http://multimargins.ac.za/index.php/mm/issue/feed Multilingual Margins: A journal of multilingualism from the periphery 2020-08-19T10:50:49+00:00 Sam Mabija smabija@uwc.ac.za Open Journal Systems <p>A journal of multilingualism from the periphery</p> http://multimargins.ac.za/index.php/mm/article/view/156 Table of Contents 2020-08-19T09:02:06+00:00 Samkelo Mabija samkelomabija@gmail.com <p>Table of Contents</p> 2020-08-19T00:00:00+00:00 ##submission.copyrightStatement## http://multimargins.ac.za/index.php/mm/article/view/157 Grassroots participation and agency in bilingual education processes in Mozambique 2020-08-19T09:26:30+00:00 Feliciano Chimbutane qwilliams@uwc.ac.za <p>The intention of this introduction to this special issue is to give the context within which the three articles in the issue were born and foreground the main themes emerging from the discussions offered in each of them.&nbsp;</p> 2020-08-19T00:00:00+00:00 ##submission.copyrightStatement## http://multimargins.ac.za/index.php/mm/article/view/158 Educação bilingue em Moçambique e o empoderamento comunitário 2020-08-19T09:33:50+00:00 Silvestre S. Cumbane qwilliams@uwc.ac.za <p>In this article I explore the relationship between language, education and community. Based on the concepts of linguistic citizenship and funds of knowledge, I analyse education for citizenship in Mozambique, specifically the empowerment of communities and their knowledge in bilingual education as one of the impacts of the ideological and political orientations that govern the recent educational reform in Mozambique. Combining Linguistic Ethnography and Discourse Analysis, I discuss to what extent bilingual education in Mozambique allows communities to participate as active agents in education. <br>This study is part of a lager ethnography research implemented in 5 rural primary schools of Matutuine and Manhiça Districts in Maputo province. The research involved 35 teachers, 5 school managers, 6 focus groups with parents and other community members and 2 representatives of ADPP-Mozambique. <br>The study found that (i) communities have little participation and agency in the teaching and learning process, (ii) the school and its knowledge continue to be overvalued to the detriment of the communities and their knowledge.</p> 2020-08-19T00:00:00+00:00 ##submission.copyrightStatement## http://multimargins.ac.za/index.php/mm/article/view/159 A educação bilingue e o construtivismo sócio-cultural em contexto de ensino-aprendizagem em L1: Um estudo de caso das EPCs de Museveni, Tandara e Maxavelene 2020-08-19T09:40:04+00:00 Domingos Filipe Machalele dumasmahlalele@gmail.com <p>One of the principles that guide the Bilingual Education program in Mozambique is that the school is more “an agent of transformation, than (…) a means of transmitting knowledge” (INDE /MINED, 2003:9). It means that the school must safeguard policies that allow the student to build his own knowledge, discussing, in a reflexive and critical way, what he learns and relating the school contents to his socio-cultural reality.</p> <p><br>It is based on this assumption that this paper discusses constructivist pedagogical practices in the context of teaching-learning in L1. For this purpose, I draw on Piaget (1983) and Vygotsky`s (1991) constructivist theory and on the concept of funds of knowledge. I also use the fundamental theory (Fortin, 1996) for the analysis of grade 2 and 3 class, the target groups in this study.</p> <p><br>In this paper, I argue that L1 serves as a facilitator for the link between funds of knowledge and formal knowledge and enhances the use of socio-constructivist pedagogical practices in the classroom.</p> 2020-08-19T00:00:00+00:00 ##submission.copyrightStatement## http://multimargins.ac.za/index.php/mm/article/view/160 Produção do livro escolar em línguas africanas: o caso da ADPP-Moçambique 2020-08-19T09:47:36+00:00 Vasco Magona magonatravel@gmail.com <p>This study is part of a lager ethnography research developed in 5 rural primary schools of Matutuine and Manhiça Districts in Maputo province. The research involved 35 teachers, 5 school managers, 6 focus groups with parents and other community members and 2 representatives of Development Aid from People to People (ADPPMozambique).</p> <p><br>In this article I discuss, in reflexive and critical way, the extent to which these models of textbook organization, procedures and practices adopted by ADPP-Mozambique are or not adequate for the production of textbooks in multilingual and multicultural contexts, as it is the case of Mozambique, based on the concepts of decoloniality (Mignolo, 2009, 2011, 2013) and linguistic citizenship (Stroud, 2001, 2018).</p> <p><br>The results of the present study point out a breaking up with the ‘traditional’ procedures used by Ministério da Educação e Desenvolvimento Humano (MINEDH) in the production of textbooks in African languages. Despite this rupture, the results of the study show that there is a lack of community participation in the production of the textbook. Given this asymmetric framework, community voices are not addressed.</p> 2020-08-19T00:00:00+00:00 ##submission.copyrightStatement## http://multimargins.ac.za/index.php/mm/article/view/161 Making absences present: Language policy from below 2020-08-19T09:52:38+00:00 Caroline Kerfoot qwilliams@uwc.ac.za <p>This Special Issue continues the decolonial task of making absences present: of bringing into the frame the linguistic and other knowledges traditionally excluded from educational policy and curricula, and pointing the way to more ethical and equitable forms of knowledge exchange among community members, learners, teachers, researchers, and state actors.</p> 2020-08-19T00:00:00+00:00 ##submission.copyrightStatement## http://multimargins.ac.za/index.php/mm/article/view/162 Book Review The semiotics of new spaces: Languaging and literacy practices in one South African Township – Charlyn Dyers 2020-08-19T09:58:14+00:00 Frieda Coetzee qwilliams@uwc.ac.za <p>Charlyn Dyers’s, The semiotics of new spaces: Languaging and literacy practices in one South African township (2018) provides a rich description and analysis of the language and literacy practices in a township called Wesbank&nbsp; –&nbsp; situated on the socio-economically peripheral margins of the city of Cape Town.</p> 2020-08-19T00:00:00+00:00 ##submission.copyrightStatement## http://multimargins.ac.za/index.php/mm/article/view/163 Book Review PhD dissertation “Talking In and Out of Place: Ethnographic reflections on language, place, and (un)belonging in Limburg, the Netherlands” by Lotte Thissen 2020-08-19T10:01:58+00:00 Charné Pretorius qwilliams@uwc.ac.za <p>Thissen’s, Talking in and out of place: Ethnographic reflections on language, place, and (un)belonging in Limburg, the Netherlands, is a reflective ethnography which takes the reader into three different locations in the Dutch province of Limburg.</p> 2020-08-19T00:00:00+00:00 ##submission.copyrightStatement## http://multimargins.ac.za/index.php/mm/article/view/167 Back Cover 2020-08-19T10:25:12+00:00 Samkelo Mabija samkelomabija@gmail.com <p>Back Cover</p> 2020-08-19T00:00:00+00:00 ##submission.copyrightStatement## http://multimargins.ac.za/index.php/mm/article/view/169 Multilingual Margins 2020-08-19T10:48:52+00:00 Samkelo Mabija samkelomabija@gmail.com <p>Multilingual Margins</p> 2020-08-19T00:00:00+00:00 ##submission.copyrightStatement##