'Peripheries' take centre stage: reinterpreted multilingual education works

SOURCE: Multilingual education and sustainable diversity work: from periphery to center
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2012
TITLE AUTHOR(S): K.Heugh, T.Skutnabb-Kangas
SOURCE EDITOR(S): T.Skuttnabb-Kangas, K.Heugh
KEYWORDS: AFRICAN PEOPLE, EDUCATION, MOTHER-TONGUE EDUCATION, MULTILINGUALISM
DEPARTMENT: Education and Skills Development (ESD)
Print: HSRC Library: shelf number 7313

If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.

Abstract

Written texts in ITM languages establish and develop a solid continuum of literacy practices. They also facilitate the best opportunities for successful second/third language acquisition. This gives school students the best possible chance to participate in local, regional and even international activities. This chapter points towards fruitful practices and discoveries, mutually enriching in the South, but also important for contemporary concerns of recent migration and urbanisation in the West/North.