Reconstructing Linguistic Landscapes in Time and Space at the Railways in South Africa | Chapter 1 | Research Highlights in Language, Literature and Education Vol. 3

 Rail transport is the foundation of mobility in South Africa, inviting diverse commuters from various sociocultural and financial backgrounds. This paper survey the transformation of the linguistic countryside (LL) in South Africa since completely of apartheid as perceived and knowing by rail commuters. The directing research objective was to evaluate the LL through the lenses of rail commuters over opportunity. Interviews were conducted to evaluate commuter perceptions and happenings of changes in the languages secondhand on signs at the railways since the end of racism. Interviews were analysed using having a theme content analysis, fortified with multimodal analyses of signs. Key judgments reveal that even though signs about racial segregation were distant from the LL since completely of apartheid, many people contemporary still remember those signs and stretch to act upon the ideas that were displayed on the apartheid signs as if they wait physically emplaced. The verdicts suggest that messages about ethnic segregation in the LL had affix in people’s minds. In this way, the paper contributes to the desire of ‘oralinguascaping’ in which society rely on two together memory and oral accent for sign-making thereby divergent traditional theorising on LL that is chiefly premised on composed or scripted languages or texts.

Author(s) Details:

Ian Lyndon Johnson,
Cape Peninsula University of Technology, South Africa.

Please see the link here: https://stm.bookpi.org/RHLLE-V3/article/view/9581

The Application of Translingualism to Language Revitalisation in Taiwan: Advanced Study | Chapter 1 | Perspectives of Arts and Social Studies Vol. 4

Translingualism is a term from Steven G. Kellman [1] and David Schwarzer et al. [2], who see teaching an L2 as bridge building between languages that allow one to retain a unified mind and not be cloven into two for the sake of being multilingual. Thus, in contrast to multilingualism, translingualism stresses the process and not the goal. Classrooms where students come from two or more different language communities are established feature of schools in many countries. When multilingual word processing enables ethnolinguistic communities and students to express the funds of knowledge they possess, the school is truly preparing students to thrive in a global community characterized by rapid cultural and technological change. If translingualism is the process, then Action research (AR) is its method. This study explores the sociolinguistics of translingual forces: (1) how classroom experience or actual personal contact with elders in villages causes students of different cultural backgrounds to value other languages and (2) how students’ phonetic knowledge, literacy, as well as content knowledge in English may transfer to acquiring ethnic languages in a collaborative classroom. It mostly examines how the students in a community of Taiwan hailing from different cultural backgrounds and attending multilingual classrooms that promoted bi/multilingualism can come to value all languages spoken in a community. 

Author(s) Details

Huang, Tung-Chiou
Department of Language and Communication of Indigenous Peoples  National Dong Hwa University  No. 1, Sec. 2, Da Hsueh Rd., Shou-Feng, Hualien 974, Taiwan, Republic of China.  

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