Defying monolingual education: alternative bilingual discourse practices in selected coloured schools in Cape Town
Defying monolingual education: alternative bilingual discourse practices in selected coloured schools in Cape Town
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挑战单语教育：开普敦选定有色人种学校的替代双语话语实践
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
F. Banda
中科院分区：
文献类型：
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作者：
F. Banda
摘要本文探讨双语学习者和教师如何挑战语言教育政策和模式所规定的单语话语，在课堂互动中追求话语权和能动性。通过对开普敦选定的有色小学和中学的观察、访谈和课堂互动数据的研究，本文调查了学习者的双语话语和重视单语话语的规定教育模式之间的紧张关系。这就需要对占主导地位的西方模式和多语言概念的适用性进行评估，有人认为这些模式和概念不适合非洲的多语言环境。本文的结论是，在开普敦的多语言教育背景下，学习往往发生在官方模式和教育语言之外；因此，开普敦和非洲的多语言教育模式普遍考虑到当地语言多样性和社区技能。
Abstract This paper explores how bilingual learners and teachers challenge the monolingual discourses prescribed in language education policy and models in pursuit of voice and agency in classroom interaction. Through an examination of observation, interview and classroom interaction data in selected coloured primary and secondary schools in Cape Town, the paper investigates the tension between bilingual discourses of learners and prescribed models of education that value monolingual discourses. This entails an evaluation of the suitability of dominant Western models and notions of multilingualism, which it is argued do not fit the multilingual contexts in Africa. The paper concludes that in the multilingual education contexts of Cape Town learning often takes place outside the official models and languages of education; hence the argument for multilingual education models in Cape Town and Africa, generally, that take into the account local linguistic diversity and community repertoires.