Language as a ‘resource’ in South Africa: the economic life of language in a globalising society
- Authors: Wright, Laurence
- Date: 2002
- Language: English
- Type: text , article
- Identifier: vital:7035 , http://hdl.handle.net/10962/d1007370 , https://doi.org/10.1080/10131750285310031
- Description: preprint , We need to develop a much more refined and specific understanding of what is meant when people refer to language is a ‘resource’. If something can accurately be described as a resource, then by its very nature it carries with it or attracts, at least in potential, the social motivation associated with the utilization, development or exploitation of that resource. This is strikingly true where language is the resource in question, because language is so intimately bound up with human activity. Where it exists, such social motivation can be augmented and supported so as to realize the ends of language policy. Contrastingly, where it is seen that social motivation informing a particular language situation is at odds with the intent of language policy, then either implementation must retreat and move to other arenas, other points of influence, where intervention can be more effective, or those charged with implementation must resign themselves to costly and messy efforts to force unwanted change through legal authority.
- Full Text:
- Authors: Wright, Laurence
- Date: 2002
- Language: English
- Type: text , article
- Identifier: vital:7035 , http://hdl.handle.net/10962/d1007370 , https://doi.org/10.1080/10131750285310031
- Description: preprint , We need to develop a much more refined and specific understanding of what is meant when people refer to language is a ‘resource’. If something can accurately be described as a resource, then by its very nature it carries with it or attracts, at least in potential, the social motivation associated with the utilization, development or exploitation of that resource. This is strikingly true where language is the resource in question, because language is so intimately bound up with human activity. Where it exists, such social motivation can be augmented and supported so as to realize the ends of language policy. Contrastingly, where it is seen that social motivation informing a particular language situation is at odds with the intent of language policy, then either implementation must retreat and move to other arenas, other points of influence, where intervention can be more effective, or those charged with implementation must resign themselves to costly and messy efforts to force unwanted change through legal authority.
- Full Text:
Minding the gaps – an investigation into language policy and practice in four Eastern Cape districts
- Probyn, Margie J, Murray, Sarah R, Botha, Liz, Botya, Paula, Brookes, Margie, Westphal, Vivian
- Authors: Probyn, Margie J , Murray, Sarah R , Botha, Liz , Botya, Paula , Brookes, Margie , Westphal, Vivian
- Date: 2002
- Language: English
- Type: Article
- Identifier: vital:7024 , http://hdl.handle.net/10962/d1007206
- Description: South Africa's new Language in Education Policy (LiEP) has been described as one of the most progressive in the world but few schools have implemented it. This article describes research that investigates the gap between the policy goals and what is actually happening in schools in four districts in the Eastern Cape. The research attempts to make explicit community and school language practices and the factors that support or frustrate the formation and enactment of a school language policy in these four linguistically diverse sites. It appears that school governing bodies are not well equipped to make decisions about school language policy which meet the requirements of the national LiEP and economic imperatives to acquire English override considerations of multilingualism and additive bilingualism as expressed in the policy.
- Full Text:
Minding the gaps – an investigation into language policy and practice in four Eastern Cape districts
- Authors: Probyn, Margie J , Murray, Sarah R , Botha, Liz , Botya, Paula , Brookes, Margie , Westphal, Vivian
- Date: 2002
- Language: English
- Type: Article
- Identifier: vital:7024 , http://hdl.handle.net/10962/d1007206
- Description: South Africa's new Language in Education Policy (LiEP) has been described as one of the most progressive in the world but few schools have implemented it. This article describes research that investigates the gap between the policy goals and what is actually happening in schools in four districts in the Eastern Cape. The research attempts to make explicit community and school language practices and the factors that support or frustrate the formation and enactment of a school language policy in these four linguistically diverse sites. It appears that school governing bodies are not well equipped to make decisions about school language policy which meet the requirements of the national LiEP and economic imperatives to acquire English override considerations of multilingualism and additive bilingualism as expressed in the policy.
- Full Text:
- «
- ‹
- 1
- ›
- »