Kathleen Heugh
Biographic Data
| ID | 1538270 |
|---|---|
| NAME | Kathleen Heugh |
| GIVEN NAMES | Kathleen |
| FAMILY NAME | Heugh |
| SIGNATURE | HEUGH K |
| AFFILIATIONS | University of South Australia |
| ORCID | 0000-0003-2387-6526 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 60 |
| WORKS AS AUTHOR | 25 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Translation technology, translanguaging and transknowledging in student academic writing
This article draws attention to the centrality of translation in multilingual pedagogies that include translanguaging and transknowledging with higher education (HE) students in English Medium Instruction (EMI) institutions. At a perplexing time when AI technologies advance, this article provides a background to earlier (southern) research on multilingualisms in education, including the use of human language translation technologies to increase e…
Southern multilingualisms and transknowledging
The purpose of this article is to offer a historiographical account and theoretical perspective of transknowledging as central to ‘multilingualisms,’ intimately connected with communality and humanity in plural societies. This discussion continues earlier work that identifies transknowledging as one of three major characteristics of southern multilingualisms: (i) plural, multidimensional multilingualisms purposefully used for specific functions (…
Multilingual Education in Africa—Southern Agency, Expertise, and Resilience
This entry traces six phases of multilingual education in Africa. The first three phases predating European colonisation include hieroglyphics, the liturgical use of Ge'ez in East Africa, and the spread of Islam and Ajami script across North and West Africa. The following three phases (colonial, postcolonial and decolonial) are compressed in 140 years of overt attempts to erase epistemologies and multilingualisms of African communities and schola…
Southern multilingual moves in education
This paper contributes to southern theorization of multilingualisms. Noting the predominance of northern-generated academic debates, we discuss perspectives from close engagement with southern socio-historical and political contexts, and through prioritizing community and teacher outlooks on multilingualism. Our account is illustrated with examples of linguistic citizenship that highlight local agency and dialogue in border-crossing across multip…
Heading South, Unmuting Multilingualisms
The central thesis of Uccelli's target article is a dire need to identify the causes of inequalities in literacy and language education from the fourth grade, and which pedagogies best eliminate them. Uccelli's quest for empirical, pedagogical, and theoretical insights to counter injustice, and to give voice to rather than silence students, is urgent and welcome. Effective redress of structural inequalities associated with language and literacy i…
Reciprocal multilingual awareness for linguistic citizenship
In this paper, we build on southern and decolonial theories of multilingualism and invite a south-north conversation through a concept we propose as 'reciprocal multilingual awareness'. Reciprocity is a core value of southern societies that balance pluralities of episteme, language, and communality. Central features of southern multilingualisms, including transknowledging (reciprocal exchanges and translation of knowledge), and linguistic citizen…
Multilingualism, translanguaging and transknowledging
Key findings, analysis and recommendations that have emerged from a research project, ‘Using Human Language Technology to enhance academic integrity, inclusivity, knowledge exchange, student diversity and retention’ at the University of South Australia conducted in 2019 are discussed in this article. The primary purpose of the project was to address some of the challenges and opportunities afforded by increasing student and teacher diversity at a…
Tensions between policy aspirations and enactment
This article considers the ways in which two senior secondary assessment policies that aim to be inclusive are enacted for students from refugee backgrounds. The final years of secondary school in Australia are shaped by high-stakes assessment requirements. Yet there have been policy moves in South Australia to be more inclusive of students by providing more flexibility for them to demonstrate their learning in diverse ways. We undertook a critic…
Philosophy of education in a new key
Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, bu…
Diversities, affinities and diasporas
We frame multilingualisms through a growing interest in a linguistics and sociology of the ‘south’ and acknowledge earlier contributions of linguists in Africa, the Américas and Asia who have engaged with human mobility, linguistic contact and consequential ecologies that alter over time and space. Recently, conversations of multilingualism have drifted in two directions. Southern conversations have become intertwined with ‘de-colonial theory’, a…
Spaces of exception
In this paper we draw attention to people who journey from one temporal and spatial setting towards another in the ‘South’, who aspire to a reconfigured sense of belonging, prosperity and wellbeing, and their multilinguality and multilingualisms. Through three vignettes of journeys we illustrate how in changing of place that linguistic diversities are encountered and mediated. During moments of North–South and South–South entanglement and excepti…
Displacement and language
Displacement is a fairly recently recognised phenomenon within studies of migration, where people flee from their local environment to another location inside their own country, rather than to another country as refugees. This chapter focuses on the paucity of research, including both migration studies and linguistics in regards to people who have been displaced inside their countries or in the porous border regions of adjoining countries. It als…
Harmonisation and South African languages
Turbulence and dilemma
An international interest in multilingualism and multilingual education has burgeoned since the turn of the twenty-first century, accompanying apparently significant changes in the physical and virtual mobilities of people, international frameworks, and commitments and goals for socially just education. It has also accompanied major political changes including the unbundling of the Soviet Union and the forging of the European Union. Amongst the s…
Educational responses to multilingualism
We would also like to thank Miranda Roccisano for her generous and highly professional text-editing in the preparation of the papers for this volume.Anthony J. Liddicoat, Kathleen Heugh, Timothy Jowan Curnow and Angela ScarinoResearch Centre for Languages and Cultures, School of Communication International Studies and Languages University of South Australia, Adelaide, South Australia
Multilingual Education Policy in South Africa Constrained by Theoretical and Historical Disconnections
Multilingual education policy has been a controversial affair in South Africa, especially over the last 60 years. Recent research conducted by government-led and independent agencies shows declining student achievement within an education system that employs 11 home languages for education in the first three grades of primary school, followed by a transition to English medium for the majority (approximately 80%) of speakers of African languages. …
Dreams and realities
Mobility, migration and sustainability
Global migratory patterns bring about significant changes in the linguistic and cultural ecologies at the local level in both the North and the South. These changes have coincided, for example, with attempts to fashion a European Union via complex legal and administrative instruments in the North. However, political change and conflict result in dislocation and mobility at individual and large-scale community levels. These become apparent through…
Multilingual Education in Africa
Approximately 2,100 (30% of the world's) languages are spoken in Africa (Lewis, 2009), with multilingualism a defining characteristic of the continent.
Discourses from without, discourses from within
Discourses of development, education, gender, feminism and critical linguistics arrive in Africa from usually well-meaning but often opportunistic agents from other contemporary socio-political and economic contexts. Each of these forms a new layer that veils the earlier discourses and practices. Simultaneously, people in Africa are (re-)positioned as inarticulate; without literacy, literary traditions or education; living in poverty; and thus de…
Productive engagement with linguistic diversity in tension with globalised discourses in Ethiopia
Language policy and planning tension, between concerns for ethnolinguistic self-determination and the accommodation of plurality on the one hand and participation in global discourses on the other hand, characterises the last two decades of debate in Ethiopia. The discussion in this paper draws attention to linguistically diverse language planning processes in Ethiopia, one of the poorest countries of the world. In particular, it will demonstrate…
Into the cauldron
This article draws attention to a long, pre-colonial as well as contemporary history of successes in mother-tongue literacy and bi/multilingual educational provision in Africa. Two case studies of literacy and language education in Ethiopia and South Africa are presented in order to demonstrate, even under resource-poor conditions, that it is possible to provide bilingual and multilingual education in Africa. System-wide studies in Ethiopia show …
Can Authoritarian Separatism Give Way to Linguistic Rights? A South African Case Study
This paper provides a background to recent developments in language planning in South Africa. Following a historical review, it focuses on a Bill of Rights in the new constitution which has, since 1993, demanded a shift towards rights-based language policy within a liberal framework. Debates within the Pan South African Language Board (PANSALB) swiftly gravitated towards aspects of corpus planning, particularly lexicography, and practices resorte…
Multilingual Voices
KATHLEEN HEUGH questions why the Department of Education has not insisted on the implementation of a new language in education policy. She writes that despite the investment in education in South Africa, we are not contributing towards the validation of African languages through the education system
Languages, development and reconstructing education in South Africa
Languages, development and reconstructing education in South Africa
Diversities, affinities and diasporas
We frame multilingualisms through a growing interest in a linguistics and sociology of the ‘south’ and acknowledge earlier contributions of linguists in Africa, the Américas and Asia who have engaged with human mobility, linguistic contact and consequential ecologies that alter over time and space. Recently, conversations of multilingualism have drifted in two directions. Southern conversations have become intertwined with ‘de-colonial theory’, a…
Philosophy of education in a new key
Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, bu…
Productive engagement with linguistic diversity in tension with globalised discourses in Ethiopia
Language policy and planning tension, between concerns for ethnolinguistic self-determination and the accommodation of plurality on the one hand and participation in global discourses on the other hand, characterises the last two decades of debate in Ethiopia. The discussion in this paper draws attention to linguistically diverse language planning processes in Ethiopia, one of the poorest countries of the world. In particular, it will demonstrate…
Tensions between policy aspirations and enactment
This article considers the ways in which two senior secondary assessment policies that aim to be inclusive are enacted for students from refugee backgrounds. The final years of secondary school in Australia are shaped by high-stakes assessment requirements. Yet there have been policy moves in South Australia to be more inclusive of students by providing more flexibility for them to demonstrate their learning in diverse ways. We undertook a critic…
Can Authoritarian Separatism Give Way to Linguistic Rights? A South African Case Study
This paper provides a background to recent developments in language planning in South Africa. Following a historical review, it focuses on a Bill of Rights in the new constitution which has, since 1993, demanded a shift towards rights-based language policy within a liberal framework. Debates within the Pan South African Language Board (PANSALB) swiftly gravitated towards aspects of corpus planning, particularly lexicography, and practices resorte…
Turbulence and dilemma
An international interest in multilingualism and multilingual education has burgeoned since the turn of the twenty-first century, accompanying apparently significant changes in the physical and virtual mobilities of people, international frameworks, and commitments and goals for socially just education. It has also accompanied major political changes including the unbundling of the Soviet Union and the forging of the European Union. Amongst the s…
Educational responses to multilingualism
We would also like to thank Miranda Roccisano for her generous and highly professional text-editing in the preparation of the papers for this volume.Anthony J. Liddicoat, Kathleen Heugh, Timothy Jowan Curnow and Angela ScarinoResearch Centre for Languages and Cultures, School of Communication International Studies and Languages University of South Australia, Adelaide, South Australia
Discourses from without, discourses from within
Discourses of development, education, gender, feminism and critical linguistics arrive in Africa from usually well-meaning but often opportunistic agents from other contemporary socio-political and economic contexts. Each of these forms a new layer that veils the earlier discourses and practices. Simultaneously, people in Africa are (re-)positioned as inarticulate; without literacy, literary traditions or education; living in poverty; and thus de…
Harmonisation and South African languages
Dreams and realities
Reciprocal multilingual awareness for linguistic citizenship
In this paper, we build on southern and decolonial theories of multilingualism and invite a south-north conversation through a concept we propose as 'reciprocal multilingual awareness'. Reciprocity is a core value of southern societies that balance pluralities of episteme, language, and communality. Central features of southern multilingualisms, including transknowledging (reciprocal exchanges and translation of knowledge), and linguistic citizen…
Multilingual Voices
KATHLEEN HEUGH questions why the Department of Education has not insisted on the implementation of a new language in education policy. She writes that despite the investment in education in South Africa, we are not contributing towards the validation of African languages through the education system
Languages, development and reconstructing education in South Africa
Multilingual Voices
KATHLEEN HEUGH questions why the Department of Education has not insisted on the implementation of a new language in education policy. She writes that despite the investment in education in South Africa, we are not contributing towards the validation of African languages through the education system
Can Authoritarian Separatism Give Way to Linguistic Rights? A South African Case Study
This paper provides a background to recent developments in language planning in South Africa. Following a historical review, it focuses on a Bill of Rights in the new constitution which has, since 1993, demanded a shift towards rights-based language policy within a liberal framework. Debates within the Pan South African Language Board (PANSALB) swiftly gravitated towards aspects of corpus planning, particularly lexicography, and practices resorte…
Into the cauldron
This article draws attention to a long, pre-colonial as well as contemporary history of successes in mother-tongue literacy and bi/multilingual educational provision in Africa. Two case studies of literacy and language education in Ethiopia and South Africa are presented in order to demonstrate, even under resource-poor conditions, that it is possible to provide bilingual and multilingual education in Africa. System-wide studies in Ethiopia show …
Productive engagement with linguistic diversity in tension with globalised discourses in Ethiopia
Language policy and planning tension, between concerns for ethnolinguistic self-determination and the accommodation of plurality on the one hand and participation in global discourses on the other hand, characterises the last two decades of debate in Ethiopia. The discussion in this paper draws attention to linguistically diverse language planning processes in Ethiopia, one of the poorest countries of the world. In particular, it will demonstrate…
Discourses from without, discourses from within
Discourses of development, education, gender, feminism and critical linguistics arrive in Africa from usually well-meaning but often opportunistic agents from other contemporary socio-political and economic contexts. Each of these forms a new layer that veils the earlier discourses and practices. Simultaneously, people in Africa are (re-)positioned as inarticulate; without literacy, literary traditions or education; living in poverty; and thus de…
Multilingual Education in Africa
Approximately 2,100 (30% of the world's) languages are spoken in Africa (Lewis, 2009), with multilingualism a defining characteristic of the continent.
Multilingual Education Policy in South Africa Constrained by Theoretical and Historical Disconnections
Multilingual education policy has been a controversial affair in South Africa, especially over the last 60 years. Recent research conducted by government-led and independent agencies shows declining student achievement within an education system that employs 11 home languages for education in the first three grades of primary school, followed by a transition to English medium for the majority (approximately 80%) of speakers of African languages. …
Dreams and realities
Mobility, migration and sustainability
Global migratory patterns bring about significant changes in the linguistic and cultural ecologies at the local level in both the North and the South. These changes have coincided, for example, with attempts to fashion a European Union via complex legal and administrative instruments in the North. However, political change and conflict result in dislocation and mobility at individual and large-scale community levels. These become apparent through…
Turbulence and dilemma
An international interest in multilingualism and multilingual education has burgeoned since the turn of the twenty-first century, accompanying apparently significant changes in the physical and virtual mobilities of people, international frameworks, and commitments and goals for socially just education. It has also accompanied major political changes including the unbundling of the Soviet Union and the forging of the European Union. Amongst the s…
Educational responses to multilingualism
We would also like to thank Miranda Roccisano for her generous and highly professional text-editing in the preparation of the papers for this volume.Anthony J. Liddicoat, Kathleen Heugh, Timothy Jowan Curnow and Angela ScarinoResearch Centre for Languages and Cultures, School of Communication International Studies and Languages University of South Australia, Adelaide, South Australia
Harmonisation and South African languages
Displacement and language
Displacement is a fairly recently recognised phenomenon within studies of migration, where people flee from their local environment to another location inside their own country, rather than to another country as refugees. This chapter focuses on the paucity of research, including both migration studies and linguistics in regards to people who have been displaced inside their countries or in the porous border regions of adjoining countries. It als…
Diversities, affinities and diasporas
We frame multilingualisms through a growing interest in a linguistics and sociology of the ‘south’ and acknowledge earlier contributions of linguists in Africa, the Américas and Asia who have engaged with human mobility, linguistic contact and consequential ecologies that alter over time and space. Recently, conversations of multilingualism have drifted in two directions. Southern conversations have become intertwined with ‘de-colonial theory’, a…
Spaces of exception
In this paper we draw attention to people who journey from one temporal and spatial setting towards another in the ‘South’, who aspire to a reconfigured sense of belonging, prosperity and wellbeing, and their multilinguality and multilingualisms. Through three vignettes of journeys we illustrate how in changing of place that linguistic diversities are encountered and mediated. During moments of North–South and South–South entanglement and excepti…
Tensions between policy aspirations and enactment
This article considers the ways in which two senior secondary assessment policies that aim to be inclusive are enacted for students from refugee backgrounds. The final years of secondary school in Australia are shaped by high-stakes assessment requirements. Yet there have been policy moves in South Australia to be more inclusive of students by providing more flexibility for them to demonstrate their learning in diverse ways. We undertook a critic…
Philosophy of education in a new key
Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, bu…
Multilingualism, translanguaging and transknowledging
Key findings, analysis and recommendations that have emerged from a research project, ‘Using Human Language Technology to enhance academic integrity, inclusivity, knowledge exchange, student diversity and retention’ at the University of South Australia conducted in 2019 are discussed in this article. The primary purpose of the project was to address some of the challenges and opportunities afforded by increasing student and teacher diversity at a…
Southern multilingual moves in education
This paper contributes to southern theorization of multilingualisms. Noting the predominance of northern-generated academic debates, we discuss perspectives from close engagement with southern socio-historical and political contexts, and through prioritizing community and teacher outlooks on multilingualism. Our account is illustrated with examples of linguistic citizenship that highlight local agency and dialogue in border-crossing across multip…
Heading South, Unmuting Multilingualisms
The central thesis of Uccelli's target article is a dire need to identify the causes of inequalities in literacy and language education from the fourth grade, and which pedagogies best eliminate them. Uccelli's quest for empirical, pedagogical, and theoretical insights to counter injustice, and to give voice to rather than silence students, is urgent and welcome. Effective redress of structural inequalities associated with language and literacy i…
Reciprocal multilingual awareness for linguistic citizenship
In this paper, we build on southern and decolonial theories of multilingualism and invite a south-north conversation through a concept we propose as 'reciprocal multilingual awareness'. Reciprocity is a core value of southern societies that balance pluralities of episteme, language, and communality. Central features of southern multilingualisms, including transknowledging (reciprocal exchanges and translation of knowledge), and linguistic citizen…
Multilingual Education in Africa—Southern Agency, Expertise, and Resilience
This entry traces six phases of multilingual education in Africa. The first three phases predating European colonisation include hieroglyphics, the liturgical use of Ge'ez in East Africa, and the spread of Islam and Ajami script across North and West Africa. The following three phases (colonial, postcolonial and decolonial) are compressed in 140 years of overt attempts to erase epistemologies and multilingualisms of African communities and schola…
Translation technology, translanguaging and transknowledging in student academic writing
This article draws attention to the centrality of translation in multilingual pedagogies that include translanguaging and transknowledging with higher education (HE) students in English Medium Instruction (EMI) institutions. At a perplexing time when AI technologies advance, this article provides a background to earlier (southern) research on multilingualisms in education, including the use of human language translation technologies to increase e…
Southern multilingualisms and transknowledging
The purpose of this article is to offer a historiographical account and theoretical perspective of transknowledging as central to ‘multilingualisms,’ intimately connected with communality and humanity in plural societies. This discussion continues earlier work that identifies transknowledging as one of three major characteristics of southern multilingualisms: (i) plural, multidimensional multilingualisms purposefully used for specific functions (…
Multilingual Education and Policy (21 works) · Sociology (20 works) · Political science (18 works) · Second Language Learning and Teaching (18 works) · Pedagogy (12 works) · EFL/ESL Teaching and Learning (10 works) · Law (10 works) · Linguistics (10 works) · Multilingualism (9 works) · Law (7 works)