Language discourses and identity construction in a multilingual South African Primary School

This article offers a critical analysis of institutional discourse(s) about English, analysing what discourses dominate, how and why particular discourses come to dominate, and the extent to which these discourses remain endorsed. Furthermore, the paper considers the relationship between language, identity and power relations, specifically how learners are socialised into different identity positions. Discourse is understood as a general mode of semiosis (Blommaert 2005, 2) and conceptualised as a socially situated construct. In this paper the view that discourse is reflective of and constitutes a particular social context and social practices, is considered to be critical. Institutional discourses suggest that good proficiency in English is privileged above all else. The value attached to linguistic competence in English renders some learners'successful and others'unsuccessful. This means that competence in English as the Language of Learning and Teaching is seen to be equivalent to a more favourable position of identity. Those who possess this kind of competence are privileged and engender more authority in relation to other learners.