5. Semiotic Remediation of Chinese Signage in the Linguistic Landscapes of Two Rural Areas of Zambia

Banda, Felix; Jimaima, Hambaba; Mokwena, Lorato

doi:10.21832/9781788921923-008

Cited by 6 publications

(5 citation statements)

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“…Notwithstanding the foregoing, the signs with the Chinese language have become more symbolic rather than indexical in such instances as the oral narrations of place often accomplished by statements like 'you will find a new building or a building with Chinese characters' when giving directions (cf. Banda & Jimaima, 2015;Banda, Jimaima & Mokwena, 2018). Consider the narrative below:…”

Section: Chinese and Japanese: Legitimization Through Relative Advantagementioning

confidence: 99%

Legitimization and recontextualization of languages

Simungala

Jimaima

2022

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We use the uneven distribution of languages in the public spaces of the University of Zambia and the voices and narratives that emerge to argue for legitimization and recontextualization as critical components in the presence and contestations of languages. Using data from interviews and photographs of signage in place, we show legitimization of foreign languages in which English, Japanese, and Chinese forge a place of linguistic contestation and legitimization through control and superiority. We argue for the apparent hegemony of foreign languages and the striking paucity of monolingual signage of indigenous languages as the imbalance of powers. While the former shows the influence of the global in the local, the prospects for the latter continue to diminish as their chances and opportunities as linguistic capital for wider/global communication do not look so favourable. We conclude with the glaring reality of recontextualization as capital for the display of indigenous inclined discourses.

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Section: Chinese and Japanese: Legitimization Through Relative Advantagementioning

confidence: 99%

Legitimization and recontextualization of languages

Simungala

Jimaima

2022

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“…On the one hand, the Zambian inservice teachers' heteroglossic language ideologies should be understood as a response to Zambia's multilingual reality, where people interact across language boundaries on a daily basis, and are used to engage in translanguaging practices in order to secure comprehension (Banda and Jimaima 2017;Banda, Jimaima, and Mokwena 2019;Makalela 2016). This language ecology gives rise to more heteroglossic language ideologies, where communication through the medium of various languages is considered appropriate and acceptable.…”

Section: Discussionmentioning

confidence: 99%

Comparing language ideologies in multilingual classrooms across Norway and Zambia

Iversen,

Mkandawire

2020

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This article compares the language ideologies (Kroskrity 2000) of pre- and in-service teachers in Norway and Zambia respectively. Despite their historical, political, and linguistic differences, both countries struggle to adapt their educational systems to students’ multilingualism. Thus, it is interesting to see how pre- and in-service teachers from the two countries consider the role of multilinguals within their respective education systems. The data are from two qualitative studies about multilingualism in education from Norway and Zambia that explore pre- and in-service teachers’ language ideologies (Kroskrity 2000). Based on focus group interviews with 24 Norwegian pre-service teachers and 36 Zambian in-service teachers, the current article shows that the Norwegian pre-service teachers and the Zambian in-service teachers expressed convergent descriptions of the challenges associated with multilingualism in education. Yet the teachers revealed divergent language ideologies in relation to how to solve these challenges. While the Norwegian pre-service teachers conveyed rather monoglossic language ideologies, the Zambian in-service teachers aligned themselves with more heteroglossic ideologies. In line with these language ideologies, they positioned themselves differently towards the current language policies in the two countries. This divergent pattern is discussed in light of the specific language ecologies of the two states.

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“…Of late, there has been a genesis of multimodality in the study of multilingualism (Adami & Sherris, 2019;Perera, 2019;Adami, 2019;Banda et al,2019;Li Wei, 2019). It is in that regard that, that translanguaging scholars speak of multimodal translanguaging as being the new area to explore in multilingualism.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

Research Methodologies in Urban Wolof Studies: A Critical Review of the Literature and Suggestion for New Analytical Perspectives

Dieng

2022

ESJ

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The aim of this review is to offer a reconceptualization of urban Wolof, the language of millions of Senegalese in Senegal and abroad, in the light of the translanguaging theory. Whereas most of the Urban Wolof literature is principally limited to how this languaging form is spoken in Senegal, the present study considers the effects of mobility on urban Wolof by establishing a correlation between transmigration and translanguaging. Going beyond the confines of Senegal, this investigation examines how the Senegalese diasporans engage in their daily translanguaging practices, as they move across borders, in their capacity as mobile multilingual transmigrants. The review offers a more speaker-centred stance, a sort of bottom-up approach to language, the objective being to move away from the a priori assumptions that the urban Wolophone shuttles between languages or codes, and away from the rigidity of code-based theoretical approaches through which scholars have thus far examined urban Wolof. As such, a more decolonised approach in terms of participatory data collection and analysis is now more than ever in order. And this endeavour should be facilitated by the affordances of the ethnographic gaze of an in-group member.

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5. Semiotic Remediation of Chinese Signage in the Linguistic Landscapes of Two Rural Areas of Zambia

Cited by 6 publications

References 0 publications

Legitimization and recontextualization of languages

Legitimization and recontextualization of languages

Comparing language ideologies in multilingual classrooms across Norway and Zambia

Research Methodologies in Urban Wolof Studies: A Critical Review of the Literature and Suggestion for New Analytical Perspectives

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