy pedagogy that embrace heteroglossia<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="2302708" href="https://www.academia.edu/Documents/in/Sociolinguistics"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://uct.academia.edu/CarolynMcKinney","location":"/CarolynMcKinney","scheme":"https","host":"uct.academia.edu","port":null,"pathname":"/CarolynMcKinney","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Sociolinguistics"]}" data-trace="false" data-dom-id="Pill-react-component-83694227-1927-4638-8015-b421951768ed"></div> <div id="Pill-react-component-83694227-1927-4638-8015-b421951768ed"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="2302708" href="https://www.academia.edu/Documents/in/Linguistic_ethnography"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Linguistic ethnography"]}" data-trace="false" data-dom-id="Pill-react-component-171ae891-d09b-454b-9bd8-a2800ca97d47"></div> <div id="Pill-react-component-171ae891-d09b-454b-9bd8-a2800ca97d47"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="2302708" href="https://www.academia.edu/Documents/in/Critical_Literacy"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Critical Literacy"]}" data-trace="false" data-dom-id="Pill-react-component-cb139ed9-9c17-408f-a840-51e1e153d859"></div> <div id="Pill-react-component-cb139ed9-9c17-408f-a840-51e1e153d859"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="2302708" href="https://www.academia.edu/Documents/in/Applied_Linguistics"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Applied Linguistics"]}" data-trace="false" data-dom-id="Pill-react-component-915b419c-7555-4596-b812-546b32328b08"></div> <div id="Pill-react-component-915b419c-7555-4596-b812-546b32328b08"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="2302708" href="https://www.academia.edu/Documents/in/Language_Education"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Language Education"]}" data-trace="false" data-dom-id="Pill-react-component-e7c84906-6ff9-4edf-af60-e3ca125a9717"></div> <div id="Pill-react-component-e7c84906-6ff9-4edf-af60-e3ca125a9717"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>86</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Books" data-toggle="tab" href="#books" role="tab" title="Books"><span>3</span> <span class="ds2-5-body-sm-bold">Books</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Carolyn McKinney</h3></div><div class="js-work-strip profile--work_container" data-work-id="124809725"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124809725/_Trans_languaging_for_learning_a_perspective_from_the_South"><img alt="Research paper thumbnail of (Trans)languaging-for-learning: a perspective from the South" class="work-thumbnail" src="https://attachments.academia-assets.com/118966560/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124809725/_Trans_languaging_for_learning_a_perspective_from_the_South">(Trans)languaging-for-learning: a perspective from the South</a></div><div class="wp-workCard_item"><span>Reading & Writing -Journal of the Literacy Association of South Africa</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Method: We will review early conceptualisations of translanguaging, showing how these are born ou...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Method: We will review early conceptualisations of translanguaging, showing how these are born out of different contexts as well as how translanguaging is taken up in South African research. We will draw on three examples of fixed and fluid pedagogical translanguaging to show what is possible within a South African classroom context. Results: The three examples show that (trans)languaging-for-learning goes beyond communicating bilingually in a classroom and involves planned meaning negotiation. Conclusion: In (trans)languaging-for-learning, the emphasis is on using one's full linguistic and semiotic repertoire in order to develop and show understanding of learning, rather than to demonstrate mastery of the use of standard named languages. Contribution: The article expands translanguaging theory by theorising (trans)languagingfor-learning from a Southern perspective.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0970ab846c19f2fed1761b6837d1f8e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118966560,"asset_id":124809725,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118966560/download_file?st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124809725"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124809725"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124809725; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124809725]").text(description); $(".js-view-count[data-work-id=124809725]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124809725; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124809725']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124809725, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0970ab846c19f2fed1761b6837d1f8e6" } } $('.js-work-strip[data-work-id=124809725]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124809725,"title":"(Trans)languaging-for-learning: a perspective from the South","translated_title":"","metadata":{"doi":"10.4102/ rw.v15i1.508","abstract":"Method: We will review early conceptualisations of translanguaging, showing how these are born out of different contexts as well as how translanguaging is taken up in South African research. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108166239"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108166239/Language_Policy_for_Equity_in_University_STEM_Education_in_Postcolonial_Contexts_Conceptual_Tools_for_Policy_Analysis_and_Development"><img alt="Research paper thumbnail of Language Policy for Equity in University STEM Education in Postcolonial Contexts: Conceptual Tools for Policy Analysis and Development" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108166239/Language_Policy_for_Equity_in_University_STEM_Education_in_Postcolonial_Contexts_Conceptual_Tools_for_Policy_Analysis_and_Development">Language Policy for Equity in University STEM Education in Postcolonial Contexts: Conceptual Tools for Policy Analysis and Development</a></div><div class="wp-workCard_item"><span>Multilingual education yearbook</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter is concerned with university language policy for equity in STEM education in postcol...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter is concerned with university language policy for equity in STEM education in postcolonial contexts with diverse language landscapes. This focus is necessary, given how language acts to enable or challenge inequity in particular historical and geo-political relations, and the need for research on university language policy, specifically for STEM education, to complement research on practice. We propose conceptual tools for analysing and developing policy. We view language and STEM as historical, social and political practices and, following Hilary Janks and Rochelle Gutiérrez, equity as having two dominant meanings (access, achievement), and three critical meanings (power, diversity, design). We illustrate the potential use of these tools in a critical discourse analysis of the language policy of a South African university. This analysis shows a policy focus on access to and achievement in dominant STEM knowledge in ‘English’, with some attention to diversity and power in representations of language for STEM and the language-user. We end with five recommendations for future policy development. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108166235"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108166235/Languaging_for_learning_Legitimising_translanguaging_and_enabling_multimodal_practices_in_third_spaces"><img alt="Research paper thumbnail of Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces" class="work-thumbnail" src="https://attachments.academia-assets.com/106621462/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108166235/Languaging_for_learning_Legitimising_translanguaging_and_enabling_multimodal_practices_in_third_spaces">Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces</a></div><div class="wp-workCard_item"><span>Southern African Linguistics and Applied Language Studies</span><span>, Sep 30, 2016</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f1b40626cd8a79f54c76b1646938d542" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106621462,"asset_id":108166235,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106621462/download_file?st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108166235"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108166235"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108166235; 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In this paper we argue that monolingual ideologies have negative consequences for the positioning of South African learners as well as for their participation in the curriculum. We focus on how learner capacities are enabled when a heteroglossic and multimodal orientation to language practices and meaning-making is taken up. We explore processes of languaging-for-learning in two established third spaces-the first, an after-school literacy club for Grades 3-6 learners in Khayelitsha, Cape Town, and the second, a mathematics holiday programme for Grade 11 students in the rural Eastern Cape. We argue that our cases show how it is possible to bridge the gap between heteroglossic conceptions of language and languaging in applied linguistics, and what is conceived as legitimate language practices in the classroom. We conclude that the translanguaging and multimodal strategies in the two cases offer new pedagogical strategies for meaning-making that challenge the dominant monolingual orientation to children's languaging in many classrooms. Heteroglossia: From autonomous languages and code-switching to linguistic repertoires Accepting that named languages as stable, boundaried phenomena are social constructs, the products of language ideologies, a number of researchers working in different, mostly urban, geographical locations have proposed heteroglossic approaches to understanding and describing language and languaging practices. Following Bakhtin (1981), heteroglossia can be defined as the complex, simultaneous use of a diverse range of registers, voices, named languages or codes in our daily lives. Heteroglossia also draws attention to the potential tension between different kinds of registers and voices (Ivanov 2000; see also Bailey 2007). As Ivanov (2000: 100) has argued, 'heteroglossia is opposed to monoglossia (the dominance of one language)…and to polyglossia (the [monolingual] coexistence of two languages'. This emphasises the ways in which different resources are not necessarily equally valued or distributed, i.e. the stratification of linguistic resources that a number of scholars have drawn our attention to (","publication_date":{"day":30,"month":9,"year":2016,"errors":{}},"publication_name":"Southern African Linguistics and Applied Language Studies","grobid_abstract_attachment_id":106621462},"translated_abstract":null,"internal_url":"https://www.academia.edu/108166235/Languaging_for_learning_Legitimising_translanguaging_and_enabling_multimodal_practices_in_third_spaces","translated_internal_url":"","created_at":"2023-10-15T07:05:26.330-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2302708,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":106621462,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106621462/thumbnails/1.jpg","file_name":"Guzula-McKinney-Tyler-2016-Proof.pdf","download_url":"https://www.academia.edu/attachments/106621462/download_file?st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Languaging_for_learning_Legitimising_tra.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106621462/Guzula-McKinney-Tyler-2016-Proof-libre.pdf?1697378797=\u0026response-content-disposition=attachment%3B+filename%3DLanguaging_for_learning_Legitimising_tra.pdf\u0026Expires=1732460076\u0026Signature=Mgfx5YGq1mrgjJ3d-u65GRS3VlXH26R8gwXz-sXubj44flbq5doweEgXLrzIYq8ncGjUBPVCbJQsJY2DGd~xyJ47VX8de7NROrdx3cV5A-UtrL2r5TMru~hgS9-bN5ZhaXdBOLbf0sNgsF7S72HC7xLyIBXhVhMv88vX7Han3S567L3lSQTBab-ce4RBd-IuGfvoTbgO0f0pk8ElZDfygjNK9br-7IVcg9VEMBLBPaeV5DoZEZVyo0LZJhT6DTwAqnPKrgLAmig3VFTy~TAN1CAqYo5hZJWBaV7XKOltLbDx1FzdRS4YA0~J08AMNedmrWEn4yDg62pcZjHg0V~wVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Languaging_for_learning_Legitimising_translanguaging_and_enabling_multimodal_practices_in_third_spaces","translated_slug":"","page_count":16,"language":"en","content_type":"Work","owner":{"id":2302708,"first_name":"Carolyn","middle_initials":null,"last_name":"McKinney","page_name":"CarolynMcKinney","domain_name":"uct","created_at":"2012-08-13T16:25:42.596-07:00","display_name":"Carolyn McKinney","url":"https://uct.academia.edu/CarolynMcKinney"},"attachments":[{"id":106621462,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106621462/thumbnails/1.jpg","file_name":"Guzula-McKinney-Tyler-2016-Proof.pdf","download_url":"https://www.academia.edu/attachments/106621462/download_file?st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Languaging_for_learning_Legitimising_tra.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106621462/Guzula-McKinney-Tyler-2016-Proof-libre.pdf?1697378797=\u0026response-content-disposition=attachment%3B+filename%3DLanguaging_for_learning_Legitimising_tra.pdf\u0026Expires=1732460076\u0026Signature=Mgfx5YGq1mrgjJ3d-u65GRS3VlXH26R8gwXz-sXubj44flbq5doweEgXLrzIYq8ncGjUBPVCbJQsJY2DGd~xyJ47VX8de7NROrdx3cV5A-UtrL2r5TMru~hgS9-bN5ZhaXdBOLbf0sNgsF7S72HC7xLyIBXhVhMv88vX7Han3S567L3lSQTBab-ce4RBd-IuGfvoTbgO0f0pk8ElZDfygjNK9br-7IVcg9VEMBLBPaeV5DoZEZVyo0LZJhT6DTwAqnPKrgLAmig3VFTy~TAN1CAqYo5hZJWBaV7XKOltLbDx1FzdRS4YA0~J08AMNedmrWEn4yDg62pcZjHg0V~wVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics"},{"id":2313,"name":"Multi- \u0026 Bilingualism \u0026 Biliteracy","url":"https://www.academia.edu/Documents/in/Multi-_and_Bilingualism_and_Biliteracy"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":341584,"name":"Moment Analysis and Translanguaging Space","url":"https://www.academia.edu/Documents/in/Moment_Analysis_and_Translanguaging_Space"},{"id":973080,"name":"Translanguaging","url":"https://www.academia.edu/Documents/in/Translanguaging"}],"urls":[{"id":34728263,"url":"https://doi.org/10.2989/16073614.2016.1250360"}]}, dispatcherData: dispatcherData }); 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and English in South African desegregated schools</a></div><div class="wp-workCard_item"><span>English Academy Review</span><span>, Oct 1, 2007</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9eb257420c284c7a03fe7a3d04e86dce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106717910,"asset_id":108166231,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106717910/download_file?st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108166231"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108166229"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108166229/Language_and_Power_in_Post_Colonial_Schooling_Ideologies_in_Practice"><img alt="Research paper thumbnail of Language and Power in Post-Colonial Schooling: Ideologies in Practice" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108166229/Language_and_Power_in_Post_Colonial_Schooling_Ideologies_in_Practice">Language and Power in Post-Colonial Schooling: Ideologies in Practice</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book grapples with the disturbing question: How is it possible that the most valuable resour...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This book grapples with the disturbing question: How is it possible that the most valuable resource a child brings to formal schooling, language, can be consistently recast as a problem? The purpose of this book is to expose, and deepen our understanding of, the way in which beliefs about language profoundly influence children’s access to quality education around the world. The notion of what language is, and the relationship between language, society and diversity, has undergone paradigm shifts in the language disciplines such as Sociolinguistics, Linguistic Anthropology and Applied Linguistics. However I argue that these shifts have made little impact on policy, curricula and classroom practice in language and literacy education. My aim is to highlight the implications of these paradigm shifts for language and literacy education. In order to do this, I draw on fields of inquiry that are related but often not brought together within the same study: Bilingualism, TESOL, Multiculturalism, Sociolinguistics, Language policy studies, Applied linguistics and Linguistic Anthropology. I begin the book by reviewing current understandings of language as a social practice and of diverse language practices. The purpose of the first three chapters is to make a wide and complex literature on language ideologies, language in use, and language policy accessible to a broader audience. I also make explicit the implications of this literature for language and literacy education. In Chapter 3 I explore the connections between the deficit positioning of African American and Spanish/English bilingual children in USA schooling with the positioning of Black children in South African schools. In Chapters 4 and 5 I show how mastery of English, and in some cases particular uses of English aligned with White middle class speakers, is continually privileged as the goal of schooling. I introduce the idea of Anglonormativity to explain the common expectation that all children should be proficient in English, and are viewed as deviant or deficient if they are not. Chapters 6 and 7 aim to inspire hope through an analysis of young people’s creative language practices even in contexts where English monolingualism is enforced (Chap 6) and by showcasing innovative examples of language and literacy pedagogy from South Africa and the USA that do position children as linguistically resourceful, and expose the injustices of language and power to children (Chap 7). My hope is that the book will have some impact on shifting the deficit positioning of children from non-dominant backgrounds on account of their language resources.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108166229"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108166229"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108166229; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108166229]").text(description); $(".js-view-count[data-work-id=108166229]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108166229; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108166229']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108166229, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=108166229]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108166229,"title":"Language and Power in Post-Colonial Schooling: Ideologies in Practice","translated_title":"","metadata":{"abstract":"This book grapples with the disturbing question: How is it possible that the most valuable resource a child brings to formal schooling, language, can be consistently recast as a problem? 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I begin the book by reviewing current understandings of language as a social practice and of diverse language practices. The purpose of the first three chapters is to make a wide and complex literature on language ideologies, language in use, and language policy accessible to a broader audience. I also make explicit the implications of this literature for language and literacy education. In Chapter 3 I explore the connections between the deficit positioning of African American and Spanish/English bilingual children in USA schooling with the positioning of Black children in South African schools. In Chapters 4 and 5 I show how mastery of English, and in some cases particular uses of English aligned with White middle class speakers, is continually privileged as the goal of schooling. I introduce the idea of Anglonormativity to explain the common expectation that all children should be proficient in English, and are viewed as deviant or deficient if they are not. Chapters 6 and 7 aim to inspire hope through an analysis of young people’s creative language practices even in contexts where English monolingualism is enforced (Chap 6) and by showcasing innovative examples of language and literacy pedagogy from South Africa and the USA that do position children as linguistically resourceful, and expose the injustices of language and power to children (Chap 7). My hope is that the book will have some impact on shifting the deficit positioning of children from non-dominant backgrounds on account of their language resources.","publication_date":{"day":15,"month":7,"year":2016,"errors":{}}},"translated_abstract":"This book grapples with the disturbing question: How is it possible that the most valuable resource a child brings to formal schooling, language, can be consistently recast as a problem? The purpose of this book is to expose, and deepen our understanding of, the way in which beliefs about language profoundly influence children’s access to quality education around the world. The notion of what language is, and the relationship between language, society and diversity, has undergone paradigm shifts in the language disciplines such as Sociolinguistics, Linguistic Anthropology and Applied Linguistics. However I argue that these shifts have made little impact on policy, curricula and classroom practice in language and literacy education. My aim is to highlight the implications of these paradigm shifts for language and literacy education. In order to do this, I draw on fields of inquiry that are related but often not brought together within the same study: Bilingualism, TESOL, Multiculturalism, Sociolinguistics, Language policy studies, Applied linguistics and Linguistic Anthropology. I begin the book by reviewing current understandings of language as a social practice and of diverse language practices. The purpose of the first three chapters is to make a wide and complex literature on language ideologies, language in use, and language policy accessible to a broader audience. I also make explicit the implications of this literature for language and literacy education. In Chapter 3 I explore the connections between the deficit positioning of African American and Spanish/English bilingual children in USA schooling with the positioning of Black children in South African schools. In Chapters 4 and 5 I show how mastery of English, and in some cases particular uses of English aligned with White middle class speakers, is continually privileged as the goal of schooling. I introduce the idea of Anglonormativity to explain the common expectation that all children should be proficient in English, and are viewed as deviant or deficient if they are not. Chapters 6 and 7 aim to inspire hope through an analysis of young people’s creative language practices even in contexts where English monolingualism is enforced (Chap 6) and by showcasing innovative examples of language and literacy pedagogy from South Africa and the USA that do position children as linguistically resourceful, and expose the injustices of language and power to children (Chap 7). My hope is that the book will have some impact on shifting the deficit positioning of children from non-dominant backgrounds on account of their language resources.","internal_url":"https://www.academia.edu/108166229/Language_and_Power_in_Post_Colonial_Schooling_Ideologies_in_Practice","translated_internal_url":"","created_at":"2023-10-15T07:05:25.133-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2302708,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Language_and_Power_in_Post_Colonial_Schooling_Ideologies_in_Practice","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":2302708,"first_name":"Carolyn","middle_initials":null,"last_name":"McKinney","page_name":"CarolynMcKinney","domain_name":"uct","created_at":"2012-08-13T16:25:42.596-07:00","display_name":"Carolyn McKinney","url":"https://uct.academia.edu/CarolynMcKinney"},"attachments":[],"research_interests":[{"id":5780,"name":"Ideology","url":"https://www.academia.edu/Documents/in/Ideology"},{"id":6556,"name":"Colonialism","url":"https://www.academia.edu/Documents/in/Colonialism"},{"id":36467,"name":"Language Ideologies","url":"https://www.academia.edu/Documents/in/Language_Ideologies"}],"urls":[{"id":34728257,"url":"https://www.amazon.com/Language-Power-Post-Colonial-Schooling-Ideologies/dp/1138844063"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="690947" id="papers"><div class="js-work-strip profile--work_container" data-work-id="124809725"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124809725/_Trans_languaging_for_learning_a_perspective_from_the_South"><img alt="Research paper thumbnail of (Trans)languaging-for-learning: a perspective from the South" class="work-thumbnail" src="https://attachments.academia-assets.com/118966560/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124809725/_Trans_languaging_for_learning_a_perspective_from_the_South">(Trans)languaging-for-learning: a perspective from the South</a></div><div class="wp-workCard_item"><span>Reading & Writing -Journal of the Literacy Association of South Africa</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Method: We will review early conceptualisations of translanguaging, showing how these are born ou...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Method: We will review early conceptualisations of translanguaging, showing how these are born out of different contexts as well as how translanguaging is taken up in South African research. We will draw on three examples of fixed and fluid pedagogical translanguaging to show what is possible within a South African classroom context. Results: The three examples show that (trans)languaging-for-learning goes beyond communicating bilingually in a classroom and involves planned meaning negotiation. Conclusion: In (trans)languaging-for-learning, the emphasis is on using one's full linguistic and semiotic repertoire in order to develop and show understanding of learning, rather than to demonstrate mastery of the use of standard named languages. Contribution: The article expands translanguaging theory by theorising (trans)languagingfor-learning from a Southern perspective.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0970ab846c19f2fed1761b6837d1f8e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118966560,"asset_id":124809725,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118966560/download_file?st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124809725"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124809725"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124809725; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124809725]").text(description); $(".js-view-count[data-work-id=124809725]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124809725; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124809725']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124809725, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0970ab846c19f2fed1761b6837d1f8e6" } } $('.js-work-strip[data-work-id=124809725]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124809725,"title":"(Trans)languaging-for-learning: a perspective from the South","translated_title":"","metadata":{"doi":"10.4102/ rw.v15i1.508","abstract":"Method: We will review early conceptualisations of translanguaging, showing how these are born out of different contexts as well as how translanguaging is taken up in South African research. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108166239"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108166239/Language_Policy_for_Equity_in_University_STEM_Education_in_Postcolonial_Contexts_Conceptual_Tools_for_Policy_Analysis_and_Development"><img alt="Research paper thumbnail of Language Policy for Equity in University STEM Education in Postcolonial Contexts: Conceptual Tools for Policy Analysis and Development" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108166239/Language_Policy_for_Equity_in_University_STEM_Education_in_Postcolonial_Contexts_Conceptual_Tools_for_Policy_Analysis_and_Development">Language Policy for Equity in University STEM Education in Postcolonial Contexts: Conceptual Tools for Policy Analysis and Development</a></div><div class="wp-workCard_item"><span>Multilingual education yearbook</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter is concerned with university language policy for equity in STEM education in postcol...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter is concerned with university language policy for equity in STEM education in postcolonial contexts with diverse language landscapes. This focus is necessary, given how language acts to enable or challenge inequity in particular historical and geo-political relations, and the need for research on university language policy, specifically for STEM education, to complement research on practice. We propose conceptual tools for analysing and developing policy. We view language and STEM as historical, social and political practices and, following Hilary Janks and Rochelle Gutiérrez, equity as having two dominant meanings (access, achievement), and three critical meanings (power, diversity, design). We illustrate the potential use of these tools in a critical discourse analysis of the language policy of a South African university. This analysis shows a policy focus on access to and achievement in dominant STEM knowledge in ‘English’, with some attention to diversity and power in representations of language for STEM and the language-user. We end with five recommendations for future policy development. We position this chapter as an example of language policy analysis that responds to the specificity of context, but which potentially makes a theoretical contribution beyond the context in a way that does not universalise.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108166239"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108166239"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108166239; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108166239]").text(description); $(".js-view-count[data-work-id=108166239]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108166239; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108166239']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108166239, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=108166239]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108166239,"title":"Language Policy for Equity in University STEM Education in Postcolonial Contexts: Conceptual Tools for Policy Analysis and Development","translated_title":"","metadata":{"abstract":"This chapter is concerned with university language policy for equity in STEM education in postcolonial contexts with diverse language landscapes. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108166238"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/108166238/South_African_Perspectives_on_Second_Language_Writing_Pedagogy"><img alt="Research paper thumbnail of South African Perspectives on Second Language Writing Pedagogy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/108166238/South_African_Perspectives_on_Second_Language_Writing_Pedagogy">South African Perspectives on Second Language Writing Pedagogy</a></div><div class="wp-workCard_item"><span>The TESOL Encyclopedia of English Language Teaching</span><span>, Jan 18, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108166238"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108166238"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108166238; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108166235"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108166235/Languaging_for_learning_Legitimising_translanguaging_and_enabling_multimodal_practices_in_third_spaces"><img alt="Research paper thumbnail of Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces" class="work-thumbnail" src="https://attachments.academia-assets.com/106621462/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108166235/Languaging_for_learning_Legitimising_translanguaging_and_enabling_multimodal_practices_in_third_spaces">Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces</a></div><div class="wp-workCard_item"><span>Southern African Linguistics and Applied Language Studies</span><span>, Sep 30, 2016</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f1b40626cd8a79f54c76b1646938d542" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106621462,"asset_id":108166235,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106621462/download_file?st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108166235"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108166235"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108166235; 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In this paper we argue that monolingual ideologies have negative consequences for the positioning of South African learners as well as for their participation in the curriculum. We focus on how learner capacities are enabled when a heteroglossic and multimodal orientation to language practices and meaning-making is taken up. We explore processes of languaging-for-learning in two established third spaces-the first, an after-school literacy club for Grades 3-6 learners in Khayelitsha, Cape Town, and the second, a mathematics holiday programme for Grade 11 students in the rural Eastern Cape. We argue that our cases show how it is possible to bridge the gap between heteroglossic conceptions of language and languaging in applied linguistics, and what is conceived as legitimate language practices in the classroom. We conclude that the translanguaging and multimodal strategies in the two cases offer new pedagogical strategies for meaning-making that challenge the dominant monolingual orientation to children's languaging in many classrooms. Heteroglossia: From autonomous languages and code-switching to linguistic repertoires Accepting that named languages as stable, boundaried phenomena are social constructs, the products of language ideologies, a number of researchers working in different, mostly urban, geographical locations have proposed heteroglossic approaches to understanding and describing language and languaging practices. Following Bakhtin (1981), heteroglossia can be defined as the complex, simultaneous use of a diverse range of registers, voices, named languages or codes in our daily lives. Heteroglossia also draws attention to the potential tension between different kinds of registers and voices (Ivanov 2000; see also Bailey 2007). As Ivanov (2000: 100) has argued, 'heteroglossia is opposed to monoglossia (the dominance of one language)…and to polyglossia (the [monolingual] coexistence of two languages'. This emphasises the ways in which different resources are not necessarily equally valued or distributed, i.e. the stratification of linguistic resources that a number of scholars have drawn our attention to (","publication_date":{"day":30,"month":9,"year":2016,"errors":{}},"publication_name":"Southern African Linguistics and Applied Language Studies","grobid_abstract_attachment_id":106621462},"translated_abstract":null,"internal_url":"https://www.academia.edu/108166235/Languaging_for_learning_Legitimising_translanguaging_and_enabling_multimodal_practices_in_third_spaces","translated_internal_url":"","created_at":"2023-10-15T07:05:26.330-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2302708,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":106621462,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106621462/thumbnails/1.jpg","file_name":"Guzula-McKinney-Tyler-2016-Proof.pdf","download_url":"https://www.academia.edu/attachments/106621462/download_file?st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Languaging_for_learning_Legitimising_tra.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106621462/Guzula-McKinney-Tyler-2016-Proof-libre.pdf?1697378797=\u0026response-content-disposition=attachment%3B+filename%3DLanguaging_for_learning_Legitimising_tra.pdf\u0026Expires=1732460076\u0026Signature=Mgfx5YGq1mrgjJ3d-u65GRS3VlXH26R8gwXz-sXubj44flbq5doweEgXLrzIYq8ncGjUBPVCbJQsJY2DGd~xyJ47VX8de7NROrdx3cV5A-UtrL2r5TMru~hgS9-bN5ZhaXdBOLbf0sNgsF7S72HC7xLyIBXhVhMv88vX7Han3S567L3lSQTBab-ce4RBd-IuGfvoTbgO0f0pk8ElZDfygjNK9br-7IVcg9VEMBLBPaeV5DoZEZVyo0LZJhT6DTwAqnPKrgLAmig3VFTy~TAN1CAqYo5hZJWBaV7XKOltLbDx1FzdRS4YA0~J08AMNedmrWEn4yDg62pcZjHg0V~wVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Languaging_for_learning_Legitimising_translanguaging_and_enabling_multimodal_practices_in_third_spaces","translated_slug":"","page_count":16,"language":"en","content_type":"Work","owner":{"id":2302708,"first_name":"Carolyn","middle_initials":null,"last_name":"McKinney","page_name":"CarolynMcKinney","domain_name":"uct","created_at":"2012-08-13T16:25:42.596-07:00","display_name":"Carolyn McKinney","url":"https://uct.academia.edu/CarolynMcKinney"},"attachments":[{"id":106621462,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106621462/thumbnails/1.jpg","file_name":"Guzula-McKinney-Tyler-2016-Proof.pdf","download_url":"https://www.academia.edu/attachments/106621462/download_file?st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Languaging_for_learning_Legitimising_tra.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106621462/Guzula-McKinney-Tyler-2016-Proof-libre.pdf?1697378797=\u0026response-content-disposition=attachment%3B+filename%3DLanguaging_for_learning_Legitimising_tra.pdf\u0026Expires=1732460076\u0026Signature=Mgfx5YGq1mrgjJ3d-u65GRS3VlXH26R8gwXz-sXubj44flbq5doweEgXLrzIYq8ncGjUBPVCbJQsJY2DGd~xyJ47VX8de7NROrdx3cV5A-UtrL2r5TMru~hgS9-bN5ZhaXdBOLbf0sNgsF7S72HC7xLyIBXhVhMv88vX7Han3S567L3lSQTBab-ce4RBd-IuGfvoTbgO0f0pk8ElZDfygjNK9br-7IVcg9VEMBLBPaeV5DoZEZVyo0LZJhT6DTwAqnPKrgLAmig3VFTy~TAN1CAqYo5hZJWBaV7XKOltLbDx1FzdRS4YA0~J08AMNedmrWEn4yDg62pcZjHg0V~wVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics"},{"id":2313,"name":"Multi- \u0026 Bilingualism \u0026 Biliteracy","url":"https://www.academia.edu/Documents/in/Multi-_and_Bilingualism_and_Biliteracy"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":341584,"name":"Moment Analysis and Translanguaging Space","url":"https://www.academia.edu/Documents/in/Moment_Analysis_and_Translanguaging_Space"},{"id":973080,"name":"Translanguaging","url":"https://www.academia.edu/Documents/in/Translanguaging"}],"urls":[{"id":34728263,"url":"https://doi.org/10.2989/16073614.2016.1250360"}]}, dispatcherData: dispatcherData }); 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and English in South African desegregated schools</a></div><div class="wp-workCard_item"><span>English Academy Review</span><span>, Oct 1, 2007</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9eb257420c284c7a03fe7a3d04e86dce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106717910,"asset_id":108166231,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106717910/download_file?st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjQ3Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108166231"><a class="js-profile-work-strip-edit-button" 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108166229"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108166229/Language_and_Power_in_Post_Colonial_Schooling_Ideologies_in_Practice"><img alt="Research paper thumbnail of Language and Power in Post-Colonial Schooling: Ideologies in Practice" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108166229/Language_and_Power_in_Post_Colonial_Schooling_Ideologies_in_Practice">Language and Power in Post-Colonial Schooling: Ideologies in Practice</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book grapples with the disturbing question: How is it possible that the most valuable resour...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This book grapples with the disturbing question: How is it possible that the most valuable resource a child brings to formal schooling, language, can be consistently recast as a problem? The purpose of this book is to expose, and deepen our understanding of, the way in which beliefs about language profoundly influence children’s access to quality education around the world. The notion of what language is, and the relationship between language, society and diversity, has undergone paradigm shifts in the language disciplines such as Sociolinguistics, Linguistic Anthropology and Applied Linguistics. However I argue that these shifts have made little impact on policy, curricula and classroom practice in language and literacy education. My aim is to highlight the implications of these paradigm shifts for language and literacy education. In order to do this, I draw on fields of inquiry that are related but often not brought together within the same study: Bilingualism, TESOL, Multiculturalism, Sociolinguistics, Language policy studies, Applied linguistics and Linguistic Anthropology. I begin the book by reviewing current understandings of language as a social practice and of diverse language practices. The purpose of the first three chapters is to make a wide and complex literature on language ideologies, language in use, and language policy accessible to a broader audience. I also make explicit the implications of this literature for language and literacy education. In Chapter 3 I explore the connections between the deficit positioning of African American and Spanish/English bilingual children in USA schooling with the positioning of Black children in South African schools. In Chapters 4 and 5 I show how mastery of English, and in some cases particular uses of English aligned with White middle class speakers, is continually privileged as the goal of schooling. I introduce the idea of Anglonormativity to explain the common expectation that all children should be proficient in English, and are viewed as deviant or deficient if they are not. Chapters 6 and 7 aim to inspire hope through an analysis of young people’s creative language practices even in contexts where English monolingualism is enforced (Chap 6) and by showcasing innovative examples of language and literacy pedagogy from South Africa and the USA that do position children as linguistically resourceful, and expose the injustices of language and power to children (Chap 7). My hope is that the book will have some impact on shifting the deficit positioning of children from non-dominant backgrounds on account of their language resources.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108166229"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108166229"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108166229; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108166229]").text(description); $(".js-view-count[data-work-id=108166229]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108166229; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108166229']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108166229, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=108166229]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108166229,"title":"Language and Power in Post-Colonial Schooling: Ideologies in Practice","translated_title":"","metadata":{"abstract":"This book grapples with the disturbing question: How is it possible that the most valuable resource a child brings to formal schooling, language, can be consistently recast as a problem? The purpose of this book is to expose, and deepen our understanding of, the way in which beliefs about language profoundly influence children’s access to quality education around the world. The notion of what language is, and the relationship between language, society and diversity, has undergone paradigm shifts in the language disciplines such as Sociolinguistics, Linguistic Anthropology and Applied Linguistics. However I argue that these shifts have made little impact on policy, curricula and classroom practice in language and literacy education. My aim is to highlight the implications of these paradigm shifts for language and literacy education. In order to do this, I draw on fields of inquiry that are related but often not brought together within the same study: Bilingualism, TESOL, Multiculturalism, Sociolinguistics, Language policy studies, Applied linguistics and Linguistic Anthropology. I begin the book by reviewing current understandings of language as a social practice and of diverse language practices. The purpose of the first three chapters is to make a wide and complex literature on language ideologies, language in use, and language policy accessible to a broader audience. I also make explicit the implications of this literature for language and literacy education. In Chapter 3 I explore the connections between the deficit positioning of African American and Spanish/English bilingual children in USA schooling with the positioning of Black children in South African schools. In Chapters 4 and 5 I show how mastery of English, and in some cases particular uses of English aligned with White middle class speakers, is continually privileged as the goal of schooling. I introduce the idea of Anglonormativity to explain the common expectation that all children should be proficient in English, and are viewed as deviant or deficient if they are not. Chapters 6 and 7 aim to inspire hope through an analysis of young people’s creative language practices even in contexts where English monolingualism is enforced (Chap 6) and by showcasing innovative examples of language and literacy pedagogy from South Africa and the USA that do position children as linguistically resourceful, and expose the injustices of language and power to children (Chap 7). My hope is that the book will have some impact on shifting the deficit positioning of children from non-dominant backgrounds on account of their language resources.","publication_date":{"day":15,"month":7,"year":2016,"errors":{}}},"translated_abstract":"This book grapples with the disturbing question: How is it possible that the most valuable resource a child brings to formal schooling, language, can be consistently recast as a problem? The purpose of this book is to expose, and deepen our understanding of, the way in which beliefs about language profoundly influence children’s access to quality education around the world. The notion of what language is, and the relationship between language, society and diversity, has undergone paradigm shifts in the language disciplines such as Sociolinguistics, Linguistic Anthropology and Applied Linguistics. However I argue that these shifts have made little impact on policy, curricula and classroom practice in language and literacy education. My aim is to highlight the implications of these paradigm shifts for language and literacy education. In order to do this, I draw on fields of inquiry that are related but often not brought together within the same study: Bilingualism, TESOL, Multiculturalism, Sociolinguistics, Language policy studies, Applied linguistics and Linguistic Anthropology. I begin the book by reviewing current understandings of language as a social practice and of diverse language practices. The purpose of the first three chapters is to make a wide and complex literature on language ideologies, language in use, and language policy accessible to a broader audience. I also make explicit the implications of this literature for language and literacy education. In Chapter 3 I explore the connections between the deficit positioning of African American and Spanish/English bilingual children in USA schooling with the positioning of Black children in South African schools. In Chapters 4 and 5 I show how mastery of English, and in some cases particular uses of English aligned with White middle class speakers, is continually privileged as the goal of schooling. I introduce the idea of Anglonormativity to explain the common expectation that all children should be proficient in English, and are viewed as deviant or deficient if they are not. Chapters 6 and 7 aim to inspire hope through an analysis of young people’s creative language practices even in contexts where English monolingualism is enforced (Chap 6) and by showcasing innovative examples of language and literacy pedagogy from South Africa and the USA that do position children as linguistically resourceful, and expose the injustices of language and power to children (Chap 7). My hope is that the book will have some impact on shifting the deficit positioning of children from non-dominant backgrounds on account of their language resources.","internal_url":"https://www.academia.edu/108166229/Language_and_Power_in_Post_Colonial_Schooling_Ideologies_in_Practice","translated_internal_url":"","created_at":"2023-10-15T07:05:25.133-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2302708,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Language_and_Power_in_Post_Colonial_Schooling_Ideologies_in_Practice","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":2302708,"first_name":"Carolyn","middle_initials":null,"last_name":"McKinney","page_name":"CarolynMcKinney","domain_name":"uct","created_at":"2012-08-13T16:25:42.596-07:00","display_name":"Carolyn McKinney","url":"https://uct.academia.edu/CarolynMcKinney"},"attachments":[],"research_interests":[{"id":5780,"name":"Ideology","url":"https://www.academia.edu/Documents/in/Ideology"},{"id":6556,"name":"Colonialism","url":"https://www.academia.edu/Documents/in/Colonialism"},{"id":36467,"name":"Language Ideologies","url":"https://www.academia.edu/Documents/in/Language_Ideologies"}],"urls":[{"id":34728257,"url":"https://www.amazon.com/Language-Power-Post-Colonial-Schooling-Ideologies/dp/1138844063"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="6848647" id="books"><div class="js-work-strip profile--work_container" data-work-id="108092582"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108092582/Introduction_Critical_and_decolonial_approaches_to_multilingualism_in_global_perspective"><img alt="Research paper thumbnail of Introduction: Critical and decolonial approaches to multilingualism in global perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/106569381/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108092582/Introduction_Critical_and_decolonial_approaches_to_multilingualism_in_global_perspective">Introduction: Critical and decolonial approaches to multilingualism in global perspective</a></div><div class="wp-workCard_item"><span>THE ROUTLEDGE HANDBOOK OF MULTILINGUALISM</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Routledge Handbook of Multilingualism provides a comprehensive survey of the field of multili...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Routledge Handbook of Multilingualism provides a comprehensive survey of the field of multilingualism for a global readership and an overview of the research which situates multilingualism in its social, cultural and political context. This fully revised edition not only updates several of the original chapters but introduces many new ones that enrich contemporary debates in the burgeoning field of multilingualism. With a decolonial perspective and including leading new and established contributors from different regions of the globe, the handbook offers a critical overview of the interdisciplinary field of multilingualism, providing a range of central themes, key debates and research sites for a global readership. Chapters address the profound epistemological and ontological challenges and shifts produced since the first edition in 2012. The handbook includes an introduction, five parts with 28 chapters and an afterword. The chapters are structured around sub-themes, such as Coloniality and Multilingualism, Concepts and Theories in Multilingualism, and Multilingualism and Education. This groundbreaking text is a crucial resource for researchers, scholars and postgraduate students interested in multilingualism from areas such as sociolinguistics, applied linguistics, anthropology and education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="711f239e048ed4878668a15dfa0de896" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106569381,"asset_id":108092582,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106569381/download_file?st=MTczMjQ1NjQ3Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108092582"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108092582"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108092582; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108092582]").text(description); $(".js-view-count[data-work-id=108092582]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108092582; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108092582']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108092582, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "711f239e048ed4878668a15dfa0de896" } } $('.js-work-strip[data-work-id=108092582]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108092582,"title":"Introduction: Critical and decolonial approaches to multilingualism in global perspective","translated_title":"","metadata":{"abstract":"The Routledge Handbook of Multilingualism provides a comprehensive survey of the field of multilingualism for a global readership and an overview of the research which situates multilingualism in its social, cultural and political context. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="59831650"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/59831650/Language_policy_for_equity_in_university_STEM_education_in_postcolonial_contexts_Conceptual_tools_for_policy_analysis_and_development"><img alt="Research paper thumbnail of Language policy for equity in university STEM education in postcolonial contexts: Conceptual tools for policy analysis and development" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/59831650/Language_policy_for_equity_in_university_STEM_education_in_postcolonial_contexts_Conceptual_tools_for_policy_analysis_and_development">Language policy for equity in university STEM education in postcolonial contexts: Conceptual tools for policy analysis and development</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uct.academia.edu/CarolynMcKinney">Carolyn McKinney</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uct.academia.edu/KateLeRoux">Kate Le Roux</a></span></div><div class="wp-workCard_item"><span>Multilingual Education Yearbook 2021: Policy and Practice in STEM Multilingual Contexts </span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter is concerned with university language policy for equity in STEM education in postcol...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter is concerned with university language policy for equity in STEM education in postcolonial contexts with diverse language  landscapes. This focus is necessary, given how language acts to enable or challenge inequity in particular historical and geo-political relations, and the need for research on university language policy, specifically for STEM education, to complement research on practice. We propose conceptual tools for analysing and developing policy. We view language and STEM as historical, social and political practices and, following Hilary Janks and Rochelle Gutiérrez, equity as having two dominant meanings (access, achievement), and three critical meanings (power, diversity, design). We illustrate the potential use of these tools in a critical discourse analysis of the language policy of a South African university. This analysis shows a policy focus on access to and  achievement in dominant STEM knowledge in ‘English’, with some attention to diversity and power in representations of language for STEM and the language-user. We end with five recommendations for future policy development. We position this chapter as an example of language policy analysis that responds to the specificity of context,<br />but which potentially makes a theoretical contribution beyond the context in a way that does not universalise.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="59831650"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="59831650"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 59831650; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=59831650]").text(description); $(".js-view-count[data-work-id=59831650]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 59831650; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='59831650']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 59831650, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=59831650]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":59831650,"title":"Language policy for equity in university STEM education in postcolonial contexts: Conceptual tools for policy analysis and development","translated_title":"","metadata":{"doi":"10.1007/978-3-030-72009-4_11","abstract":"This chapter is concerned with university language policy for equity in STEM education in postcolonial contexts with diverse language landscapes. This focus is necessary, given how language acts to enable or challenge inequity in particular historical and geo-political relations, and the need for research on university language policy, specifically for STEM education, to complement research on practice. We propose conceptual tools for analysing and developing policy. We view language and STEM as historical, social and political practices and, following Hilary Janks and Rochelle Gutiérrez, equity as having two dominant meanings (access, achievement), and three critical meanings (power, diversity, design). We illustrate the potential use of these tools in a critical discourse analysis of the language policy of a South African university. This analysis shows a policy focus on access to and achievement in dominant STEM knowledge in ‘English’, with some attention to diversity and power in representations of language for STEM and the language-user. We end with five recommendations for future policy development. We position this chapter as an example of language policy analysis that responds to the specificity of context,\nbut which potentially makes a theoretical contribution beyond the context in a way that does not universalise.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Multilingual Education Yearbook 2021: Policy and Practice in STEM Multilingual Contexts "},"translated_abstract":"This chapter is concerned with university language policy for equity in STEM education in postcolonial contexts with diverse language landscapes. This focus is necessary, given how language acts to enable or challenge inequity in particular historical and geo-political relations, and the need for research on university language policy, specifically for STEM education, to complement research on practice. We propose conceptual tools for analysing and developing policy. We view language and STEM as historical, social and political practices and, following Hilary Janks and Rochelle Gutiérrez, equity as having two dominant meanings (access, achievement), and three critical meanings (power, diversity, design). We illustrate the potential use of these tools in a critical discourse analysis of the language policy of a South African university. This analysis shows a policy focus on access to and achievement in dominant STEM knowledge in ‘English’, with some attention to diversity and power in representations of language for STEM and the language-user. We end with five recommendations for future policy development. We position this chapter as an example of language policy analysis that responds to the specificity of context,\nbut which potentially makes a theoretical contribution beyond the context in a way that does not universalise.","internal_url":"https://www.academia.edu/59831650/Language_policy_for_equity_in_university_STEM_education_in_postcolonial_contexts_Conceptual_tools_for_policy_analysis_and_development","translated_internal_url":"","created_at":"2021-10-24T11:19:00.181-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8797053,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":37031095,"work_id":59831650,"tagging_user_id":8797053,"tagged_user_id":2302708,"co_author_invite_id":null,"email":"c***y@gmail.com","affiliation":"University of Cape Town","display_order":0,"name":"Carolyn McKinney","title":"Language policy for equity in university STEM education in postcolonial contexts: Conceptual tools for policy analysis and development"},{"id":37031096,"work_id":59831650,"tagging_user_id":8797053,"tagged_user_id":324106086,"co_author_invite_id":6826173,"email":"a***i@uct.ac.za","display_order":4194304,"name":"Abongwe Bangeni","title":"Language policy for equity in university STEM education in postcolonial contexts: Conceptual tools for policy analysis and development"}],"downloadable_attachments":[],"slug":"Language_policy_for_equity_in_university_STEM_education_in_postcolonial_contexts_Conceptual_tools_for_policy_analysis_and_development","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":8797053,"first_name":"Kate","middle_initials":null,"last_name":"Le Roux","page_name":"KateLeRoux","domain_name":"uct","created_at":"2014-02-02T15:01:36.025-08:00","display_name":"Kate Le Roux","url":"https://uct.academia.edu/KateLeRoux"},"attachments":[],"research_interests":[{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":27991,"name":"Equity","url":"https://www.academia.edu/Documents/in/Equity"},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy"},{"id":1125509,"name":"Postcolonialism","url":"https://www.academia.edu/Documents/in/Postcolonialism"}],"urls":[{"id":13642898,"url":"http://dx.doi.org/10.1007/978-3-030-72009-4_11"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32485350"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32485350/Language_and_Power_in_Post_Colonial_Schooling_Ideologies_in_Practice"><img alt="Research paper thumbnail of Language and Power in Post-Colonial Schooling: Ideologies in Practice" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32485350/Language_and_Power_in_Post_Colonial_Schooling_Ideologies_in_Practice">Language and Power in Post-Colonial Schooling: Ideologies in Practice</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book grapples with the disturbing question: How is it possible that the most valuable resou...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This book grapples with the disturbing question:<br /><br />How is it possible that the most valuable resource a child brings to formal schooling, language, can be consistently recast as a problem?<br /><br />The purpose of this book is to expose, and deepen our understanding of, the way in which beliefs about language profoundly influence children’s access to quality education around the world. The notion of what language is, and the relationship between language, society and diversity, has undergone paradigm shifts in the language disciplines such as Sociolinguistics, Linguistic Anthropology and Applied Linguistics.  However I argue that these shifts have made little impact on policy, curricula and classroom practice in language and literacy education.  My aim is to highlight the implications of these paradigm shifts for language and literacy education.  In order to do this, I draw on fields of inquiry that are related but often not brought together within the same study: Bilingualism, TESOL, Multiculturalism, Sociolinguistics, Language policy studies, Applied linguistics and Linguistic Anthropology.  I begin the book by reviewing current understandings of language as a social practice and of diverse language practices.  The purpose of the first three chapters is to make a wide and complex literature on language ideologies, language in use, and language policy accessible to a broader audience.  I also make explicit the implications of this literature for language and literacy education. In Chapter 3 I explore the connections between the deficit positioning of African American and Spanish/English bilingual children in USA schooling with the positioning of Black children in South African schools.<br /><br />In Chapters 4 and 5 I show how mastery of English, and in some cases particular uses of English aligned with White middle class speakers, is continually privileged as the goal of schooling. I introduce the idea of Anglonormativity to explain the common expectation that all children should be proficient in English, and are viewed as deviant or deficient if they are not. Chapters 6 and 7 aim to inspire hope through an analysis of young people’s creative language practices even in contexts where English monolingualism is enforced (Chap 6) and by showcasing innovative examples of language and literacy pedagogy from South Africa and the USA that do position children as linguistically resourceful, and expose the injustices of language and power to children (Chap 7). My hope is that the book will have some impact on shifting the deficit positioning of children from non-dominant backgrounds on account of their language resources.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32485350"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32485350"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32485350; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32485350]").text(description); $(".js-view-count[data-work-id=32485350]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32485350; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32485350']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32485350, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=32485350]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32485350,"title":"Language and Power in Post-Colonial Schooling: Ideologies in Practice","translated_title":"","metadata":{"abstract":"This book grapples with the disturbing question:\n\nHow is it possible that the most valuable resource a child brings to formal schooling, language, can be consistently recast as a problem?\n\nThe purpose of this book is to expose, and deepen our understanding of, the way in which beliefs about language profoundly influence children’s access to quality education around the world. The notion of what language is, and the relationship between language, society and diversity, has undergone paradigm shifts in the language disciplines such as Sociolinguistics, Linguistic Anthropology and Applied Linguistics. However I argue that these shifts have made little impact on policy, curricula and classroom practice in language and literacy education. My aim is to highlight the implications of these paradigm shifts for language and literacy education. In order to do this, I draw on fields of inquiry that are related but often not brought together within the same study: Bilingualism, TESOL, Multiculturalism, Sociolinguistics, Language policy studies, Applied linguistics and Linguistic Anthropology. I begin the book by reviewing current understandings of language as a social practice and of diverse language practices. The purpose of the first three chapters is to make a wide and complex literature on language ideologies, language in use, and language policy accessible to a broader audience. I also make explicit the implications of this literature for language and literacy education. In Chapter 3 I explore the connections between the deficit positioning of African American and Spanish/English bilingual children in USA schooling with the positioning of Black children in South African schools.\n\nIn Chapters 4 and 5 I show how mastery of English, and in some cases particular uses of English aligned with White middle class speakers, is continually privileged as the goal of schooling. I introduce the idea of Anglonormativity to explain the common expectation that all children should be proficient in English, and are viewed as deviant or deficient if they are not. Chapters 6 and 7 aim to inspire hope through an analysis of young people’s creative language practices even in contexts where English monolingualism is enforced (Chap 6) and by showcasing innovative examples of language and literacy pedagogy from South Africa and the USA that do position children as linguistically resourceful, and expose the injustices of language and power to children (Chap 7). My hope is that the book will have some impact on shifting the deficit positioning of children from non-dominant backgrounds on account of their language resources.\n"},"translated_abstract":"This book grapples with the disturbing question:\n\nHow is it possible that the most valuable resource a child brings to formal schooling, language, can be consistently recast as a problem?\n\nThe purpose of this book is to expose, and deepen our understanding of, the way in which beliefs about language profoundly influence children’s access to quality education around the world. The notion of what language is, and the relationship between language, society and diversity, has undergone paradigm shifts in the language disciplines such as Sociolinguistics, Linguistic Anthropology and Applied Linguistics. However I argue that these shifts have made little impact on policy, curricula and classroom practice in language and literacy education. My aim is to highlight the implications of these paradigm shifts for language and literacy education. In order to do this, I draw on fields of inquiry that are related but often not brought together within the same study: Bilingualism, TESOL, Multiculturalism, Sociolinguistics, Language policy studies, Applied linguistics and Linguistic Anthropology. I begin the book by reviewing current understandings of language as a social practice and of diverse language practices. The purpose of the first three chapters is to make a wide and complex literature on language ideologies, language in use, and language policy accessible to a broader audience. I also make explicit the implications of this literature for language and literacy education. In Chapter 3 I explore the connections between the deficit positioning of African American and Spanish/English bilingual children in USA schooling with the positioning of Black children in South African schools.\n\nIn Chapters 4 and 5 I show how mastery of English, and in some cases particular uses of English aligned with White middle class speakers, is continually privileged as the goal of schooling. I introduce the idea of Anglonormativity to explain the common expectation that all children should be proficient in English, and are viewed as deviant or deficient if they are not. Chapters 6 and 7 aim to inspire hope through an analysis of young people’s creative language practices even in contexts where English monolingualism is enforced (Chap 6) and by showcasing innovative examples of language and literacy pedagogy from South Africa and the USA that do position children as linguistically resourceful, and expose the injustices of language and power to children (Chap 7). My hope is that the book will have some impact on shifting the deficit positioning of children from non-dominant backgrounds on account of their language resources.\n","internal_url":"https://www.academia.edu/32485350/Language_and_Power_in_Post_Colonial_Schooling_Ideologies_in_Practice","translated_internal_url":"","created_at":"2017-04-18T12:09:12.371-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2302708,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Language_and_Power_in_Post_Colonial_Schooling_Ideologies_in_Practice","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":2302708,"first_name":"Carolyn","middle_initials":null,"last_name":"McKinney","page_name":"CarolynMcKinney","domain_name":"uct","created_at":"2012-08-13T16:25:42.596-07:00","display_name":"Carolyn McKinney","url":"https://uct.academia.edu/CarolynMcKinney"},"attachments":[],"research_interests":[{"id":36467,"name":"Language Ideologies","url":"https://www.academia.edu/Documents/in/Language_Ideologies"}],"urls":[{"id":8073052,"url":"https://www.routledge.com/Language-and-Power-in-Post-Colonial-Schooling-Ideologies-in-Practice/McKinney/p/book/9781138844070"}]}, dispatcherData: dispatcherData }); 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