Browsing by Author "Madell, Madelynne"

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    Schooling superdiversity: Linguistic features as linguistic resources in two Manenberg classrooms in the Western Cape
    (University of the Western Cape, 2017) Madell, Madelynne; Williams, Quentin; Stroud, Christopher
    This thesis takes on a non-essentialist view of language by studying the borrowing of linguistic features across languages as natural, everyday language practices. More specifically, this research identifies the need for the accommodation of linguistic diversity and multi-layered repertoires amongst pupils in two monoglossic grade R classes in the area of Manenberg, Western Cape. As a means of accommodating the linguistic diversity and mixed linguistic repertoires of pupils in these two classrooms, it is investigated how the borrowing of linguistic features can be utilized as a linguistic resource in these diverse classrooms. Furthermore, this research also studies how the language ideologies of the teachers of the two grade R classes could possibly influence the absence or the presence of the borrowing of linguistic features in these spaces. This study made use of research methods which closely resemble methods ethnographic in nature, by mainly making use of observations to study the natural spoken discourse of two grade R teachers and their pupils in the domain of the classroom. Moreover, these two grade R classes and the area in which the schools are located, were studied as possible superdiverse spaces as these classes are made up of diverse groups of pupils which reside in the community of Manenberg, where diversity is increasing. The discussion on whether the community of Manenberg and the two classrooms studied can be regarded as superdiverse spaces, takes on an interrogative perspective in the concluding chapter of this thesis.
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    Schooling Superdiversity: Linguistic features as linguistic resources in two Manenberg classrooms in the Western Cape
    (CMDR, 2015) Madell, Madelynne
    This study is a working paper which addresses the need for the accommodation of linguistic diversity and mixed linguistic repertoires in the classroom context, due to the rise and changes in migration patterns, as a result of globalization. More specifically, it focuses on linguistic diversity and mixed linguistic repertoires amongst pupils in post- apartheid South African classrooms and investigates how the borrowing of linguistic features by teachers and learners can be used as linguistic resources in the classroom context. By investigating how an informal variety of speech, the borrowing of features across languages, can be utilized as linguistic resource in the classroom context, this paper proposes a move away from formal classroom discourse, to more informal varieties brought to the classroom by learners. Even though scholars such as Woolard (1994) and Ritzau (2014) have highlighted how the ideologies present in institutional settings, perceive the borrowing of linguistic features as an indication of �less than full linguistic capabilities� (Woolard, 1994:63), various other studies have emphasized the increase in mobility is characterized by an unbelievable rise in the category of migrants, not only with regards to nationality, ethnicity and language, but also in terms of their reasons for emigrating, routes used during relocation, entry into the labour and housing markets of the host societies and so forth.