Abstract
As an academic discipline, Linguistics – the scientific study of language – is associated with a range of concepts. Students of Linguistics are traditionally introduced to these concepts in their first year of study, and everything that follows builds on knowledge of these concepts. But language, as Blommaert (2011) notes, is the most visible sign of social change. Currently, much critical thinking is said to be philosophical outflows of a late or post-modern era, characterized by an intensification of three characteristics that have been part of human history for some time: globalization, migration and the dominant position of English, accompanied by the growth of new hybrid languages in urban spaces. In terms of the ongoing vitality of other languages and the influence of a number of dominant language ideologies (Weber and Horner 2012), these three characteristics have sparked discourses of endangerment, revitalization, commodification and carnivalisation (Duchêne en Heller, 2007; Heller, 2010). At the same time, there has been a steady evolution in our understanding of many linguistic concepts, particularly those emanating from particular language ideologies and hierarchical political powers. This paper addresses this issue and its implications for the study and treatment of the colloquial variety of Afrikaans known as Kaaps.
Highlights
The study of Linguistics as an academic discipline initially means coming to grips with the definitions of a wide range of concepts which provide a framework for their understanding of the discipline
The broadening and enriching of concepts explaining language repertoires in late modernity must imply that a variety like Kaap vi’ shopping? (Kaaps) should be considered in a new light, even by some of its own speakers who profess negative attitudes towards it as a result of the influence of prevailing ideologies
The conceptual evolution in Linguistics has a number of important implications for language planning, policy and implementation
Summary
The growing understanding of the role played by linguistic hybridity alongside (and sometimes instead of) the standardized varieties, in the ways people acquire knowledge both formally and informally, is closely related to the changing status of non-standard language varieties like Kaaps. The core question being discussed in this paper is why, in an era marked by mobility and change, a variety like Kaaps should enjoy greater parity of usage with the standard variety of Afrikaans, in the education of children who use this variety as their home and community language.
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