Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.1951334
Soili Norro
Abstract The medium of instruction is a crucial issue in language education policy in multilingual post-colonial countries such as Namibia. Teachers occupy a central role in language policy implementation, and their beliefs affect it. It is therefore important to study their beliefs about language education policy and its implementation. This article explores Namibian teachers’ beliefs in this regard in two government primary schools by means of a questionnaire and semi-structured interviews. The qualitative analysis shows that the teachers believe the current language policy is problematic and its implementation challenging. The majority see multilingual education as a good option, though the findings of the questionnaire and the interview data are somewhat at odds. Introducing multilingual pedagogy education in teacher training and legitimising translanguaging in classrooms would enhance learner-centred approaches in Namibian schools.
{"title":"Namibian Teachers’ Beliefs about Medium of Instruction and Language Education Policy Implementation","authors":"Soili Norro","doi":"10.1080/10228195.2021.1951334","DOIUrl":"https://doi.org/10.1080/10228195.2021.1951334","url":null,"abstract":"Abstract The medium of instruction is a crucial issue in language education policy in multilingual post-colonial countries such as Namibia. Teachers occupy a central role in language policy implementation, and their beliefs affect it. It is therefore important to study their beliefs about language education policy and its implementation. This article explores Namibian teachers’ beliefs in this regard in two government primary schools by means of a questionnaire and semi-structured interviews. The qualitative analysis shows that the teachers believe the current language policy is problematic and its implementation challenging. The majority see multilingual education as a good option, though the findings of the questionnaire and the interview data are somewhat at odds. Introducing multilingual pedagogy education in teacher training and legitimising translanguaging in classrooms would enhance learner-centred approaches in Namibian schools.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"45 - 71"},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49269428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.2009632
Theodorus du Plessis
This thirteenth special issue of Language Matters on language politics in Africa again has a strong focus on language-in-education policy. Three of the articles deal with aspects of language policy implementation and challenges in education in two southern African settings, Zimbabwe and Namibia. Particularly noteworthy is their focus on indigenous and minoritised languages in education and on some of the challenges regarding multilingual education. Two further articles are broadly situated in a health context, the one dealing with the development of a screening test used in healthcare facilities in South Africa and the other investigating metaphors found in newspaper coverage of HIV and AIDS issues in Lesotho. A final article deals with public access to, involvement in, and the right to petition Parliament in Zimbabwe.
{"title":"Editorial","authors":"Theodorus du Plessis","doi":"10.1080/10228195.2021.2009632","DOIUrl":"https://doi.org/10.1080/10228195.2021.2009632","url":null,"abstract":"This thirteenth special issue of Language Matters on language politics in Africa again has a strong focus on language-in-education policy. Three of the articles deal with aspects of language policy implementation and challenges in education in two southern African settings, Zimbabwe and Namibia. Particularly noteworthy is their focus on indigenous and minoritised languages in education and on some of the challenges regarding multilingual education. Two further articles are broadly situated in a health context, the one dealing with the development of a screening test used in healthcare facilities in South Africa and the other investigating metaphors found in newspaper coverage of HIV and AIDS issues in Lesotho. A final article deals with public access to, involvement in, and the right to petition Parliament in Zimbabwe.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"1 - 3"},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43574680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.2012501
Eventhough Ndlovu, Tinashe Mtetwa, Della Makina
Abstract Section 141 of the Constitution of Zimbabwe Amendment (No.20) Act, 2013 guarantees public access to and involvement in Parliament. Section 149 of the same legislation enshrines the right to petition Parliament. This study examines these sections in order to ascertain the extent to which they guarantee public access to, involvement in, and the right to petition Parliament. Language rights constitute the basis for the enjoyment of these rights. These rights become meaningless if they are not guaranteed in one’s language of choice or in forms of communication suitable for persons with disabilities. This study found that the public is denied true access to and involvement in Parliament because linguistic access is denied to them. These rights are not guaranteed in one’s language of choice or in forms of communication suitable for persons with disabilities.
{"title":"Public Access to, Involvement in, and the Right to Petition Parliament in Zimbabwe","authors":"Eventhough Ndlovu, Tinashe Mtetwa, Della Makina","doi":"10.1080/10228195.2021.2012501","DOIUrl":"https://doi.org/10.1080/10228195.2021.2012501","url":null,"abstract":"Abstract Section 141 of the Constitution of Zimbabwe Amendment (No.20) Act, 2013 guarantees public access to and involvement in Parliament. Section 149 of the same legislation enshrines the right to petition Parliament. This study examines these sections in order to ascertain the extent to which they guarantee public access to, involvement in, and the right to petition Parliament. Language rights constitute the basis for the enjoyment of these rights. These rights become meaningless if they are not guaranteed in one’s language of choice or in forms of communication suitable for persons with disabilities. This study found that the public is denied true access to and involvement in Parliament because linguistic access is denied to them. These rights are not guaranteed in one’s language of choice or in forms of communication suitable for persons with disabilities.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"114 - 131"},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49514039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.1951333
Jubilee Chikasha
Abstract This study explored how minority language speaking learners experience language use in a multilingual classroom. The study was conducted in Binga District, Zimbabwe, where Tonga, a formerly marginalised language, is predominant. This qualitative study is grounded in the multilingual education framework. A sample of 40 learners was drawn from four primary schools. Data were gathered mainly through semi-structured interviews. Findings indicate that the majority of teachers at these schools are either Ndebele or Shona first language speakers, with some having almost no communicative competence in Tonga, the language of the community. This has led to the adoption of English and Ndebele or Shona as the language of teaching and learning (LOTL) in the classroom. Adopting these languages has resulted in the isolation and marginalisation of Tonga learners, who are thereby denied the right to education in the classroom context, leading to negative attitudes towards school and high failure and dropout rates.
{"title":"Multilingualism in Education: The Lived Experience of the Marginalised Language Learner","authors":"Jubilee Chikasha","doi":"10.1080/10228195.2021.1951333","DOIUrl":"https://doi.org/10.1080/10228195.2021.1951333","url":null,"abstract":"Abstract This study explored how minority language speaking learners experience language use in a multilingual classroom. The study was conducted in Binga District, Zimbabwe, where Tonga, a formerly marginalised language, is predominant. This qualitative study is grounded in the multilingual education framework. A sample of 40 learners was drawn from four primary schools. Data were gathered mainly through semi-structured interviews. Findings indicate that the majority of teachers at these schools are either Ndebele or Shona first language speakers, with some having almost no communicative competence in Tonga, the language of the community. This has led to the adoption of English and Ndebele or Shona as the language of teaching and learning (LOTL) in the classroom. Adopting these languages has resulted in the isolation and marginalisation of Tonga learners, who are thereby denied the right to education in the classroom context, leading to negative attitudes towards school and high failure and dropout rates.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"26 - 44"},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47608888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.1969589
Boledi K Maleka, J. van der Linde, M. Graham, D. Swanepoel
Abstract Screening of children's developmental milestones is imperative for early identification of developmental delays and early intervention. Translated developmental screening tools increase accessibility and in turn enable timely identification and intervention, which allows children to reach their potential. This quantitative study evaluated the translation accuracy of the Northern Sotho and Zulu Parents Evaluation Development Status: Developmental Milestones (PEDS:DM) in comparison with the English version of the tool. The study was conducted at a regional healthcare facility in South Africa. Stratified convenience sampling was utilised with a total of 546 caregivers representing children from 1 month to 6 years of age. The findings generally reflected a strong correspondence between the English and Northern Sotho, and the English and Zulu PEDS:DM tool, respectively. A few test items in the expressive language domain did not correspond significantly between languages. This could be due to cultural and social differences and should be investigated.
{"title":"Evaluating the PEDS:DM Developmental Screening Tool in Zulu and Northern Sotho","authors":"Boledi K Maleka, J. van der Linde, M. Graham, D. Swanepoel","doi":"10.1080/10228195.2021.1969589","DOIUrl":"https://doi.org/10.1080/10228195.2021.1969589","url":null,"abstract":"Abstract Screening of children's developmental milestones is imperative for early identification of developmental delays and early intervention. Translated developmental screening tools increase accessibility and in turn enable timely identification and intervention, which allows children to reach their potential. This quantitative study evaluated the translation accuracy of the Northern Sotho and Zulu Parents Evaluation Development Status: Developmental Milestones (PEDS:DM) in comparison with the English version of the tool. The study was conducted at a regional healthcare facility in South Africa. Stratified convenience sampling was utilised with a total of 546 caregivers representing children from 1 month to 6 years of age. The findings generally reflected a strong correspondence between the English and Northern Sotho, and the English and Zulu PEDS:DM tool, respectively. A few test items in the expressive language domain did not correspond significantly between languages. This could be due to cultural and social differences and should be investigated.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"72 - 93"},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47065676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/10228195.2021.1942168
Naomi Boakye, Tilla Olifant, M. Cekiso
Abstract Researchers have described critical literacy as an important aspect of literacy in education and in the language classroom. However, this concept, including the notions that underlie it, has not been widely researched in English Second Language (ESL) contexts in Africa. This article reports on a qualitative study that investigated teachers’ perceptions of critical literacy. Interviews were conducted with Grade 8 and 9 teachers in two township schools in the City of Tshwane (Pretoria), South Africa. A thematic content analysis using emerging themes and pre-set questions was used to analyse the interview responses. The findings of the study showed that teachers had little understanding of critical literacy, did not use a critical-reading approach in their classrooms, and cited a range of factors that hampered their efforts to implement critical reading in their ESL classrooms.
{"title":"Investigating Teachers’ Perceptions of Critical Literacy: A Case Study from Two South African Township Schools","authors":"Naomi Boakye, Tilla Olifant, M. Cekiso","doi":"10.1080/10228195.2021.1942168","DOIUrl":"https://doi.org/10.1080/10228195.2021.1942168","url":null,"abstract":"Abstract Researchers have described critical literacy as an important aspect of literacy in education and in the language classroom. However, this concept, including the notions that underlie it, has not been widely researched in English Second Language (ESL) contexts in Africa. This article reports on a qualitative study that investigated teachers’ perceptions of critical literacy. Interviews were conducted with Grade 8 and 9 teachers in two township schools in the City of Tshwane (Pretoria), South Africa. A thematic content analysis using emerging themes and pre-set questions was used to analyse the interview responses. The findings of the study showed that teachers had little understanding of critical literacy, did not use a critical-reading approach in their classrooms, and cited a range of factors that hampered their efforts to implement critical reading in their ESL classrooms.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"51 - 71"},"PeriodicalIF":0.5,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43557772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/10228195.2021.1936138
C. Onwukwe, N. Iwe
Abstract This study examined Anaang substratum influence on Igbo, and how it relates to socio-cultural biographies (such as trade, intermarriage and small-scale migration) amongst Igbo and Anaang speakers in the borderlands. Drawing on ethnographic observation, semi-structured and sound-elicitation interviews with 20 informants made up of Igbo and Anaang speakers, the study identified Anaang substratum influence on Igbo involving the transfer of “vowel-glide” sequences in Anaang to Igbo, which we analysed as “imposition,” and which may build up to the process of diphthongisation in the Igbo language. There are signs of incipient structural diffusion or convergence as revealed in the adoption of the Anaang “glide-vowel” phonotactic feature (for example, occurrence in medial and final positions and co-occurring with plosives and fricatives) in the version of Igbo spoken in the borderlands, as well as occurrence of some “glide-vowel” sequences in initial positions (which goes against Anaang phonotactics) in the version of Anaang spoken in the borderlands. It is concluded that complex linguistic outcomes in the borderlands reveal the typological distance between languages in contact.
{"title":"Diphthongs in Igbo? Language Contact in the Igbo and Anaang Borderlands","authors":"C. Onwukwe, N. Iwe","doi":"10.1080/10228195.2021.1936138","DOIUrl":"https://doi.org/10.1080/10228195.2021.1936138","url":null,"abstract":"Abstract This study examined Anaang substratum influence on Igbo, and how it relates to socio-cultural biographies (such as trade, intermarriage and small-scale migration) amongst Igbo and Anaang speakers in the borderlands. Drawing on ethnographic observation, semi-structured and sound-elicitation interviews with 20 informants made up of Igbo and Anaang speakers, the study identified Anaang substratum influence on Igbo involving the transfer of “vowel-glide” sequences in Anaang to Igbo, which we analysed as “imposition,” and which may build up to the process of diphthongisation in the Igbo language. There are signs of incipient structural diffusion or convergence as revealed in the adoption of the Anaang “glide-vowel” phonotactic feature (for example, occurrence in medial and final positions and co-occurring with plosives and fricatives) in the version of Igbo spoken in the borderlands, as well as occurrence of some “glide-vowel” sequences in initial positions (which goes against Anaang phonotactics) in the version of Anaang spoken in the borderlands. It is concluded that complex linguistic outcomes in the borderlands reveal the typological distance between languages in contact.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"96 - 114"},"PeriodicalIF":0.5,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43014491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/10228195.2021.1942167
Susan Coetzee-Van Rooy, A. Peters
Abstract Language portraits are useful instruments to elicit speakers’ reflections on the languages in their repertoires. In this study, we implement a “portrait-corpus approach” (Peters and Coetzee-Van Rooy 2020) to investigate the conceptualisations of the languages Afrikaans and English in 105 language portraits. In this approach, we use participants’ reflections about their placement of the two languages on a human silhouette as a linguistic corpus. Relying on quantitative and qualitative analyses using WordSmith, Statistica and Atlas.ti, our study shows that Afrikaans is mainly conceptualised as a language that is located in more peripheral areas of the body (for example, the hands and feet) and, hence, is perceived as less important in participants’ repertoires. The central location of English in the head reveals its status as an important language in the participants’ multilingual repertoires. We argue that these conceptualisations of Afrikaans and English provide additional insight into the attitudes towards these languages in South Africa.
摘要语言画像是一种有用的工具，可以引起说话者对其语言的反思。在本研究中，我们实施了“肖像语料库方法”(Peters and Coetzee-Van Rooy 2020)来调查105幅语言肖像中南非荷兰语和英语的概念化。在这种方法中，我们使用参与者关于他们在人体轮廓上放置两种语言的反思作为语言语料库。依靠定量和定性分析使用WordSmith, Statistica和Atlas。然而，我们的研究表明，南非荷兰语主要被概念化为一种位于身体更外围区域的语言(例如，手和脚)，因此，在参与者的技能中被认为不太重要。英语在大脑中的中心位置揭示了它在参与者的多语言库中作为重要语言的地位。我们认为，这些对南非荷兰语和英语的概念化提供了对南非人对这些语言的态度的额外见解。
{"title":"A Portrait-Corpus Study of Language Attitudes towards Afrikaans and English","authors":"Susan Coetzee-Van Rooy, A. Peters","doi":"10.1080/10228195.2021.1942167","DOIUrl":"https://doi.org/10.1080/10228195.2021.1942167","url":null,"abstract":"Abstract Language portraits are useful instruments to elicit speakers’ reflections on the languages in their repertoires. In this study, we implement a “portrait-corpus approach” (Peters and Coetzee-Van Rooy 2020) to investigate the conceptualisations of the languages Afrikaans and English in 105 language portraits. In this approach, we use participants’ reflections about their placement of the two languages on a human silhouette as a linguistic corpus. Relying on quantitative and qualitative analyses using WordSmith, Statistica and Atlas.ti, our study shows that Afrikaans is mainly conceptualised as a language that is located in more peripheral areas of the body (for example, the hands and feet) and, hence, is perceived as less important in participants’ repertoires. The central location of English in the head reveals its status as an important language in the participants’ multilingual repertoires. We argue that these conceptualisations of Afrikaans and English provide additional insight into the attitudes towards these languages in South Africa.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"3 - 28"},"PeriodicalIF":0.5,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41649996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/10228195.2020.1825513
Luna Bergh
Abstract The objective of this article is to consider the Afrikaans prepositions met (with) and van (of) in relation to emotional causality from a cognitive linguistics perspective. The inquiry opens with the question of how a cognitive linguistics analysis that proceeds from reference points can capture the patterned use of the Afrikaans preposition met and van in relation to other aspects of proximity relationships, specifically the causal experience of emotion and companionship. Although met can manifest a precise merged point in time and space, for concomitant causation concerning responses to emotions in Afrikaans, a construction such as bewe van vrees/angs (tremble with fear/anxiety) employs the preposition van, as would be the case in other causal constructions of the same form, such as bewe van die koue (tremble with cold), and so emphasises intersections between companionship, containment, causality, circumstances, and possession.
摘要本文的目的是从认知语言学的角度考虑南非荷兰语介词met（with）和van（of）与情感因果关系的关系。调查以一个问题开始，即从参考点进行的认知语言学分析如何捕捉南非荷兰语介词met和van在邻近关系的其他方面的模式使用，特别是情感和陪伴的因果体验。尽管met可以在时间和空间上表现出一个精确的融合点，但对于南非荷兰语中与情绪反应相关的伴随因果关系，诸如bewe van vrees/angs（因恐惧/焦虑而颤抖）这样的结构使用了介词van，就像其他相同形式的因果结构一样，例如bewe van die koue（因寒冷而颤抖），因此强调了陪伴、包容、因果关系、环境和占有之间的交叉点。
{"title":"To Be with or Not: Emotional Causality and Afrikaans Prepositional met and van Constructions","authors":"Luna Bergh","doi":"10.1080/10228195.2020.1825513","DOIUrl":"https://doi.org/10.1080/10228195.2020.1825513","url":null,"abstract":"Abstract The objective of this article is to consider the Afrikaans prepositions met (with) and van (of) in relation to emotional causality from a cognitive linguistics perspective. The inquiry opens with the question of how a cognitive linguistics analysis that proceeds from reference points can capture the patterned use of the Afrikaans preposition met and van in relation to other aspects of proximity relationships, specifically the causal experience of emotion and companionship. Although met can manifest a precise merged point in time and space, for concomitant causation concerning responses to emotions in Afrikaans, a construction such as bewe van vrees/angs (tremble with fear/anxiety) employs the preposition van, as would be the case in other causal constructions of the same form, such as bewe van die koue (tremble with cold), and so emphasises intersections between companionship, containment, causality, circumstances, and possession.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"29 - 50"},"PeriodicalIF":0.5,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45454000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/10228195.2021.1942169
A. Rambiritch, A. Carstens
Abstract In a writing centre, learning takes place during conversations between the writing-centre tutor and the student. This interaction is an integral part of writing-centre research and is the focus of this largely qualitative study which employs a politeness lens. There is very little research that specifically addresses praise as a positive politeness strategy. This study attempts to fill this gap by analysing video-recorded consultations to determine how tutors in a writing centre utilise the positive politeness strategy of praise. Findings indicate that while tutors exploit a range of politeness strategies, praise is used more often than any other strategy and is utilised significantly more when commenting on higher-order concerns, which is in line with the writing-centre literature. The benefits of this study include insights into how such analyses can be used to better prepare and equip writing-centre tutors for the work they do.
{"title":"Positive Politeness in Writing-Centre Consultations with an Emphasis on Praise","authors":"A. Rambiritch, A. Carstens","doi":"10.1080/10228195.2021.1942169","DOIUrl":"https://doi.org/10.1080/10228195.2021.1942169","url":null,"abstract":"Abstract In a writing centre, learning takes place during conversations between the writing-centre tutor and the student. This interaction is an integral part of writing-centre research and is the focus of this largely qualitative study which employs a politeness lens. There is very little research that specifically addresses praise as a positive politeness strategy. This study attempts to fill this gap by analysing video-recorded consultations to determine how tutors in a writing centre utilise the positive politeness strategy of praise. Findings indicate that while tutors exploit a range of politeness strategies, praise is used more often than any other strategy and is utilised significantly more when commenting on higher-order concerns, which is in line with the writing-centre literature. The benefits of this study include insights into how such analyses can be used to better prepare and equip writing-centre tutors for the work they do.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"72 - 95"},"PeriodicalIF":0.5,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44034125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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