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This publication sets out to give content to the debate about multilingual education by providing both a conceptual framework and example of successful practice in bi/multilingual classrooms. Based on the firm belief in the maintenance and development of first-language medium of instruction throughout schooling, and on the need to learn at least a second language, the book argues strongly in favour of a policy of additive bi/multilingualism for formal schooling.
This book is a must-read for every language teaching professional and researcher working in a multilingual context. Multilingualism and Education in Africa: The State of the State of the Art is an up-to-date exploration and wide-ranging review of the symbiotic relationship between multilingualism and education in Africa. The African continent is rich in languages. Most of her inhabitants are multilingual and many of the nations have embraced multilingual education. This book examines multilingualism in education from three broad perspectives: multilingualism and language in education policy in Africa; multilingualism as an educational resource in Africa; and attitudes and challenges of multilingualism and education in Africa. The book’s nineteen chapters discuss these three perspectives from East, West, Central and South Africa. All the contributors are leading authorities in multilingualism and education. The chapters combine a wide range of viewpoints based on theoretical, empirical and personal experiences. The reader is left with a deeper understanding of the unique features of multilingualism and education in Africa that have seldom been addressed by those who experience them first-hand. The book demonstrates successful practices in multilingualism and education; showing how African nations have determined what works for them without ignoring challenges such as policies on paper, attitudes towards African languages and limited resources. The benefits of multilingual education override the challenges. The book’s extensive coverage makes it an important resource for scholars and policy makers in the field of multilingualism and education. Overall, this book represents an important contribution to an important subject in education globally. The editors have provided an introductory overview to the book and commentaries on the three sections.
Whose voices are taken into account in language policy and planning and whose have been ignored or more actively silenced? This is the central question addressed in this book. What are the political and social factors that have helped to create these historical exclusions, in terms of endangerment and loss of traditional languages? What are the global influences on the local landscape of languages and linguistic rights? What are the implications for cultural heritage and identity? In analyzing these questions and reporting on research in an array of countries, the chapter authors also suggest ways forward toward designing more inclusive policies and practices in educational contexts, whether in the context of obligatory schooling or in less formal educational contexts. UNESCO estimates that at least 43% of the estimated 6000 languages spoken in the world are endangered. Such statistics remind us that the linguistic diversity that characterizes the human condition is a fragile thing, and that certain languages need to be cultivated if they are to survive into the 21st century and beyond. The chapters in this volume originated as presentations at the XV World Congress of Comparative Education Societies (Buenos Aires, Argentina, 2013). They represent several global regions, namely Africa, Asia, Europe, and North America. They provide analyses of language policy and politics at the local, regional, national and transnational levels, grass-roots linguistic revitalization initiatives, and the attitudes of minority and majority speakers toward minoritized languages and cultures and towards intercultural and multilingual education programs./div
This book focuses on how to address persistent linguistically structured inequalities in education, primarily in relation to South African schools, but also in conversation with Australian work and with resonances for other multilingual contexts around the world. The book as a whole lays bare the tension between the commitment to multilingualism enshrined in the South African Constitution and language-in-education policy, and the realities of the dominance of English and the virtual absence of indigenous African languages in current educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access and to re-imagine policies, pedagogies, and practices more in tune with the realities of multilingual classrooms. The contributions to this book offer complementary insights on routes to improving access to school knowledge, especially for learners whose home language or language variety is different to that of teaching and learning at school. All subscribe to similar ideologies which include the view that multilingualism should be seen as a resource rather than a 'problem' in education. Commentaries on these chapters highlight evidence-based high-impact educational responses, and suggest that translanguaging and genre may well offer opportunities for students to expand their linguistic repertoires and to bridge epistemological differences between community and school. This book was originally published as a special issue of Language and Education.
"Most of the chapters in this book were presented at the Sixth LOITASA [Language of instruction in Tanzania and South Africa] Workshop held at the University of the Western Cape in South Africa in May 2009"--P. 4 of cover.
This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language. The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond. Chapter 3 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.
Focusing on the use of African languages in higher education, this book showcases South African higher education practitioners’ attempts to promote a multilingual ethos in their classes. It is a first-time overview of multilingual teaching and learning strategies that have been tried and tested in a number of higher education institutions in South Africa. Despite language-in-education policies that extol the virtues of multilingualism, practice remains oriented towards English-only learning and teaching. In the multilingual contexts of local campuses, this book shows how students and lecturers attempt to understand their multiple identities and use the available languages to create multilingual learning environments.
This book argues that a multilingual approach to higher education is imperative in an increasingly globalised education environment. Higher education cannot afford a narrow focus on English language proficiency; this book addresses the need to acknowledge other languages explicitly in classroom instruction and student learning to improve student success, to widen access and to internationalise institutions.