Andrea Parmegiani
Biographic Data
| ID | 183606 |
|---|---|
| NAME | Andrea Parmegiani |
| GIVEN NAMES | Andrea |
| FAMILY NAME | Parmegiani |
| SIGNATURE | PARMEGIANI A |
| AFFILIATIONS | Bronx Community College |
| ORCID | 0000-0002-3057-2224 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Linguistic inequality and access to education: Curricular strategies from South Africa and the United States
Translanguaging in a bilingual writing programme: The mother tongue as a resource for academic success in a second language
This paper reports on a writing programme I started at Bronx Community College to improve academic success among recently immigrated Spanish-speaking students by linking ESL courses to Spanish academic literacy courses within the framework of a learning community. My reflection begins by articulating the pedagogical rationale for looking beyond ‘English-only’ approaches to the teaching of college writing in the context of the U.S. language demogr…
Promoting academic achievement through the mother tongue and a critically compassionate intellectual praxis
Gender and the ownership of English in South Africa
This paper explores the role gender plays in the ownership of English as an additional language in South Africa. The question of who is a 'legitimate' owner of the dominant language is crucial for democratic transformation, as it is related to the allocation of opportunities for socio-economic empowerment. After deconstructing the notion that only native speakers can be considered legitimate owners, I will present an empirical study which explore…
The (dis)ownership of English: Language and identity construction among Zulu students at the University of KwaZulu-Natal
This paper explores the role English and isiZulu play in the identity construction of a group of black South African university students from disadvantaged backgrounds enrolled in a bridge programme at the University of KwaZulu-Natal. I will discuss how, in post-apartheid South Africa, language practices continue to foster inequality, despite a constitution that grants official status to 11 languages. Attitudes towards language in South Africa ar…
Divided loyalties: Zulu vis-à-vis English at the University of KwaZulu-Natal
The University of KwaZulu-Natal (UKZN) is located in a province in South Africa where almost 80 per cent of the population speaks Zulu as first language (L1). It is one of the few tertiary institutions in the country where tangible steps have been taken toward incorporating an African language for academic purposes. In this article, the authors examine the attitudes towards Zulu vis-à-vis English among first-year UKZN students through a qualitati…
Language ownership in multilingual settings: Exploring attitudes among students entering the University of KwaZulu-Natal through the Access Program
The question of language ownership is most relevant in multilingual societies which are characterised by power imbalances among speakers of different languages. Bourdieu (1991, 1997) has argued that verbal exchanges take place in inequitable markets where speech acts are assigned different symbolic values. Within any sociolinguistic community, certain ways of using language are considered proper, educated, standard or legitimate, while others are…
On Race, Language, Power and Identity: Understanding the Intricacies through Multicultural Communication, Language Policies, and the Ebonics Debate
Intercultural Communication: An Advanced Resource Book. A. Holliday, M. Hyde, and J. Kullman Language Policy: Theory and Method. T. Ricento Ebonics: The Urban Education Debate (2nd Edition). J. Ramirez, T. Wiley, G. de Klerk, E. Lee, and W. Wright
Critical comments
Translanguaging in a bilingual writing programme: The mother tongue as a resource for academic success in a second language
This paper reports on a writing programme I started at Bronx Community College to improve academic success among recently immigrated Spanish-speaking students by linking ESL courses to Spanish academic literacy courses within the framework of a learning community. My reflection begins by articulating the pedagogical rationale for looking beyond ‘English-only’ approaches to the teaching of college writing in the context of the U.S. language demogr…
Linguistic inequality and access to education: Curricular strategies from South Africa and the United States
Critical comments
On Race, Language, Power and Identity: Understanding the Intricacies through Multicultural Communication, Language Policies, and the Ebonics Debate
Intercultural Communication: An Advanced Resource Book. A. Holliday, M. Hyde, and J. Kullman Language Policy: Theory and Method. T. Ricento Ebonics: The Urban Education Debate (2nd Edition). J. Ramirez, T. Wiley, G. de Klerk, E. Lee, and W. Wright
Language ownership in multilingual settings: Exploring attitudes among students entering the University of KwaZulu-Natal through the Access Program
The question of language ownership is most relevant in multilingual societies which are characterised by power imbalances among speakers of different languages. Bourdieu (1991, 1997) has argued that verbal exchanges take place in inequitable markets where speech acts are assigned different symbolic values. Within any sociolinguistic community, certain ways of using language are considered proper, educated, standard or legitimate, while others are…
Divided loyalties: Zulu vis-à-vis English at the University of KwaZulu-Natal
The University of KwaZulu-Natal (UKZN) is located in a province in South Africa where almost 80 per cent of the population speaks Zulu as first language (L1). It is one of the few tertiary institutions in the country where tangible steps have been taken toward incorporating an African language for academic purposes. In this article, the authors examine the attitudes towards Zulu vis-à-vis English among first-year UKZN students through a qualitati…
The (dis)ownership of English: Language and identity construction among Zulu students at the University of KwaZulu-Natal
This paper explores the role English and isiZulu play in the identity construction of a group of black South African university students from disadvantaged backgrounds enrolled in a bridge programme at the University of KwaZulu-Natal. I will discuss how, in post-apartheid South Africa, language practices continue to foster inequality, despite a constitution that grants official status to 11 languages. Attitudes towards language in South Africa ar…
Promoting academic achievement through the mother tongue and a critically compassionate intellectual praxis
Gender and the ownership of English in South Africa
This paper explores the role gender plays in the ownership of English as an additional language in South Africa. The question of who is a 'legitimate' owner of the dominant language is crucial for democratic transformation, as it is related to the allocation of opportunities for socio-economic empowerment. After deconstructing the notion that only native speakers can be considered legitimate owners, I will present an empirical study which explore…
Linguistic inequality and access to education: Curricular strategies from South Africa and the United States
Translanguaging in a bilingual writing programme: The mother tongue as a resource for academic success in a second language
This paper reports on a writing programme I started at Bronx Community College to improve academic success among recently immigrated Spanish-speaking students by linking ESL courses to Spanish academic literacy courses within the framework of a learning community. My reflection begins by articulating the pedagogical rationale for looking beyond ‘English-only’ approaches to the teaching of college writing in the context of the U.S. language demogr…
Sociology (9 works) · Multilingual Education and Policy (8 works) · Second Language Learning and Teaching (7 works) · Linguistics (6 works) · Pedagogy (6 works) · Political science (6 works) · EFL/ESL Teaching and Learning (5 works) · Psychology (5 works) · First language (4 works) · Gender Studies (4 works)