Language, Africanisation, and Identity Politics at a South African University

Language, Africanisation, and Identity Politics at a South African University
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南非大学的语言、非洲化和身份政治

DOI:
10.1080/15348458.2018.1460207
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发表时间:
2018
期刊:
Journal of Language, Identity & Education
影响因子:
--
通讯作者:
Rudwick
Rudwick
中科院分区:
--
文献类型:
--
作者:
Rudwick

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经过几个世纪的“以欧洲为中心”的语言意识形态,南非政府已经将非洲语言发展和多语制作为教育系统的一个优先事项。虽然只有英语和越来越少的南非荷兰语是高等教育中唯一的“既定”教学语言,但该国大多数大学都修改了他们的语言政策,以表明对南非明显的多语言制的承诺。这篇文章提供了一个特殊的语言和身份政治在该国领先的高等教育机构之一的批判性分析。该理论框架基于一种批判性的社会语言学方法,该方法将注意力集中在与语言政策、规划和实施相关的两极分化的身份政治上。本文以民族志为方法论基础,具有双重视角。首先,它分析了牛津大学在聚焦问题上的特定语言政策修辞,并辩称其对非洲化的本质主义做法引发了有争议的身份政治。其次,文章提供了对具体实施的发展的见解,指出了大学在思想上和实践上的挑战。
After centuries of “Eurocentric” linguistic ideology, the South African government has formulated African language development and multilingualism as one priority in the education system. While only English, and decreasingly Afrikaans, are the only “established” languages of instruction at tertiary level, most universities in the country have revised their language policies in order to show commitment to South Africa’s evident multilingualism. This article provides a critical analysis of particular language and identity politics in one of the leading tertiary institutions of the country. The theoretical framework is based on a critical sociolinguistic approach that draws attention to polarizing identity politics in relation to language policy, planning and implementation. Methodologically grounded in ethnography, the article has a two-fold perspective. First, it analyses particular language policy rhetoric at the University on focus and argues that its essentialist approach to Africanisation triggers contested identity politics. Second, the article provides insights into the developments of specific implementations, pointing to ideological as well as practical challenges at the university on focus.
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