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Equitable multilingualism? The case of Stellenbosch University Writing Laboratory

dc.contributor.authorDaniels, Sharifaen_ZA
dc.date.accessioned2017-12-19T07:33:54Z
dc.date.available2017-12-19T07:33:54Z
dc.date.issued2017
dc.identifier.citationDaniels, S. 2017. Equitable multilingualism? the case of Stellenbosch University Writing Laboratory. Stellenbosch Papers in Linguistics Plus, 53:59-77, doi:10.5842/53-0-734en_ZA
dc.identifier.issn2224-3380 (online)
dc.identifier.issn1726-541X (print)
dc.identifier.otherdoi:10.5842/53-0-734
dc.identifier.urihttp://hdl.handle.net/10019.1/103010
dc.descriptionCITATION: Daniels, S. 2017. Equitable multilingualism? the case of Stellenbosch University Writing Laboratory. Stellenbosch Papers in Linguistics Plus, 53:59-77, doi:10.5842/53-0-734.en_ZA
dc.descriptionThe original publication is available at http://spilplus.journals.ac.za/
dc.description.abstractThis article reflects on Stellenbosch University Writing Lab’s pedagogical approach to multilingualism and inclusivity within the complex and political nature of multilingual language policies at a South African university. The Writing Lab has always been promoted as a facility for all students, not just those in need of ‘remedial’ support. This was a departure from earlier academic literacies models that tended to view students from nondominant language groups in terms of deficits. Academic literacies research has pointed to the shortcomings of these earlier approaches and to the value conflicts that arise from them. We, in contrast, argue that Carter’s (2009) writing centre paradox provides a dynamic rhetorical space in which to explore issues around South African multilingualism and inclusivity in higher education, and for this reason we do not wish to resolve the paradox. Instead, we use it to critically appraise our type of equitable multilingualism and maintain and honour multivocality. We also argue that South African writing centres enjoy a somewhat different trajectory from that of many other academic literacies spaces by virtue of the one-to-one pedagogy and mutualistic approach we follow at these writing centres. This has allowed us simultaneously more agency and less agency and we need to use this paradoxical position strategically in our institutions. Using the Writing Lab as a case study, we reflect on the ways in which the Writing Lab gives life to its ethos of being a multilingual and inclusive space for academic transformation within the institution’s language policy. To support our reflections, we draw on descriptions of the organisational structure of the Lab, feedback received from strategic role players and observations of interactions performed in the various Lab spaces. We also consider the Writing Lab in terms of South African writing centre scholarship to see how the Lab’s philosophy and ethos compare with the ideals.en_ZA
dc.description.urihttp://spilplus.journals.ac.za/pub/article/view/734
dc.format.extent19 pages
dc.language.isoen_ZAen_ZA
dc.publisherUniversity of Stellenbosch, Department of General Linguisticsen_ZA
dc.subjectAcademic languageen_ZA
dc.subjectMultilingualism and literatureen_ZA
dc.subjectAcademic transformationen_ZA
dc.subjectWriting centers paradox
dc.subjectStellenbosch University Writing Laboratoryen_ZA
dc.subjectAcademic literacyen_ZA
dc.titleEquitable multilingualism? The case of Stellenbosch University Writing Laboratoryen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthor retains copyrighten_ZA


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