The Constraints of Monolingual Language Policy and Heteroglossic Practices as a Vehicle for Linguistic Justice

Bibliographic Data

ID5899994
AuthorsBeatha Set (0000-0002-0494-0249, University of Namibia, corresponding author)
Year2023
Volume8
Issue2
Pages131
Publication date2023-05-22
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguages (JOURNAL)
Journal identifiersISSN: 2226-471X • E-ISSN: 2226-471X
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/languages8020131
OpenAlexW4377289415
LanguageEN
Citations received1
References cited28

This paper draws on conceptualisations of language as heteroglossic practices to examine how the experienced bilingual science teacher navigates between the monoglossic ideology that is embodied in the official Namibian Language in Education Policy (LiEP) within a linguistically constrained Namibian bilingual context. This paper aims to support recent research that challenges monolingual and monoglossic language practices, which tend to ignore the linguistic resources that children bring to the classroom. Data were collected from a classroom including video and audio recordings of lessons, field notes and photographs. The data were analysed through socio-cultural discourse and fine-grained multimodal analytical methods. The data findings illustrate the moment where the science teacher was constrained by English monolingual policy to mediate learners' access to science learning, and harnessed all linguistic resources that the learners bring to the classroom. Subsidiary to that, there were moments where the teacher worked flexibly across languages, discourses and modes to interrupt the monoglossic ideology that is embodied in the official Namibian Language in Education Policy (LiEP). The use of rich heteroglossic practices is a clear testimony to enhanced science meaning-making regardless of learners' 'limited proficiency in English. The findings highlight the need to support learners from linguistically diverse backgrounds through a deliberate inclusive language policy that harnesses the heteroglossic nature of communicative practices and prepares teachers for a multilingual reality

Context (archaeology · Embodied cognition · Ideology · Language policy · Linguistics · Meaning (existential · Pedagogy · Political science · Politics · Sociology · Computer Science · History · Linguistic Education and Pedagogy · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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Open DOIOpen Access