Translanguaging, Coloniality and Decolonial Cracks

Robyn Tyler is a Senior Researcher in the Centre for Multilingualism and Diversities Research at the University of the Western Cape, South Africa. She supervises graduate students and student teachers and is a member of the bua-lit language and literacy collective (www.bua-lit.org.za). Her research interests include semiotic repertoires for learning, translingual practice, youth and identity, inquiry-based science education and language across the curriculum.

• AcknowledgementsChapter 1. De/coloniality and Language in South African Schooling Chapter 2. Language, the Body and Identity in Learning Chapter 3. Language at Success High: Ideologies and Practices Chapter 4. Constraint in Curriculum, Assessment and Classroom DiscourseChapter 5. Decolonial Cracks Introduced by StudentsChapter 6. Decolonial Cracks in Pedagogy: Freedom and ResistanceChapter 7. Conclusion: Widening the Cracks Appendix 1: A Multilingual Science Resources listAppendix 2: Grade 9 Chemical Reactions Tests and Worksheets: English, isiXhosa and TranslingualAppendix 3: Transcription ConventionsReferencesIndex

Through detailed ethnographic research, this book presents a vision of decolonial learning in South Africa – students drawing on their full semiotic repertoires to make their voices heard, as they shape the future of knowledge creation. It is essential reading for anyone concerned with de/coloniality in education and society.