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• W608910688 abstract "This thesis is an account of a qualitative study, which set out to investigate how blackmultilingual children in their first year of formal schooling are socialised into thecultural practices, particularly the English language practices, and ethos at a formerwhite English medium school in South Africa. This study is interdisciplinary drawingon social theories and poststructuralist epistemology to explore the relationshipbetween ideology, language/knowledge practices and identity. In particular, I considerthe discursive construction of English as legitimate language, while other forms ofrepresentation are viewed as 'abnormal'.Set in the context of post-apartheid South Africa, the study was located in adesegregated primary school in a suburban area of Johannesburg. Data was collectedusing ethnographic methods and drawing on the traditions of school ethnography.Qualitative data collection methods included non-participant observation, videorecordings of classroom interactions, audio recordings of interviews, and learners'tasks. Forms of discourse analysis, blending approaches from sociology, educationand applied linguistics, are used to analyse social interaction as a discursive site whereresources are validated and marginalised, and as a site of identity construction.Bourdieu's notions of linguistic capital, linguistic markets and linguistic habitusinform my analysis. The analysis will also be located in Foucault's work, which setsout the constitutive forces, and discursive practices by which identities are constructedand negotiated within institutional contexts. The study reveals that proficiency inEnglish, and access to specific cultural practices associated with English, enableslearners with those resources to claim certain identity positions while those who donot have access to them become disadvantaged and marginalised. Despite thelinguistically diverse nature of the institution, the school practices, discourse andethos work toward monolingualism. I argue that the value and legitimacy attached toEnglish plays a significant role in how black multilingual children in year one ofschooling imagine themselves as members of this community. Through makingvisible, the ideological practices and assimilationist activities, especially with regardto dominant language/knowledge, this study hopes to raise questions of inequality andsocial justice in a society in transformation." @default.
• W608910688 created "2016-06-24" @default.
• W608910688 creator A5054623163 @default.
• W608910688 date "2009-01-01" @default.
• W608910688 modified "2023-10-03" @default.
• W608910688 title "'Black children in a white school' : language, ideology and identity in a desegregated South African primary school" @default.
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