Multilingual Educators’ Language Ideologies and Linguistic Repertoires: Insights from an Independent Girls’ School in Johannesburg
This thesis investigated the language ideologies and linguistic repertoires of educators at an independent girls’ school in Johannesburg. Employing both a multimodal approach by survey and language portrait methodologies, a significant discrepancy between languages self-reported in the survey and those represented in the language portraits emerged. This highlighted the need for a different approach in uncovering the linguistic resources present among the school’s teaching staff. Conducting interviews with participants following a language portrait workshop allowed for more detailed and richer data to be uncovered. The findings suggested that educators’ perceptions of their own language proficiency are often shaped by notions of fluency and formal literacy, and these play a critical role in how they represent their linguistic repertoires. The study further explored how these ideologies inform interactions and how the use of certain languages, such as Standard English, can lead to the marginalisation of linguistic diversity. Situated within the field of sociolinguistics and language-in-education research, the research drew on theoretical frameworks that conceptualise language as a constantly evolving phenomenon, shaped by both individual ideologies and institutional norms. The research highlighted the importance of recognising and valuing the full linguistic repertoires of educators, not only as a means of fostering more inclusive classroom environments but also as a basis for developing more nuanced and socially just language policies. The study argues that understanding educators' language ideologies and practices is essential for informing effective educational policy and supporting teachers in preparing students for success in an increasingly multilingual society.
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