Critical Applied Linguistics

Makoni, Sinfree; Makoni, Busi

doi:10.1002/9781405198431.wbeal0271

Cited by 4 publications

(3 citation statements)

References 17 publications

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“…His account of his own contribution to ZANU's activity in the UK, which he combined with doctoral research, remained shaped by a careful diplomacy, giving no hint of the conflicts that others conveyed. 114 In reality, however, the scaled up military effort and enhanced control had contradictory effects on British-based activism for both parties. On the one hand guerrilla armies' expansion gave a huge boost to morale.…”

Section: Relations Among Zimbabweans and With Liberation Movement Headquartersmentioning

confidence: 99%

Locating exile: decolonization, anti-imperial spaces and Zimbabwean students in Britain, 1965–1980

McGregor

2017

Journal of Historical Geography

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Exile is usually cast as a time of hardship, narrated through tropes of nostalgia and loss. Yet it is not always experienced and remembered in this way. This article provides a counterpoint to the familiar nostalgic lament by exploring the narratives of Zimbabwean students 'in exile' in Britain during the country's liberation war of 1965-1980, who looked back on their stay in the imperial heartland as a time of opportunity and excitement. They recalled their own youthful militancy, the optimism of liberation movements before independence and invoked the conviviality of joint political campaigns with British-based allies. The article explains their up-beat recollections by locating exile in transnational socio-political spaces created by Rhodesia's contested sovereignty, focusing on exiles' relations with mainstream liberal-left solidarity organizations, with Caribbean/black British groups and the liberation movements' own transnational networks. By locating exile in this way, the article extends two hitherto disconnected bodies of scholarship -on southern African nationalisms in the making and British decolonization and postcolonial cultural politics. It highlights how students helped foster liberation movements' international standing and their influence on postindependence ideas of status. The article also offers a new vantage point on Britain's re-racialised cultural politics, as performed in middle class spaces on student campuses and internationalist campaigns. Zimbabwean students' accounts of exile in Britain can thus do more than reveal the inadequacies of generalisations about a singular exile condition. Their narratives of the opportunities and sociability of exile in Britain reveal the occlusions of narrow military versions of southern African liberation history, while adding new, transnational dimensions to historical geographies of decolonization, urban cosmopolitanism and the African presence in 1960s and 1970s Britain.

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Section: Relations Among Zimbabweans and With Liberation Movement Headquartersmentioning

confidence: 99%

Locating exile: decolonization, anti-imperial spaces and Zimbabwean students in Britain, 1965–1980

McGregor

2017

Journal of Historical Geography

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“…Among the three metafunctions -ideational, interpersonal, and textual -interpersonal metafunction concerns the building up and enacting social relationships through, for instance, modality and personal pronouns among other grammatical aspects to express speakers' judgement on or attitudes to the message they received, to show their relative social status, to indicate the role of the speakers in the communication and the social distance among them. SFL was stimulated in part by Halliday's learning of Chinese and reading of Chinese grammar (Makoni & Makoni, 2013), and was later introduced and applied to the studies of Chinese linguistics (see e.g., Hu, 2000;Li, 2001Li, , 2002. Research shows that there are certain words in Chinese equivalent to the modal verbs expressing requirement, obligation and permission (Wei, 2006).…”

Section: Halliday's Sfl -Interpersonal Metafunctionsmentioning

confidence: 99%

Power relations in the enactment of English language education policy for Chinese schools

2016

Discourse: Studies in the Cultural Politics of Education

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The scale of English language education in China is astounding, but recent research has shown that the latest national English education policy for Chinese schools has not been implemented successfully due to various reasons. One reason given for the lack of success is the impracticability of the top-down policy itself excluding teachers' involvement and neglecting the contextual constraints. Building on the theoretical framework of multi-levelled actors in language planning and language policy, and drawing on some key concepts in relation to power in Critical Language Policy research, this paper explores how a national English language curriculum that emphasises the international standards and norms in curriculum design has been enacted, ineffectively, by the key stakeholders through analysing the specific roles of three groups of key stakeholders involved in the EFL curriculum policy implementation.

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“…As critical plurilingual educators, we see a need to critically approach the potential outcomes of CLIL in various educational contexts. What we mean by critical CLIL is exposing the political dimensions and power relations involved in language teaching (Pennycook, 2001) and questioning concepts such as native speaker, language, identity and agency (Makoni and Makoni, 2012). Specifically, we focus on the integrative nature of CLIL because integration is known as a characteristic of CLIL that makes it unique among other bilingual and educational approaches.…”

Section: Introduction: Emergence Of Clil and Related Controversiesmentioning

confidence: 99%

Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings

2022

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Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited discussion that critically examines CLIL in relation to its core construct of integration between content and language learning. In particular, the phrasing of ‘content and language integrated learning’ gestures towards viewing language and content as separate entities. With these fundamental issues in mind, we discuss ways in which translanguaging pedagogies can provide a fruitful direction towards a critical integration of content and language learning in multilingual settings. With a view to contributing to a dynamic integration of content and language learning, we argue that CLIL pedagogies informed by translanguaging allow fluidity in meaning-making practices and critically re-examine the construct of language in CLIL. This approach responds to recent calls for more critical approaches to CLIL in order to challenge ‘English-only’/target-language-only pedagogies, ‘native-(English-)speakerism’, and unequal power relations between content and language teachers in many CLIL programs. Implications of this approach to CLIL classrooms in diverse settings are also discussed.

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Critical Applied Linguistics

Cited by 4 publications

References 17 publications

Locating exile: decolonization, anti-imperial spaces and Zimbabwean students in Britain, 1965–1980

Locating exile: decolonization, anti-imperial spaces and Zimbabwean students in Britain, 1965–1980

Power relations in the enactment of English language education policy for Chinese schools

Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings

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