Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children

Wunseh, Quinta Kemende; Charamba, Erasmos

doi:10.33394/jollt.v11i1.6447

Cited by 2 publications

(2 citation statements)

References 11 publications

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“…As such, we were guided by the social and cultural setting in which the videos under investigation were based (Mokala et al, 2021). As Wunseh and Charamba (2023) explain, qualitative research attempts to provide rich, meaningful, deep, and valid data. To attain this, in the current study we looked at the way language is used in the selected videos.…”

Section: Methodsmentioning

confidence: 99%

Filling Information Gap on Covid-19 Pandemic Using Proverbs and Figurative Language: Lilaphalapha Facebook Page Lesotho

Mokala¹,

Matee

Khetoa

2023

JOLLT

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The current study reports on ways in which Lilaphalapha page on Facebook used language to provide awareness on Corona virus pandemic. Corona Virus affected the whole universe in different ways. Like the rest of the world, to curb the spread of the virus, Lesotho declared a state of emergency and the government put different health protocols in place. To prevent the widespread of COVID-19, a wealth of knowledge was provided in Indo-European languages in many countries. Speakers of African languages such as Sesotho, a national language of Lesotho, had to be innovative and employ region specific methodologies to spread awareness about COVID-19 pandemic. In this qualitative research, data was collected from eight purposely selected episodes posted on Lilaphalapha page on Facebook in April 2020. The videos were analysed through inductive thematic analysis approach. The paper analysed how the use of proverbs and figurative language has helped in preserving Sesotho as a language and filled the gap in preventing language dearth particularly in the advent of COVID-19 pandemic. The findings indicated figurative language, humour and proverbs were used in spreading COVID-19 awareness to Basotho.

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Section: Methodsmentioning

confidence: 99%

Filling Information Gap on Covid-19 Pandemic Using Proverbs and Figurative Language: Lilaphalapha Facebook Page Lesotho

Mokala¹,

Matee

Khetoa

2023

JOLLT

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“…Table 1 summarizes the above literature review. (Garcia & Li, 2014;Kemende Wunseh, 2018;Li, 2018;Makalela, 2014;Tai & Wei, 2020, 2021a, 2021b, 2021c.…”

Section: Education Classroomsmentioning

confidence: 99%

A Conceptual Framework for Inclusive Pedagogy in South African Multilingual Higher Education Classrooms

Wunseh¹

2023

rupkatha

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In addition to the linguistic diversity of South African nationals, the growing number of international students from other countries, especially from Africa, has made language-related issues in South African university classrooms more complex. The teaching-learning process is very challenging with linguistically heterogeneous learners with different symbols and meanings that influence the way they learn and could be a source of exclusion and a barrier to effective learning outcomes. Hence, this paper aims to shed light on strategies and practices contributing to engendering inclusive pedagogy in diverse classroom settings, especially in multilingual university classrooms. To address this, this literature review used secondary sources collected through an in-depth review of academic journals, books, and doctoral dissertations using Google Scholar. The textual analysis showed that enablers of inclusive pedagogy in South African multilingual higher education classrooms include translanguaging, continuous lecturer professional development on inclusivity, use of audio-visuals, continuous evaluation of lecturers and inclusive policies, providing learners with requisite skills, lecturers’ knowledge of learners’ diversity, and lecturer’s self-awareness and preparedness to deal with linguistically diverse learners. This resulted in a potential conceptual framework for inclusive pedagogy in multilingual South African higher education undergraduate university classrooms. The results have implications for language policy, practice, and research.

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Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children

Cited by 2 publications

References 11 publications

Filling Information Gap on Covid-19 Pandemic Using Proverbs and Figurative Language: Lilaphalapha Facebook Page Lesotho

Filling Information Gap on Covid-19 Pandemic Using Proverbs and Figurative Language: Lilaphalapha Facebook Page Lesotho

A Conceptual Framework for Inclusive Pedagogy in South African Multilingual Higher Education Classrooms

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