STORRE Collection: Electronic copies of Languages, Cultures and Religions journal articles.
http://hdl.handle.net/1893/238
Electronic copies of Languages, Cultures and Religions journal articles.2024-03-29T05:24:24ZAre there limits to globalising the medieval?
http://hdl.handle.net/1893/35879
Title: Are there limits to globalising the medieval?
Author(s): De Souza, Rebecca
Abstract: The aim of this article is threefold: firstly, it seeks to critique, from the perspective of Iberian and Latin American studies, the Eurocentrism inherent in the research programme known as the ‘Global Middle Ages’ that has emerged in the last two decades in Humanities faculties primarily in the USA and Europe. Secondly, it argues that the identification of global neomedievalism is particu larly indicative of the Eurocentric limits of the global medieval paradigm, which is illustrated with several examples from Hispanophone contexts. Lastly, it proposes some alternative theoretical frames through which to analyse the his stories of diverse geographies, which seek to account for multiple global tem poralities in different linguistic traditions without reinforcing the medieval/modern construction that is in turn rooted in systemic forms of racism and antiblackness.2024-03-01T00:00:00ZRethinking language: The need for language supportive pedagogies within teacher training in Tanzania
http://hdl.handle.net/1893/35784
Title: Rethinking language: The need for language supportive pedagogies within teacher training in Tanzania
Author(s): Gibson, Hannah; Mapunda, Gastor; Reilly, Colin; Costley, Tracey; Kula, Nancy
Abstract: The importance of language is consistently ignored within teacher training across Africa, with training designed assuming that learners are fully competent in the Medium-of-Instruction (MOI). This causes widespread challenges and often means that children cannot access education in a familiar language. This is particularly true at the primary level where the familiar languages of children may not be the same as the specified Medium of Instruction. Focusing on Tanzania, this paper discusses the need to embed language supportive pedagogies into teacher training at all levels but specifically at the primary level. The paper discusses interviews with key stakeholders in education which illustrate language attitudes and language use within the classroom. Data from these interviews also highlights the challenges which teachers face relating to language, and the creative methods they use to resolve these challenges. We argue that monolingual approaches to language-in-education are not effective, and that formal training in multilingual, language supportive pedagogies is required to provide teachers with the skills they need to effectively engage with multilingual classrooms. Based on multilingual realities, we make practical suggestions for language supportive pedagogies. We view these pedagogies as an essential factor in teacher training which is linked to wider notions of access and equality, but which are currently being overlooked.'Languages don't have bones, so you can just break them': rethinking multilingualism in education policy and practice in Africa
http://hdl.handle.net/1893/35765
Title: 'Languages don't have bones, so you can just break them': rethinking multilingualism in education policy and practice in Africa
Author(s): Reilly, Colin; Bagwasi, Mompoloki M; Costley, Tracey; Gibson, Hannah; Kula, Nancy C; Mapunda, Gastor; Mwansa, Joseph
Abstract: Multilingualism is widespread amongst individuals and communities in African countries. However, language-in-education policies across the continent continue to privilege monolingual approaches to language use in the classroom. In this paper we highlight the colonial origins of these monolingual ideologies and discuss the detrimental effects which arise when learners’ linguistic repertoires are not welcomed within the education system. We draw attention to major themes within education across a range of contexts: policy vagueness, teachers as policy implementers, and the creation and imposition of boundaries. We advocate for a language-in-education approach which brings the outside in, which welcomes individuals’ lived multilingual realities and which values these as resources for learning. We highlight the ways in which translanguaging could represent a positive shift to the way in which multilingual language practices are talked about, and can contribute to decolonising language policy in African contexts. We conclude by calling to action those working on education and policy to ensure that learners and teachers are better supported. We call ultimately for a rethinking of multilingualism.2022-06-21T00:00:00ZThe multilingual university: language ideology, hidden policies and language practices in Malawian universities
http://hdl.handle.net/1893/35761
Title: The multilingual university: language ideology, hidden policies and language practices in Malawian universities
Author(s): Reilly, Colin; Costley, Tracey; Gibson, Hannah; Kula, Nancy C
Abstract: Globalisation is increasingly affecting universities worldwide. In African contexts, language policies exhibit an inheritance situation in which countries continue to implement policies which favour colonial languages in education. This paper investigates the Malawian higher education context and the ways in which staff engage with multilingualism. It examines the implementation of language policies by staff in their classrooms and explores the attitudes of staff members towards the current monolingual language policy and practices in higher education in the country. The paper draws on a 4-month ethnography carried out in eight Malawian universities. Findings indicate that the language ‘rules’ imposed by staff are highly variable and that diverse language ‘policies’ are implemented and enforced by staff, some of whom operate strictly monolingual approaches while others adopt multilingual approaches. Staff display a range of attitudes towards multilingualism, influenced by competing pressures of ensuring students comprehend the subject matter while also seeking to improve their English skills against the broader backdrop of language practices and expectations in the country.2024-01-15T00:00:00Z