Translanguaging, Coloniality and Decolonial Cracks

Regular price €38.99
A01=Robyn Tyler
Age Group_Uncategorized
Age Group_Uncategorized
Author_Robyn Tyler
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bilingual
bilingual science learning
Category1=Non-Fiction
Category=CFDM
Category=JNU
classroom discourse
coloniality
COP=United Kingdom
critical translanguaging lens
decolonial cracks
decolonial pedagogical translanguaging
decoloniality
Delivery_Delivery within 10-20 working days
eq_dictionaries-language-reference
eq_isMigrated=2
eq_non-fiction
eq_society-politics
grassroots learning practices
identity
Language_English
linguistic ethnography
linguistic landscape
linguistically-minoritised youth
meaning-making
PA=Available
Price_€20 to €50
PS=Active
Science
semiotic repertoires
softlaunch
South Africa
South African education
trans-semiotizing
Translanguaging

Product details

  • ISBN 9781800413566
  • Weight: 262g
  • Dimensions: 156 x 234mm
  • Publication Date: 13 Jan 2023
  • Publisher: Multilingual Matters
  • Publication City/Country: GB
  • Product Form: Paperback
  • Language: English
Delivery/Collection within 10-20 working days

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In this linguistic ethnography of bilingual science learning in a South African high school, the author connects microanalyses of classroom discourse to broader themes of de/coloniality in education. The book challenges the deficit narrative often used to characterise the capabilities of linguistically-minoritised youth, and explores the challenges and opportunities associated with leveraging students’ full semiotic repertoires in learning specific concepts. The author examines the linguistic landscape of the school and the beliefs and attitudes of staff and students which produce both coloniality and cracks in the edifice of coloniality. A critical translanguaging lens is applied to analyse multilingual and multimodal aspects of students’ science meaning-making in a traditional classroom and a study group intervention. Finally, the book suggests implications for decolonial pedagogical translanguaging in Southern multilingual classrooms.

Robyn Tyler is a Senior Researcher in the Centre for Multilingualism and Diversities Research at the University of the Western Cape, South Africa. She supervises graduate students and student teachers and is a member of the bua-lit language and literacy collective (www.bua-lit.org.za). Her research interests include semiotic repertoires for learning, translingual practice, youth and identity, inquiry-based science education and language across the curriculum.