Multilingual Margins: A journal of multilingualism from the periphery <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> en-US (Jason Richardson) (Mark Snyders) Wed, 25 Oct 2023 08:48:19 +0000 OJS 60 Table of contents Quentin Williams Copyright (c) 2019 University of the Western Cape Thu, 25 May 2023 00:00:00 +0000 The Cat's Cradle <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> Lynn Mario T. Menezes de Souza Copyright (c) 2019 Thu, 25 May 2023 00:00:00 +0000 Back Cover Quentin Williams Copyright (c) 2019 Thu, 25 May 2023 00:00:00 +0000 Introduction and Decolonial Pedagogies, Multilingualism and Literacies <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> Zannie Bock, Christopher Stroud, Lynn Mario T. Menezes de Souza Copyright (c) 2019 Thu, 25 May 2023 00:00:00 +0000 Re-imagining the Writing Workshop: The Creation of Multilingual, Collaborative Poetry <p>The following contributions describe the process of the writing workshop and the concrete writing and editing of a jointly produced multilingual poem.</p> Kobus Moolman, Nondwe Mpuma, Lisa Julie Copyright (c) 2019 Thu, 25 May 2023 00:00:00 +0000 Poems and reflections on language and the theme of home <p>Poems and reflections by various authors.</p> Gene Van Wyk, Lynn Mario T. Menezes de Souz, Nicole K. Jansen, A. Braaf, Shannon Cogill Copyright (c) 2019 Thu, 25 May 2023 00:00:00 +0000 Learning through Linguistic citizenship: Finding the “I” of the essay <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> Zannie Bock, Lauren Abrahams, Keshia Jansen Copyright (c) 2019 Thu, 25 May 2023 00:00:00 +0000 After thought: Why not a prism? <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> Miki Flockemann Copyright (c) 2019 Thu, 25 May 2023 00:00:00 +0000 Project proposal for Mellon Supra-institutional project on the Decolonial turn (unsettling paradigms) – 2018 <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> Zannie Bock, Christopher Stroud Copyright (c) 2019 Thu, 25 May 2023 00:00:00 +0000 Contributors <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> Jason Richardson Copyright (c) 2019 Thu, 25 May 2023 00:00:00 +0000