Carolyn Mckinney
Biographic Data
| ID | 3827618 |
|---|---|
| NAME | Carolyn Mckinney |
| GIVEN NAMES | Carolyn |
| FAMILY NAME | Mckinney |
| SIGNATURE | MCKINNEY C |
| AFFILIATIONS | University of Cape Town |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Coloniality of language and pretextual gaps
Framed by decolonial theory, this paper explores how language and literacy ideologies, including Anglonormativity, or the expectation that children should be proficient in a standardised version of English and are deficient if not, shape language and literacy practices in South African classrooms. While not legitimised, the use of fluid language practices in classroom discourse in the Global South is well documented. Less explored is the impact o…
Linguistic ideologies in multilingual South African suburban schools
Existing research on language in South African schooling frequently draws attention to the problematic hegemony of English and the lack of access to quality education in the home language of the majority of learners, often drawing on the metaphor of a gap or a disjuncture between post-apartheid language in education policy (LiEP) and its implementation. We argue that the notion of a ‘gap’ obscures the significant continuities between apartheid an…
Orientations to English in post-apartheid schooling
As Voloshinov has famously argued, ‘the word is the most sensitive index of social changes, and what is more, of changes still in the process of growth’ (Voloshinov, 1986: 19). Scrutiny of young people's discourses on language together with their language practices offers us a window into a society in transition, such as present-day South Africa. This article examines the language ideologies and language practices of Black youth attending previou…
The sociolinguistics of writing in a global context
In this paper, we argue that writing has largely been ignored as a significant empirical object of study in sociolinguistics. Pointing to the consequences of the specific ways in which writing has been positioned historically within sociolinguistics, we discuss the need to re-imagine writing as an object of study and problematize the dominant lenses through which writing is understood and analyzed. We draw on recent work to illustrate three key c…
Misunderstandings about language
Developing a sociolinguistic voice? Students and linguistic descriptivism
The sociolinguistics of writing in a global context
In this paper, we argue that writing has largely been ignored as a significant empirical object of study in sociolinguistics. Pointing to the consequences of the specific ways in which writing has been positioned historically within sociolinguistics, we discuss the need to re-imagine writing as an object of study and problematize the dominant lenses through which writing is understood and analyzed. We draw on recent work to illustrate three key c…
Linguistic ideologies in multilingual South African suburban schools
Existing research on language in South African schooling frequently draws attention to the problematic hegemony of English and the lack of access to quality education in the home language of the majority of learners, often drawing on the metaphor of a gap or a disjuncture between post-apartheid language in education policy (LiEP) and its implementation. We argue that the notion of a ‘gap’ obscures the significant continuities between apartheid an…
Coloniality of language and pretextual gaps
Framed by decolonial theory, this paper explores how language and literacy ideologies, including Anglonormativity, or the expectation that children should be proficient in a standardised version of English and are deficient if not, shape language and literacy practices in South African classrooms. While not legitimised, the use of fluid language practices in classroom discourse in the Global South is well documented. Less explored is the impact o…
Misunderstandings about language
Developing a sociolinguistic voice? Students and linguistic descriptivism
Orientations to English in post-apartheid schooling
As Voloshinov has famously argued, ‘the word is the most sensitive index of social changes, and what is more, of changes still in the process of growth’ (Voloshinov, 1986: 19). Scrutiny of young people's discourses on language together with their language practices offers us a window into a society in transition, such as present-day South Africa. This article examines the language ideologies and language practices of Black youth attending previou…
The sociolinguistics of writing in a global context
In this paper, we argue that writing has largely been ignored as a significant empirical object of study in sociolinguistics. Pointing to the consequences of the specific ways in which writing has been positioned historically within sociolinguistics, we discuss the need to re-imagine writing as an object of study and problematize the dominant lenses through which writing is understood and analyzed. We draw on recent work to illustrate three key c…
Linguistic ideologies in multilingual South African suburban schools
Existing research on language in South African schooling frequently draws attention to the problematic hegemony of English and the lack of access to quality education in the home language of the majority of learners, often drawing on the metaphor of a gap or a disjuncture between post-apartheid language in education policy (LiEP) and its implementation. We argue that the notion of a ‘gap’ obscures the significant continuities between apartheid an…
Coloniality of language and pretextual gaps
Framed by decolonial theory, this paper explores how language and literacy ideologies, including Anglonormativity, or the expectation that children should be proficient in a standardised version of English and are deficient if not, shape language and literacy practices in South African classrooms. While not legitimised, the use of fluid language practices in classroom discourse in the Global South is well documented. Less explored is the impact o…
Linguistics (6 works) · Multilingual Education and Policy (6 works) · Sociology (6 works) · Second Language Learning and Teaching (4 works) · Computer Science (3 works) · EFL/ESL Teaching and Learning (3 works) · History (3 works) · Philosophy (3 works) · Citation (2 works) · Gender Studies (2 works)