Communicating across cultures in South African law courts: Towards an information technology solution

Kaschula, Russell H.; Mostert, Andre; Ralarala, Monwabisi K.

doi:10.5842/36-0-39

Cited by 5 publications

(5 citation statements)

References 15 publications

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“…As Pennington (1985) said, like culture, language is learned and it serves to convey thoughts, transmit values, beliefs, perceptions and norms (see also Campbell (2004). Kaschula and Anthonissen (1995) found that in all communities, language varies. Language varieties include different: accents, linguistic styles, pronunciations, register, lexicon and even different grammatical rules which may contrast with each other for social reasons (Holmes cited in Dlomo 2003: 21).…”

Section: Resultsmentioning

confidence: 99%

Communication challenges in a multicultural learning environment

Singh,

Rampersad

2010

J. inc. comm

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Culture is an intricate concept, with many different classifications. Simply put, "culture" refers to a group or community with which we share common experiences that shape the way we understand the world. Each of us is shaped by many factors, and culture is one of the powerful forces that influence our lives. This paper offers a critique of problems experienced in multicultural learning environments and explores factors that inhibit intercultural communication. In addition, this paper highlights current psychological and cultural issues which are relevant to contemporary life in South Africa.

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Section: Resultsmentioning

confidence: 99%

Communication challenges in a multicultural learning environment

Singh,

Rampersad

2010

J. inc. comm

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“…http://spil.journals.ac.za  The rule of the Afrikaner Nationalist Party from 1949 to 1993 (also known as the "apartheid era"), accompanied by the enforced use of Afrikaans, often to the detriment of English. Despite this, English continued to dominate in education and finance, while about 70% of South Africans spoke one or more of the South African indigenous languages (Kaschula and Anthonissen 1995). The indigenous languages were continuously kept separate from one another through lexical and other corpus planning manoeuvres as the apartheid government pretended to be developing these languages through separate language boards (Alexander 1992, Heugh 2003.…”

Section: South Africamentioning

confidence: 99%

Untitled

2015

SPIL

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This paper provides an exposition and interpretation of the language policies of two African universities, namely the University of Yaoundé 1 in Cameroon and the University of the Western Cape in South Africa. It does so against the background of the socio-historical and political factors that led to the creation of both universities and their respective language policies. The authors' main argument is that well-intended, liberal language policies are often impossible to implement as a result of the powerful influence of political and linguistic ideologies shaped, on the one hand, by many years of colonisation and the resulting marginalisation of the indigenous languages in both countries, and, on the other, by ideologies of nation-building and assimilation in the post-colonial era. The paper also attempts to find greater conceptual clarity between the concepts of 'language attitudes' and 'language ideologies'.

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“…job interviews and lawyer-client interaction. Kaschula and Anthonissen (1995) offer an illustrative example from the legal context when they refer to a case in which a term referring to a specific cultural practice of amaXhosa was misunderstood. The isiXhosa term ukondla -which refers to nurturing and bringing someone up as your own, i.e.…”

Section: Why Universities Are Better Placed To Implement Multilingualismmentioning

confidence: 99%

Vocational language learning and teaching at a South African university: Preparing professionals for multilingual contexts

Maseko

Kaschula

2012

SPiL Plus

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This paper highlights the methodology that has been used at Rhodes University and other South African universities in implementing vocation-specific African language learning programmes. Essentially, the paper links the curriculum design to the theoretical paradigm of intercultural communication. Intercultural theory is used as a basis to develop vocation-specific courses where language and culture are taught, for example, to second language learners of isiXhosa at Rhodes University. These courses include courses for Pharmacy and Law students. This paper offers a new theoretical paradigm for intercultural language teaching. Furthermore, examples from specific courses are provided in order to illustrate how this theoretical paradigm can be implemented in a practical way. The impact of multilingualism and intercultural communication in the wider legal and healthcare work environment in South Africa is also discussed.

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Communicating across cultures in South African law courts: Towards an information technology solution

Cited by 5 publications

References 15 publications

Communication challenges in a multicultural learning environment

Communication challenges in a multicultural learning environment

Untitled

Vocational language learning and teaching at a South African university: Preparing professionals for multilingual contexts

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