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Caroline (Hrsg.) Kerfoot

Language in Epistemic Access

Mobilising multilingualism and literacy development

Ebook (PDF Format)

This book focuses on how to address persistent linguistically structured inequalities in education, primarily in relation to South African schools, but also in conversation with Australian work and with resonances for other multilingual contexts around the world. The book as a whole lays bare the tension between the commitment to multilingualism enshrined in the South African Constitution and language-in-education policy, and the realities of the dominance of English and the virtual absence of indigenous African languages in current educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffol… Mehr

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Produktdetails


Weitere Autoren: Simon-Vandenbergen, Anne-Marie (Hrsg.)
  • ISBN: 978-1-351-85998-1
  • EAN: 9781351859981
  • Produktnummer: 29059204
  • Verlag: Taylor & Francis Ltd.
  • Sprache: Englisch
  • Erscheinungsjahr: 2018
  • Seitenangabe: 124 S.
  • Plattform: PDF
  • Masse: 3'757 KB
  • Auflage: 1. Auflage

Über den Autor


Caroline Kerfoot is Associate Professor in the Centre for Research on Bilingualism at Stockholm University, Sweden. She was formerly Head of Language Education at the University of the Western Cape, South Africa. Her current research focuses on multilingualism, identities, and epistemic access in educational sites characterised by high levels of diversity and flux. She is co-editor (with Kenneth Hyltenstam) of Entangled Discourses: South-North Orders of Visibility, forthcoming in Routledge Critical Studies in Multilingualism.Anne-Marie Simon-Vandenbergen is Emeritus Professor of English Linguistics at Ghent University, Belgium, where she is currently an associated researcher. She has published on various aspects of English and contrastive grammar, especially modality and pragmatic markers, from a functional linguistic point of view, and she was an editor of the journal Functions of Language for 20 years. Her most recent interest is in multilingual education, especially in the South African context, and in issues arising from linguistic diversity in Flemish education as a result of immigration.

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