Translingual innovation within contact zones: lessons from Australian and South African schools

Susan Ollerhead, Mastin Prinsloo, Lara-Stephanie Krause

Research output: Chapter in Book/Report/Conference proceedingForeword/postscript/introductionpeer-review

1 Citation (Scopus)

Abstract

In this chapter, the authors undertake a contrastive study on translingual innovation across two very different contexts: South African township schooling, where the majority of children speak languages other than English yet are taught and tested in English, and Australian urban schooling, where newly arrived students are immersed in English language instruction to prepare them for mainstream schooling. The authors make a case for plurilingual pedagogies to be viewed as “placed resources”, and for teachers working in such sites to view their work as occurring within “contact zones”, where cultures come together in social spaces characterised by unequal power relationships.
Original languageEnglish
Title of host publicationPlurilingualism in teaching and learning
Subtitle of host publicationcomplexities across contexts
EditorsJulie Choi, Sue Ollerhead
Place of PublicationNew York
PublisherTaylor & Francis
Chapter8
Pages129-146
Number of pages18
ISBN (Electronic)9781315392455, 9781315392462
ISBN (Print)9781138228474, 9781138228498
DOIs
Publication statusPublished - 2018
Externally publishedYes

Fingerprint

Dive into the research topics of 'Translingual innovation within contact zones: lessons from Australian and South African schools'. Together they form a unique fingerprint.

Cite this