English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Open

South African higher education is at a critical juncture in the implementation of South Africa’s multilingual  language policy promoting institutional status for nine African languages, English, and Afrikaans. South African  scholars, not content merely to comment from the sidelines on the policy, its promise, and challenges, have also  engaged in implementation efforts. This article explores two such initiatives, both focusing on the use of African  languages in higher education institutions where English is already established as the medium of instruction, and  both undertaken with explicit goals of righting South Africa’s longstanding social injustices. I collaborated with  colleagues at the University of Limpopo and the University of KwaZulu-Natal to assess current implementation  and identify next steps and strategies for achieving truly multilingual teaching, learning, and research at their  institutions. Taking up Hymes’ (1980) call for ethnographic monitoring of bilingual education, I sought in each  case to jointly describe and analyze current communicative conduct, uncover emergent patterns and meanings  in program implementation, and evaluate program and policy in terms of social meanings. I argue that  ethnographic monitoring in education offers one means toward  not  taking language inequality for  granted.

On not taking language inequality for granted: Hymesian traces in ethnographic monitoring of South Africa’s multilingual language policy