Language and Power in Post-Colonial Schooling

Using the lens of linguistic ideologies-teachers' and students' beliefs about language-this book examines reproduction of linguistic inequality in Anglophone post-colonial contexts, framed within global debates in sociolinguistics and applied linguistics.

Informationen zum Autor Carolyn McKinney is Associate Professor, Language Education, School of Education, University of Cape Town, South Africa. Zusammenfassung Using the lens of linguistic ideologiesteachers' and students' beliefs about languagethis book examines reproduction of linguistic inequality in Anglophone post-colonial contexts, framed within global debates in sociolinguistics and applied linguistics. Inhaltsverzeichnis Foreword Hilary Janks Preface Chapter 1 What counts as [a] language? Chapter 2 What counts as language in education policy and curricula? Chapter 3 Whose language resources count in schooling? Chapter 4 Anglonormativity: language ideologies and the reproduction of race Chapter 5 Positioning students in an Anglonormative English class: asymmetrical relations of knowing. Chapter 6 Hope I: Students' agency in interrupting Anglonormativity Chapter 7 Hope II: Interrupting Anglonormativty through transformative pedagogies Chapter 8 Conclusion: Changing what counts as legitimate language use in schooling

Autorentext

Carolyn McKinney is Associate Professor, Language Education, School of Education, University of Cape Town, South Africa.

Zusammenfassung
Using the lens of linguistic ideologiesteachers' and students' beliefs about languagethis book examines reproduction of linguistic inequality in Anglophone post-colonial contexts, framed within global debates in sociolinguistics and applied linguistics.

Inhalt

Foreword

Hilary Janks

Preface

Chapter 1

What counts as [a] language?

Chapter 2

What counts as language in education policy and curricula?

Chapter 3

Whose language resources count in schooling?

Chapter 4

Anglonormativity: language ideologies and the reproduction of race

Chapter 5

Positioning students in an Anglonormative English class: asymmetrical relations of knowing.

Chapter 6

Hope I: Students' agency in interrupting Anglonormativity

Chapter 7

Hope II: Interrupting Anglonormativty through transformative pedagogies

Chapter 8

Conclusion: Changing what counts as legitimate language use in schooling