n South African Journal of Higher Education - 'The road is never straight' : emerging teachers negotiating language and identity

Volume 29, Issue 5
  • ISSN : 1011-3487



This article is based on a qualitative case study of 35 education students at a historically Afrikaans-medium university in Johannesburg, South Africa. The participants in the study were all from disadvantaged educational backgrounds and speakers of English as an additional language (EAL). The author used postmodern theory in analysing students' shifts in language practices, as they negotiate and re-negotiate their identities as writers and as emerging teachers through their narrative writing. Notable too was the students' grappling between linguistic identity: English, Afrikaans and the mother tongue, as well as their subsequent constraints and silences.

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