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.
Table of Contents
Introduction – Language in epistemic access: mobilising multilingualism and literacy development for more equitable education in South Africa Caroline Kerfoot and Anne-Marie Simon-Vandenbergen
1. Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa Peter Plüddemann
2. Moving out of linguistic boxes: the effects of translanguaging strategies for multilingual classrooms Leketi Makalela
3. Pedagogical translanguaging: bridging discourses in South African science classrooms Margie Probyn
4. Testing the waters: exploring the teaching of genres in a Cape Flats Primary School in South Africa Caroline Kerfoot and Michelle Van Heerden
5. Linguistically based inequality, multilingual education and a genre-based literacy development pedagogy: insights from the Australian experience Peter R.R. White, Giuseppe Mammone and David Caldwell
6. How to reverse a legacy of exclusion? Identifying high-impact educational responses Jim Cummins
7. Epistemologies in multilingual education: translanguaging and genre – companions in conversation with policy and practice Kathleen Heugh
Caroline Kerfoot is Associate Professor in the Centre for Research on Bilingualism at Stockholm University, Sweden. She was formerly Head of Language Education at the University of the Western Cape, South Africa. Her current research focuses on multilingualism, identities, and epistemic access in educational sites characterised by high levels of diversity and flux. She is co-editor (with Kenneth Hyltenstam) of Entangled Discourses: South-North Orders of Visibility, forthcoming in Routledge Critical Studies in Multilingualism.
Anne-Marie Simon-Vandenbergen is Emeritus Professor of English Linguistics at Ghent University, Belgium, where she is currently an associated researcher. She has published on various aspects of English and contrastive grammar, especially modality and pragmatic markers, from a functional linguistic point of view, and she was an editor of the journal Functions of Language for 20 years. Her most recent interest is in multilingual education, especially in the South African context, and in issues arising from linguistic diversity in Flemish education as a result of immigration.