Language in Epistemic Access

Focusing on how to address persistent linguistically structured inequalities, this book lays bare the tension between the commitment to multilingualism and language-in-education policy – particularly in South Africa – and the realities of the dominance of English and the virtual absence of indigenous African languages in educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to redress the asymmetry in epistemic access and to re-imagine policy, pedagogy and practice more in tune with the realities of multilingual classrooms. This book was originally published as a special issue of Language and Education.