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UNIVERSITY OF THE WITWATERSRAND

LANGUAGE AND IDENTITY: INVESTIGATING THE LANGUAGE PRACTICES OF MULTILINGUAL GRADE 9 LEARNERS AT A PRIVATE DESEGREGATED HIGH SCHOOL IN SOUTH AFRICA.

Submitted by: Nomakhalipha Margaret Nongogo

Student Number: 0309644N

Supervised by Dr Carolyn McKinney

Research report submitted to the Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the degree of Masters of Arts in Applied English Language Studies.

2007

ABSTRACT This research report engages with the concern that African learners attending English medium, multiracial schools are losing their proficiency in African languages. In so doing, the report explores the language practices of four multilingual Grade 9 learners at a desegregated private high school in Gauteng. In a school environment that does not overtly support the use of African languages, I explore the extent to which multilingual learners use African languages in the school context, to position themselves and others, as an identity building resource, and the extent to which the use of African languages is implicated in their identities. I also explore the possible influence of the learners’ cultural and ethnic backgrounds on their language practices, and related to this, the expression of their identities. I look at how their language practices help them shift identities with space and purpose, and the contradictions therein. The study draws on poststructuralist theories of language and identity (Weedon, 1997; Zegeye, 2001), in considering how language constitutes identity (Pennycook, 2004) and self and other ‘positioning’ (Davies and Harre`, 1990) It also draws on Bourdieu’s (1991) theorizing of language and power and language as a form of cultural capital. I draw on two traditions in qualitative research: case study and ethnography. In my analysis of the data, I argue that

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