Wednesday, June 1, 2011

Reading List, References for SA Language and Literacy


South African Language and Literacy Policy
References

Bamgbose, A. (2000). Language and exclusion: the consequences of language policies in Africa.  Munster, Germany: Lit Verlag.

Bloch, C. (2009). Enabling biliteracy among young children in Southern Africa: realities, visions, and strategies.  In M. Torres-Guzman and J. Gomez (Eds.) Global perspectives on multilingualism: unity in diversity (pp. 19-35). New York:  Teachers College Press.

Brock-Utne, B. (2005).  Language-in-education policies and practices in Africa with a special focus on Tanzania and South Africa – insights from research and progress. In A. Lin & R. Martin (Eds.), Decolonialisation, globalization: language-in-education policy and practice (pp. 173-201). Clevedon, UK: Multilingual Matters, Ltd.

Brock-Utne, B. & Hopson, R. (2005). Educational language context and issues in postcolonial Africa. In B. Brock-Utne and R. Hopson (Eds.) Languages of instruction for African emancipation: focus on post-colonial contexts and considerations (pp. 1-21). Cape Town: CASAS.

Beukes, A. (n.d.) The first ten years of democracy: language policy in South Africa.  Paper from 10th Linguapax Congress on Linguistic Diversity, Sustainability, and Peace. Barcelona.

Burnett, G. (2009). Critically theorizing the teaching of literacy and language in Pacific schooling: just another Western narrative? Critical Literacy, 3, 17-32.

Carter, J. (n.d.) Education in South Africa: some points for policy coherence. In Education and poverty reduction strategies: issues of policy coherence (pp. 19-38). HSRC Press.

Cook, S. (2009). Street Setswana vs. school Setswana: language policies and the forging of identites in South African classrooms. In J. Kleifgen & G. Bond (Eds.), The languages of Africa and the diaspora: educating for language awareness (pp. 96-116). Bristol, UK: Multilingual Matters.

CRESPA (n.d.) Language policy, planning & implementation.

CRESPA (n.d.) Early literacy unit.

CRESPA (n.d.) Translation.

De Lange, N., Mitchell, C., Stuart, J. (Eds.) (2007). Putting people in the picture: visual methodologies for social change. Rotterdam: Sense Publishers.

Edwards, V. (2008). The culture of reading: an evaluation of a key programme of PRAESA. Cape Town: Project for the Study of Alternative Education in South Africa, University of Cape Town.

Granville, S., Janks, H., Joseph, M, Mphalele, M., Ramani, E., Reed, Y., Watson, P. (July, 1997). English with or without g(u)ilt: apposition paper on language in education policy for South Africa. Paper presented at The English Teachers Connect International Conference. Johannesburg.

Heugh, K. (2007). Language and literacy issues in South Africa. In N. Rassool (Ed.), Global issues in language, education and development (pp. 187-217). Clevedon, UK: Multilingual Matters, Ltd.

Maake, N. (1994). Dismantling the tower of Babel: in search of a new language policy for a post-apartheid South Africa. In R. Fardon & G. Furniss (Eds.), African languages, development and the state (p. 111-121). New York:  Routledge.

Mesthrie, R. (2008). South Africa: the rocky road to nation building. In A. Simpson (Ed.) Language and national identity in Africa (pp. 316-338). Oxford, UK:  Oxford University Press.

Morgan, B. & Ramanathan, V. (2005). Critical literacies and language education: global and local perspectives. Annual Review of Applied Linguistics, 25, 151-169.

Prah, K. (2005). Language of instruction for education, development, and African emancipation.  In B. Brock-Utne and R. Hopson (Eds.) Languages of instruction for African emancipation: focus on post-colonial contexts and considerations (pp. 23-49). Cape Town: CASAS.

Prinsloo, J. & Janks, H. ((2002). Critical literacy in South Africa:  possibilities and constraints in 2002. English Teaching: Practice and Critique, 1, 20-38.

Prinsloo, M & Breier, M. (Eds.) (1996). The social uses of literacy: theory and practice in contemporary South Africa. Amsterdam:  John Benjamins.

Probyn, M. (2005). Language and the struggle to learn:  the intersection of classroom realities, language policy, and neocolonial and globalization in South African schools. In A. Lin & R. Martin (Eds.), Decolonialisation, globalization: language-in-education policy and practice (pp. 153-171). Clevedon, UK: Multilingual Matters, Ltd.

Ridge, S. (2000). Mixed motives: ideological elements in the support for English in South Africa. In T. Ricento (Ed.), Ideology, politics, and language policies: focus on English (pp. 151-175). Amsterdam: Johns Benjamins.

Rogers, A. (2001). Afterword: problematising literacy and development. In B. Street (Ed.), Literacy and development: ethnographic perspectives (pp. 205-222). New York: Routledge.

Wildsmith-Cromarty, R. (2009). Multilingualism in South African schools: where to now? In M. Torres-Guzman and J. Gomez (Eds.) Global perspectives on multilingualism: unity in diversity (pp. 36-53). New York:  Teachers College Press.

Wolff, E. (Ed.) (2000). Tied tongues: the African renaissance as a challenge for language planning. Munster, Germany: Lit Verlag.

Zimmerman, L., Botha, M., Howie, S., Long, C. (n.d.). Teacher education and development in South Africa: a research and development programme. Pretoria: Centre for Evaluation and Assessment, University of Pretoria.