| dc.description.abstract | This thesis takes on a non-essentialist view of language by studying the borrowing of
linguistic features across languages as natural, everyday language practices. More
specifically, this research identifies the need for the accommodation of linguistic diversity
and multi-layered repertoires amongst pupils in two monoglossic grade R classes in the area
of Manenberg, Western Cape. As a means of accommodating the linguistic diversity and
mixed linguistic repertoires of pupils in these two classrooms, it is investigated how the
borrowing of linguistic features can be utilized as a linguistic resource in these diverse
classrooms. Furthermore, this research also studies how the language ideologies of the
teachers of the two grade R classes could possibly influence the absence or the presence of
the borrowing of linguistic features in these spaces. This study made use of research methods
which closely resemble methods ethnographic in nature, by mainly making use of
observations to study the natural spoken discourse of two grade R teachers and their pupils
in the domain of the classroom. Moreover, these two grade R classes and the area in which
the schools are located, were studied as possible superdiverse spaces as these classes are
made up of diverse groups of pupils which reside in the community of Manenberg, where
diversity is increasing. The discussion on whether the community of Manenberg and the two
classrooms studied can be regarded as superdiverse spaces, takes on an interrogative
perspective in the concluding chapter of this thesis. | |
