Language, power and voices of a university

The role of critical linguistics in curriculum development

Datos Bibliográficos

ID20156089
AutoresJenny Clarence (a Senior lecturer in the Department of Second Language Studies , University of Natal in Pietermaritzburg, autor de correspondencia)
Año1992
Volumen8
Número3-4
Páginas145-161
Fecha de publicación1992-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Literary Studies (JOURNAL)
Identificadores de la revistaISSN: 0256-4718 • E-ISSN: 1753-5387
EditorialUnisa Press (PUBLISHER • ZA)
DOI10.1080/02564719208530012
OpenAlexW2076377468
IdiomaEN
Citas recibidas1
Referencias citadas21

This paper argues that students coming to the university for the first time need to understand, not only traditional university conventions and practices, but, more importantly, the institutional power relations which have an immediate bearing on their positions as students. It is claimed that “Learning, Language and Logic”, which is a credit‐bearing course for second language speakers from impoverished educational backgrounds, should provide the context for the development of a critical response to the university and for the possible contestation of some of its commonsense practices. It is argued that critical linguistics, which focuses on the way in which power relations are linguistically encoded, provides one way in which these insights can be developed. The paper describes a critical language programme which was part of “Learning, Language and Logic” and then focuses on student responses to one particular task. It also includes a brief critique of this approach to language teaching. Opsomming In hierdie artikel word geredeneer dat studente wat vir die eerste maal aan ‘n universiteit studeer nie net die tradisionele universiteitskonvensies en ‐praktyke moet begryp nie, maar ook, nog belangriker, insig moet he in die institusionele magsrelasies wat direk betrekking het op hul posisies as studente. Daar word aangevoer dat “Learning, Language and Logic”, wat ‘n kredietdraende kursus vir tweedetaalsprekers vanuit verarmde opvoed‐kundige agtergronde is, die konteks behoort te verskaf vir die ontwikkeling van ‘n kritiese respons op die universiteit en vir ‘n moontlike weerlegging van sommige van die “commonsense” praktyke daarvan. Daar word geredeneer dat kritiese linguistiek, wat fokus op die wyse waarop magsrelasies taalmatig geënkodeer is, een manier verskaf waarop hierdie insigte ontwikkel kan word. Die artikel beskryf ‘n kritiese taalprogram wat deel was van “Learning, Language and Logic” en fokus dan op studente se reaksies op een spesifieke opdrag. Dit sluit ook ‘n kort kritiek op hierdie benadering tot taalonderrig in

Linguistics · Pedagogy · Sociology · Theology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Philosophy · Second Language Learning and Teaching