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The 'One nation, One language' Ideology

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 Introduction The term ideology, coined by the French philosopher Antoine Destutt de Tracy in 1796, could be said, according to Nana (2016, p. 168), to refer to: 'the very habits of mind, beliefs, assumptions, expectations, which govern the life of an individual and a group and which often are superimposed on the world in order to give it structure or meaning'. Given this description, as I see it, ideology might be viewed as a way of projecting the inner workings of the mind, whether consciously or unconsciously, to create external structure/s or realities, as well as the projection itself. In other words, ideology encompasses the thought, the action, and the outcome. Nana (2016) argues that the relationship between language and ideology is one that includes concepts related to the social and linguistic, and accompanying interests of a moral and political nature. One incarnation of language ideology is “the ‘one nation, one language’ model of language and identity that dev...
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Moves Like Swales

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  The CARS model In his seminal work on genre analysis published in 1990, John Swales introduced the revised version of his Create a Research Space (CARS) model. Adika (2014, p. 58) explains that this model  'describes the rhetorical moves that researchers utilize to claim research space in their disciplines in a highly competitive environment.' Specifically, the CARS model pertains to the introduction section of research articles (RA). Swales (1990) points out that introductions can be difficult to write. This is because RA authors have an array of options at their disposal for how they might approach the opening paragraphs.  The CARS model comprises 3 rhetorical moves, each with particular steps (See Table 1). Hyland (2006, p. 50) defines a rhetorical move as ‘a distinct communicative act designed to achieve a particular communicative function’. Put another way, a rhetorical move is a stretch of text anywhere from a phrase to a paragraph with a particular job (Rienecker...
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Task: Differentiation

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  What differentiation is and isn’t Tomlinson (2001, p. 1) explains that differentiation ‘provides different avenues to acquiring content , to processing or making sense of ideas , and to developing products so that each student can learn effectively.’ [emphasis added]. Content refers to the input or what we expect students to learn, process comprises multiple sense-making approaches deployed by students, and product is the output or how learning is demonstrated. The common thread running through these approaches is that they are designed with the purpose of significant student development in mind (Tomlinson, 2001). Tomlinson goes on to clarify that differentiation is not to be confused with individualized instruction as it was practised in the 1970s, where the aim was to come up with something different for each of the more than 30 students often found in a class. She emphasises that it includes ‘whole-class, group, and individual instruction’ (2001, p. 5).  The task I wa...
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