Epistemological access through lecture materials in multiple modes and language varieties: the role of ideologies and multilingual literacy practices in student evaluations of such materials at a South African University

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• 作者：Bassey E. Antia ; Charlyn Dyers
• 关键词：South African Higher Education Institutions (HEI’s) ; Language diversification ; University of the Western Cape ; Language policy ; Ideology ; Literacy practices ; Epistemological access
• 刊名：Language Policy
• 出版年：2016
• 出版时间：November 2016
• 年：2016
• 卷：15
• 期：4
• 页码：525-545
• 全文大小：412 KB
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Linguistics
  Applied Linguistics
  Language Education
  Sociolinguistics
  Political Science
  
• 出版者：Springer Netherlands
• ISSN：1573-1863
• 卷排序：15

文摘

This paper seeks to address the ways in which ideology and literacy practices shape the responses of students to an ongoing initiative at the University of the Western Cape aimed at diversifying options for epistemological access, specifically the language varieties and the modes in which parts of the curriculum for a third year linguistics module are delivered. Students’ responses to the materials in English and in two varieties of Afrikaans and isiXhosa (as mediated in writing vs orally) are determined, and used as basis to problematize decisions on language variety and mode in language diversification initiatives in Higher Education in South Africa. The findings of the paper are juxtaposed against particular group interests in the educational use of a language as well as differences in the affordances and impact of different modes of language use. The paper suggests that beyond the euphoria of using languages other than English in South African Higher Education, several issues (such as entrenched language practices, beliefs and language management orientations) require attention if the goals of transformation in this sector are to be attained.