This book challenges monoglossic ideologies, traditional language pedagogies and dominant forms of knowledge construction by foregrounding multilingual and multicultural students' language narratives, repertoires, and identities. The research is based on a sixteen-year longitudinal study of a sociolinguistics course at an English language university and the language narratives produced by the first-year education students. The study was borne out of a need to create a critically inclusive course that would engage a cohort of students from socially and linguistically diverse backgrounds in contemporary South Africa. Drawing on data from over 5,000 students who have journeyed through this course, this book shows how a narrative heteroglossic pedagogy harnesses students' multilingual strengths. A close analysis reveals complex identity work by students located in the Global South. The authors argue that decolonising language education is about reconceptualising language, reconfiguring what knowledges are valued in the classroom, and reshaping pedagogy.
Author(s): Belinda Mendelowitz, Ana Ferreira, Kerryn Dixon
Series: Multilingualisms and Diversities in Education
Publisher: Bloomsbury Academic
Year: 2023
Language: English
Pages: 256
City: New York
Half Title
Series Page
Title Page
Copyright Page
Dedication
Contents
Illustrations
Foreword
Series Editors’ Foreword
Acknowledgements
Voices I
Introduction
Chapter 1: The Story of a Course
Chapter 2: Narrative Ways of Knowing
Chapter 3: Pedagogy in Motion
Voices II
Chapter 4: (Re)Constructing Identities across Languages
Chapter 5: Juxtaposing Creative and Critical Genres in a Heteroglossic Pedagogy
Voices III
Chapter 6: Enacting the Critical Imagination
Chapter 7: English and/in the Colonial Matrix of Power
Conclusion: Final Voices
Appendix 1: Published Language Narratives Used 2005–2020
Appendix 2 The Original Language Diary Activity
Notes
References
Index
