Background: One factor which is consistently highlighted in research on literacy is the lack of understanding of how literacy develops in the Southern-Bantu languages. In particular, little is known about spelling in the Southern-Bantu languages such as isiXhosa.Objectives: Through the use of an initial exploratory study and a conceptual replication study, we examined the relationships between reading, phonological awareness, and spelling in isiXhosa grade 3 learners. The initial exploratory study sought to describe the relationships between reading and spelling, and phonological awareness and spelling in a sample of 49 grade 3 isiXhosa learners. We then conceptually replicated this study with a larger sample of 200 grade 3 isiXhosa learners. We expected that both reading and phonological awareness would be related to spelling and that the strength of the relationship between reading and spelling, and phonological awareness and spelling would vary with spelling ability, due to the changes that occur in the development of spelling.Method: Cross-sectional, quantitative secondary data were used from two different projects to answer the research questions. Tasks of phonological awareness, oral reading fluency and spelling were developed and administered to the participants.Results: We found that reading was a replicable predictor of spelling for grade 3 isiXhosa learners and that phonological awareness was influential only at the mid-range of spelling performance.Conclusion: Our findings emphasise the importance of the reading – writing connection, and lend support for what has been found for other consistently written languages, adding to the growing body of knowledge of universal predictors of spelling development.

This article outlines the implementation of a service-learning course, Linguistics and Community, in a linguistics combined, second- and third-year curriculum. Adopting a qualitative, textual-analytic methodology using Luckett (2001) as an analytical lens, supplemented by quantitative data, we set out to enlist service-learning as one useful means to attain an epistemically diverse linguistics curriculum with reciprocal benefits for both students and community partners. Using a purposive sample, we triangulated data from two data sources: students' reflective journals and an online questionnaire. Our findings showed that the Linguistics and Community service-learning course allowed students to engage in experiential learning, cross-cultural experiences, and become involved with issues related to community building. In doing so, the course exposed students to the relevance of linguistics in everyday life. We argue that a thoughtfully constructed disciplinary-based service-learning programme can be a useful tool in fostering epistemic diversity within a specific discipline such as linguistics and contribute towards the decolonisation of the discipline.