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School language profiles: valorizing linguistic resources in heteroglossic situations in South Africa

机译：学校语言简介：南非异语情况下的语言资源增值

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摘要

Although South Africa is committed to a policy of linguistic diversity, the language-in-education policy is still plagued by the racialization of language issues under apartheid and, more recently, by new challenges posed by internal African migration. Drawing on the experience of a school in the Western Cape Province, this paper explores the role of language profiles in a speaker-centered approach to school language policy. Attention is paid to the ways in which the attribution of learners to clear-cut linguistic categories -in this case English and Afrikaans - and their 'monolingualization' within the process of literacy learning are at odds with both their everyday experiences of language and their linguistic aspirations. Using biographic and topological multimodal approaches with 13- to 15-year-old students at the school, it makes a contribution to the growing corpus of research that foregrounds the learner perspective and emphasizes emotional dimensions of literacy and language learning.
机译：尽管南非致力于语言多样性政策，但教育政策仍然受到种族隔离下语言问题的种族化以及最近非洲内部移民带来的新挑战的困扰。借鉴西开普省一所学校的经验，本文探讨了语言档案在以讲者为中心的学校语言政策中的作用。注意将学习者归为明确的语言类别（在这种情况下为英语和南非语）的方式，以及他们在识字学习过程中的“单语化”与他们的日常语言和语言经验相矛盾。愿望。通过对13至15岁的在校学生使用传记和拓扑多模式方法，它为日益壮大的研究工作做出了贡献，这些研究突出了学习者的观点并强调了读写和语言学习的情感层面。

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