Project: Multilingualism, Subalternity and Dominance of Single Language Networks
The Hegemony of English in the Multilingual Societies of India and South Africa
General introduction
Approach and assumptions
Research objectives
Project progress
Research group

New Publications:

Series:"Multilingualism, Subalternity and Hegemony of English"

Multiple Languages, Literacies and Technologies
Mapping out concepts, analysing practices and defining positions
edited by Patrick V. Dias
2004, ISBN 3-937565-00-0 also ISBN 81-89164-11-2

Mother Tongue Based Bilingual Education in Southern Africa:
The Dynamics of Implementation
edited by Neville Alexander
2005, ISBN 3-937565-03-9


Bilingual Education and Bi-literacy: its Meaning and Practicability
edited by Patrick V. Dias.

Learning and Teaching Languages and Technological Codes
in the Schools in India
dited by Patrick V. Dias.

Workplace Reports

Drawing posters to understand children's ideas on science and technology
by Swati Mehrotra, Ritesh Khunyakari, Sugra Chunawala and Chitra Natarajan

Ideas about "technology" among middle school students in Mumbai
by Ritesh Khunyakari, Swati Mehrotra, Sugra Chunawala and Chitra Natarajan

Comparative study of media of instruction (Marathi, Marathi/English and English) in the Schools in Maharashtra
by Anita Patwardhan


List of other selected publications:

Neville Alexander:

1999. Am Ende des Regenbogens: Sprache, Kultur und Identität am Beispiel des neuen Südafrika. In Aithal, V., Schirilla, N., Schürings, H. and Weber, S. (eds.), Wissen - Macht - Transformation. Interkulturelle und internationale Perspektiven. Festschrift für Patrick Dias. Frankfurt am Main: IKO- Verlag.

2000. Language and the national question. In Maharaj, G. (ed.), Between Unity and Diversity. Essays on Nation-Building in Post-Apartheid South Africa. Cape Town: Idasa and David Philip Publishers.

2000. Why the Nguni and Sotho languages in South Africa should be harmonised. In Deprez, K. and Du Plessis, T. (eds.), Multilingualism and Government. Studies in Language Policy in South Africa. Pretoria: Van Schaik.

2000. English Unassailable But Unattainable. The Dilemma of Language Policy in Education in South Africa. (PRAESA Occasional Papers, No.3). Cape Town: Praesa/University of Cape Town.

2001. Language politics in South Africa. In Bekker, S., Dodds, M. and Khosa, M. (eds.), Shifting African Identities. (Volume II in the Series: Identity? Theory, Politics, History). Pretoria: Human Sciences Research Council.

2001. Majority and minority languages in South Africa. In Extra, G. and Gorter, D. (eds.), The Other Languages of Europe. Demographic, Sociolinguistic and Educational Perspectives. (Multilingual Matters 118). Clevedon-Buffalo-Toronto-Sydney: Multilingual Matters Ltd.

2001. Bilingual education as a necessary transitional strategy in post-colonial Africa. In Pfaffe, J. (ed.), Local Languages in Education, Science and Technology. (Proceedings of the Second National Symposium on Language Policy Formulation, held at Sun 'n Sand, Mangochi, 25-28 October 2000). Zomba: Centre for Language Satudies, University of Malawi).

Carole Bloch et al:

1999 Bloch, C. The potential of early childhood for developing and sustaining literacy in Africa Social Dynamics 25:1 (1999)

2000 Bloch, C. with Nkence, N. Glimmers of hope: emergent writing and reading in a multilingual foundation phase classroom'. Proceedings of the Teachers In-service Project (TIP), University of the Western Cape, 3rd Annual Colloquium, 1-2 October 1998. Cape Town: Teachers Inservice Project.

2002 Bloch, C. and Alexander, N. A luta continua: the relevance of the continua of biliteracy to South African multilingual schools. In Hornberger, N. (ed.), The Continua of Biliteracy: A Framework for Educational Policy, Research, and Practice in Multilingual Settings. Multilingual Matters Ltd (forthcoming).

2002 Bloch, C. A case study of Xhosa and English biliteracy in the foundation phase versus English as a 'medium of destruction' Perspectives in Education (forthcoming).

2002 Bloch, C. with Nkence, N. Nurturing biliteracy through interactive writing. In Beckett, T. (compiler). Report on Mother Tongue Education. (Proceedings of the Cape Town Workshop, 14-15 May 2001). Cape Town: PRAESA and UFSIA. (forthcoming).

Patrick V. Dias:

2000. "The universality of the globalized 'school-model in the 21st century under scrutiny", in: Anuário de Educação 1999/2000, (Dir.) Barbara Freitag, Rio de Janeiro, 249-280

2001. "Human Development in History and Society: Multi-perspectivity of perceptions and diversity of linguistic expressions", Proceedings of the CASTME-UNESCO-HBCSE International Conference on "Science, Technology & Mathematics Education for Human Development", Goa, India February 20-23.

2001. The International Discourse on literacy/illiteracy as a procedure for dis-empowering the people, Paper at the J. P. Naik Memorial National Seminar 30.August to 1st September

2001. Languages and communicative practices in comparative perspective: Diversity, domination and subalternity, Paper at Int. Symposium PURISM IN THE AGE OF GLOBALIZATION, Bremen 18 - 21 September