Shifting language Attitudes in a linguistically diverse learning environment in South Africa

Simple item page
dc.contributor.authorBangeni, Bongien_ZA
dc.contributor.authorKapp, Rochelleen_ZA
dc.date.accessioned2014-10-28T14:02:19Z
dc.date.available2014-10-28T14:02:19Z
dc.date.issued2007en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Multilingual and Multicultural Development on 22 December 2008, available online: http://www.tandfonline.com/10.2167/jmmd495.0.en_ZA
dc.description.abstractThis paper draws on post-structuralist theories on language and identity to explore the shifting language attitudes of 15 'black' students over the course of their undergraduate studies at a historically 'white' South African university. All the students speak an indigenous language as their first language. Those students who have been educated in racially mixed schools are relatively at ease in the environment and are able to straddle racial and linguistic boundaries. Those who have been educated in working-class, ethnically homogenous schools enter the institution with a strong desire to preserve their home languages and home identities. For them, English is equated with 'whiteness'. The paper describes the process through which this equation is questioned as English and institutional discourses become more dominant in students' lives, and as relationships with their home communities become strained. By the time the students enter their senior undergraduate years, a shared speech code emerges. The authors argue that this code signals students' dual affiliation to English (and the cultural capital it represents) and to their home identities. In mixing languages across boundaries of school background and across traditional ethnic barriers, the code also signals students' shared group identity as first-generation university students in post-Apartheid South Africa.en_ZA
dc.identifier.apacitationBangeni, B., & Kapp, R. (2007). Shifting language Attitudes in a linguistically diverse learning environment in South Africa. <i>Journal of Multilingual and Multicultural Development</i>, http://hdl.handle.net/11427/8848en_ZA
dc.identifier.chicagocitationBangeni, Bongi, and Rochelle Kapp "Shifting language Attitudes in a linguistically diverse learning environment in South Africa." <i>Journal of Multilingual and Multicultural Development</i> (2007) http://hdl.handle.net/11427/8848en_ZA
dc.identifier.citationBangeni, B., Kapp, R. 2007. Shifting language Attitudes in a linguistically diverse learning environment in South Africa. Journal of Multilingual and Multicultural Development.en_ZA
dc.identifier.issn0143-4632en_ZA
dc.identifier.ris TY - Journal Article AU - Bangeni, Bongi AU - Kapp, Rochelle AB - This paper draws on post-structuralist theories on language and identity to explore the shifting language attitudes of 15 'black' students over the course of their undergraduate studies at a historically 'white' South African university. All the students speak an indigenous language as their first language. Those students who have been educated in racially mixed schools are relatively at ease in the environment and are able to straddle racial and linguistic boundaries. Those who have been educated in working-class, ethnically homogenous schools enter the institution with a strong desire to preserve their home languages and home identities. For them, English is equated with 'whiteness'. The paper describes the process through which this equation is questioned as English and institutional discourses become more dominant in students' lives, and as relationships with their home communities become strained. By the time the students enter their senior undergraduate years, a shared speech code emerges. The authors argue that this code signals students' dual affiliation to English (and the cultural capital it represents) and to their home identities. In mixing languages across boundaries of school background and across traditional ethnic barriers, the code also signals students' shared group identity as first-generation university students in post-Apartheid South Africa. DA - 2007 DB - OpenUCT DP - University of Cape Town J1 - Journal of Multilingual and Multicultural Development KW - English second language KW - language attitudes KW - identity LK - https://open.uct.ac.za PB - University of Cape Town PY - 2007 SM - 0143-4632 T1 - Shifting language Attitudes in a linguistically diverse learning environment in South Africa TI - Shifting language Attitudes in a linguistically diverse learning environment in South Africa UR - http://hdl.handle.net/11427/8848 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8848
dc.identifier.vancouvercitationBangeni B, Kapp R. Shifting language Attitudes in a linguistically diverse learning environment in South Africa. Journal of Multilingual and Multicultural Development. 2007; http://hdl.handle.net/11427/8848.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceJournal of Multilingual and Multicultural Developmenten_ZA
dc.source.urihttp://dx.doi.org/10.2167/jmmd495.0en_ZA
dc.subjectEnglish second languageen_ZA
dc.subjectlanguage attitudesen_ZA
dc.subjectidentityen_ZA
dc.titleShifting language Attitudes in a linguistically diverse learning environment in South Africaen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
CHED_article_ShiftingLanguageAttitudes_Bangeni_2007.pdf
Size:
412.71 KB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Journal Articles