UNIT 1 Language Biographies for Multilingual

Learning
Key Reading for this Unit is:
Busch, B.; Jardine, A. & Tjoutuku, A. 2017. Language Biographies for
multilingual learning
http://www.praesa.org.za/wp-content/uploads/2017/01/page24.pdf
Use the link to source the article , or type: praesa, Busch, language
biographies for multilingual learning
Your group assessment is on the response to the article

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Language Biographies for Multilingual Learning
Response to articles:
Working on the key reading: Groups :
Busch, B.; Jardine, A. & Tjoutuku, A. 2017. Language Biographies for multilingual learning
http://www.praesa.org.za/wp-content/uploads/2017/01/page24.pdf
Last session you were asked to do the following:
1. Apply the reading skills you have been exposed to:(Predict, Skim, reading the introduction,
abstract and so on)
Read: Language biographies – approaches to multilingualism in
education and linguistic research Pages 5-17: From the heading take an educated guess about
the content
2. From the Contents Table of the whole article, note down the main topics covered; these are in
bold
3. In your groups choose ONE case study to work on: Aziza Jardine or Angelika Tjoutuku.

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Language Biographies for Multilingual Learning

Brigitta Busch Language biographies – approaches to

multilingualism in education and linguistic research
Note
• Read Page: 5-6; 10-11
This gives you the gist of the project and the content of the two case
studies.

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Language Biographies for Multilingual Learning

Brigitta Busch Language biographies – approaches to

multilingualism in education and linguistic research
• Birth of the idea to write the article
• What does it hope to highlight?
• Biographical approach to stories:
Life narratives : Western Cape Aziza Jardine; and Angelika Tjoutuku Namibia
What are the main points that are raised about each of the cases?
• Terminology: Language and attitude, language and identity; valorise
linguistic resources

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Language Biographies for Multilingual Learning

Glossary of terms : Try and find meanings to these words as they are used in
the article (This is for self study)
- Meta narrative
- Metalanguage
- Re appropriate
- Language and Identity
- Ambivalence
- Language and Class
- Heteroglossia
- Register
- Valorisation of lesser used languages
Language Biographies for Multilingual Learning
Languages in my life:Activity1 in your study Guide :
• Which language/s do you speak, read and write?
• How did you learn the language/s?
• When do you use a particular language/s?
• How do you feel about these languages?
• In which spaces do you use these languages and for what purpose?
• What language/s is/are used by your family members and friends?
• How have these languages impacted your life?
You may post your responses in the chat box or raise your hand

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 Language Biographies Colour
codes : Language Portrait
Colour the body silhouette to
show the different languages
in your life

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Language Biographies for Multilingual Learning
PART 1 of the Assignment: Colour Code your Language Portrait:
• Creativity: Choice of colours and reason for placing them in the
different parts of your body.
• Colour codes, what is the meaning behind your choice? Explain
the codes. Significance?
• Emotions: How you feel about the languages in your life
(think about these terms: attitude and identity.)
PART 2 of the Assignment: ONE of the Case Studies: Western Cape:
Aziza Jardine or Namibia: Angelika Tjoutuku.
Due date : April 21
Language Biographies for Multilingual Learning

Additional reference on work on Language biographical profiles :

Busch, B. 2010. School language profiles: valorizing linguistic resources

in heteroglossic situations in South Africa
https://www.tandfonline.com/doi/full/10.1080/09500781003678712?
scroll=top&needAccess=true

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