Multilingual Margins: A journal of multilingualism from the periphery 2023-10-25T08:48:19+00:00 Jason Richardson Open Journal Systems <h3 style="font-weight: normal !important;">Multilingual Margins aspires to deliver incisive theorizations that critically deconstruct ways of talking about language and multilingualism that emanate from the Center. It seeks to provide a forum for the emergence of alternative discourses of multilingualism rooted in close (historiographical) accounts of local language practices and ideologies of the translocal and entangled communities of the geopolitical South. To the extent that margins are productive spaces of annotation and commentary on the body or main theme of a text, an approach to multilingualism from the geopolitical margin promises also to contribute to reflection and afterthought, and to new epistemological approaches to language formulated in the Center.</h3> Introduction and Decolonial Pedagogies, Multilingualism and Literacies 2023-04-05T13:01:23+00:00 Zannie Bock Christopher Stroud Lynn Mario T. Menezes de Souza <p>The Introduction gives an overview of the journal contents and a short account of the genesis and structure of the module within which the papers, poems, and artefacts were produced.&nbsp;</p> 2023-05-25T00:00:00+00:00 Copyright (c) 2019 Re-imagining the Writing Workshop: The Creation of Multilingual, Collaborative Poetry 2023-04-05T13:05:54+00:00 Kobus Moolman Nondwe Mpuma Lisa Julie <p>The following contributions describe the process of the writing workshop and the concrete writing and editing of a jointly produced multilingual poem.</p> 2023-05-25T00:00:00+00:00 Copyright (c) 2019 Poems and reflections on language and the theme of home 2023-04-05T13:12:27+00:00 Gene Van Wyk Lynn Mario T. Menezes de Souz Nicole K. Jansen A. Braaf Shannon Cogill <p>Poems and reflections by various authors.</p> 2023-05-25T00:00:00+00:00 Copyright (c) 2019 Learning through Linguistic citizenship: Finding the “I” of the essay 2023-04-05T13:20:30+00:00 Zannie Bock Lauren Abrahams Keshia Jansen <p>In recent years, the South African higher education system has seen growing calls for broadened epistemic access, decolonised curricula and transformed institutions. Scholars across South Africa have taken up the challenge and are working on new theoretical approaches to teaching and learning in higher education. In this paper, we reflect on students’ experiences of a multilingual, multimodal module called Reimagining Multilingualisms, which was jointly offered by the Universities of the Western Cape and Stellenbosch in April and May of 2018. In this paper, we provide an overview of the module and the different types of activities it involved. We reflect on these experiences using the theoretical lenses of decolonial scholar Mignolo (2009) on the ‘locus of enunciation’, and Stroud (2018) on ‘Linguistic Citizenship’. We present extracts from focus group interviews with students from both campuses to illustrate the involvement of ‘the body’ in ‘knowing’ and the ways in which the module enabled different ‘voices’ to emerge. We focus particularly on the role played by students’ perceived ‘vulnerability’ in the transformative benefits of the module and discuss this by way of conclusion. In sum, we suggest how the centring of multilingualism and diversity – not only as core pedagogic principles, but also as a methodology for transformation – may be used to enhance access and recapture voice in the building of a more integrated and just society.</p> 2023-05-25T00:00:00+00:00 Copyright (c) 2019 After thought: Why not a prism? 2023-04-05T13:24:49+00:00 Miki Flockemann <p>This paper is a reflective retrospective that suggests a new image of multilingualism. Instead of a "cat's cradle", the author proposes viewing multilingualism as a prism through which to view languages as different but non hirarchical and equal in value.</p> 2023-05-25T00:00:00+00:00 Copyright (c) 2019 Project proposal for Mellon Supra-institutional project on the Decolonial turn (unsettling paradigms) – 2018 2023-04-05T13:27:04+00:00 Zannie Bock Christopher Stroud <p>This is a proposal text submitted to the Mellon Foundation entitled "Languages and Literacies in Higher Education: Reclaiming voices from the south", to secure funding for the module.</p> 2023-05-25T00:00:00+00:00 Copyright (c) 2019 Contributors 2023-04-11T08:03:28+00:00 Jason Richardson multimargins@uwc.acza <div class="main_entry"> <div class="item abstract"> <p>A list of the journal's contributors.</p> </div> </div> <div class="entry_details"> <div class="item cover_image"> </div> </div> 2023-05-25T00:00:00+00:00 Copyright (c) 2019 Table of contents 2023-04-05T12:49:14+00:00 Quentin Williams 2023-05-25T00:00:00+00:00 Copyright (c) 2019 University of the Western Cape The Cat's Cradle 2023-04-05T12:54:13+00:00 Lynn Mario T. Menezes de Souza <div>This string picture reminds me of a children’s game, called Cat’s Cradle, which you play with pieces of coloured string held between your fingers, and which you use to make different patterns by moving your fingers together in different ways. This string game reminds me of how language is used in multilingual situations, when seen from a multilingual perspective. When multilingualism is seen from a monolingual perspective, people see different languages, but when we see multilingualism from a multilingual perspective, we see all our languages as somehow connected. So, it works like this string game, they’re always connected, so the elements don’t change, the string is always attached to the ten fingers, but we, by moving the fingers, change the shape. So, by using a particular language of our repertoire, or a particular form of language in our repertoire in a particular situation, our multilingualism takes on different shapes.</div> 2023-05-25T00:00:00+00:00 Copyright (c) 2019 Back Cover 2023-04-11T08:14:32+00:00 Quentin Williams multimargins@uwc.acza 2023-05-25T00:00:00+00:00 Copyright (c) 2019