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Linguistic identity and social cohesion in three Western Cape schools
Author(s)
De Kock, Tarryn Gabi
Date Issued
2016
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
Language is foundational to issues of belonging in contemporary South Africa. The
country’s colonial and apartheid history facilitated the differential development and
privileging of particular languages alongside the project of racial capitalism
(Alexander, 1989). Educational arrangements were affected by these developments
because of how black South Africans were economically and socially limited by
rudimentary exposure to the primary languages of access (English and Afrikaans).
This study argues that this history is what currently influences the movement of black
South Africans into the schools they were historically excluded from in former
coloured, Indian and white areas, and further that this movement is also encouraged
by the promise of greater access to and development in the English language
(Fataar, 2015). It suggests that the persisting status of English as lingua franca
across state, educational and cultural communications and products requires
teaching that is sensitive to the historical relationship of the language to the
underdevelopment and undervaluation of local linguistic forms. Moreover, the subject
English and its embedded values and norms (included in the compulsory texts and
textbook) is a critical area of enquiry for thinking through issues of social cohesion
and belonging. Through case studies of three Cape Town teachers, this study
argues that a range of influences affect how language and meaning are constructed
in English classrooms, and that learners experience these influences to their own
identities in different and often conflicting ways.
country’s colonial and apartheid history facilitated the differential development and
privileging of particular languages alongside the project of racial capitalism
(Alexander, 1989). Educational arrangements were affected by these developments
because of how black South Africans were economically and socially limited by
rudimentary exposure to the primary languages of access (English and Afrikaans).
This study argues that this history is what currently influences the movement of black
South Africans into the schools they were historically excluded from in former
coloured, Indian and white areas, and further that this movement is also encouraged
by the promise of greater access to and development in the English language
(Fataar, 2015). It suggests that the persisting status of English as lingua franca
across state, educational and cultural communications and products requires
teaching that is sensitive to the historical relationship of the language to the
underdevelopment and undervaluation of local linguistic forms. Moreover, the subject
English and its embedded values and norms (included in the compulsory texts and
textbook) is a critical area of enquiry for thinking through issues of social cohesion
and belonging. Through case studies of three Cape Town teachers, this study
argues that a range of influences affect how language and meaning are constructed
in English classrooms, and that learners experience these influences to their own
identities in different and often conflicting ways.
Additional information
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.
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215293355-De-Kock-Tarryn-Gabi-MEd-Education-Edu-2017.pdf
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Thesis
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