'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: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7313
HANDLE: 20.500.11910/3374
URI: http://hdl.handle.net/20.500.11910/3374
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: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7313
HANDLE: 20.500.11910/3374
URI: http://hdl.handle.net/20.500.11910/3374
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.-
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