By Lucia Thesen, Ermien van Pletzen
This e-book is an research of pupil literacy in a tutorial surroundings, and the way this has replaced as a result of political, monetary and social elements. The individuals, who're all engaged in educational literacy paintings at a South African college, use the theoretical culture of latest Literacy reports as built through theorists reminiscent of James Gee, Brian highway and Gnnther Kress, and observe this to a case research of 1 college within the altering context of South Africa.
Academic Literacy and the Languages of switch could be of curiosity to postgraduates and lecturers discovering sociolinguistics, or language and education.
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Additional resources for Academic literacy and the languages of change
They are '... a social domain, not merely a reflection of the larger 32 Discourses of English and literacy in a Western Cope township school society beyond the classroom walls but also a place where social relations are played out' (Pennycook 2000: 94). A range of critical theorists have shown that institutional discourse practices in post-colonial contexts still carry the imprint of colonial discourses and power relations. Pennycook (1994 and 1998) and Phillipson (1992) have both produced book-length studies which argue that the teaching of English under British colonialism went beyond the instrumental goals of facilitating communication and economic development and sought to assimilate, as part of the project of building a passive, middle-class elite who would aspire to 'English' norms and values.
As Ndebele (1987) argues, the choice of retaining a colonial language is hardly a choice at all. It reflects continued postcolonial dependency on the metropole and plays a large part in sustaining unequal power relationships. Alexander uses Alexandre and Bourdieu to argue that the class structure in neocolonial states is sustained by the linguistic policy so that only a small middle-class elite who have access to the colonial language have the necessary cultural and symbolic capital to participate meaningfully in the major institutions of the society (Alexander 1999; see also Tollefson 1991).
Mohamed (eds), Routes to Writing in Southern Africa. Cape Town: Silk Road Publishers, pp. 43-58. Halliday, M. A. K. (1996), 'Literacy and linguistics: a functional perspective', in R. Hasan and G. Williams (eds), Literacy in Society. Harlow: Addison Wesley Longman, pp. 339-76. Heath, S. B. (1983), Ways with Words. Cambridge: Cambridge University Press. Herrington, A. and Curtis, M. (2000), Persons in Process: Four Stories of Writing and Personal Development in College. Urbana, IL: National Council of Teachers of English.
Academic literacy and the languages of change by Lucia Thesen, Ermien van Pletzen