Abstract
This study corroborates the need to broaden the conceptual framework from which to examine the rhetorical function of the drum in Africa and broader African diaspora. The notion of “languaging” and “translanguaging,” dynamically creative and reproductive processes–not constrained to only speech or writing to create meaning, seen through the lens of “semiotics,” the study of sound, words, and body language is explored. In sum, the research cogently reveals how the African drum languages have been shown to be an influencing academic, as well as, psychosocial idiom. Continued discussion of their contribution and implications for the fields of: education, African studies, psychosocial linguistics, bilingual/bicultural studies, multicultural education, and comparative rhetoric is compelling.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
"Education", " Psychosocial Linguistics", " Comparative Rhetoric", " Multicultural Education"
