Making the role of African languages in higher education a reality

Koch, Elize; Burkett, B

doi:10.4314/sajhe.v19i6.25547

Cited by 9 publications

(8 citation statements)

References 12 publications

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“…This may suggest that L1 is valued because of the perceived value it contributes to L2 development. In the same vein, Koch andBurkett's (2005, 1091) review of previous language attitude studies of African-language speakers towards mother-tongue instruction (MTI) in South Africa reveals a strong preference for MTI programmes that provide both quality education and English proficiency development. Similarly in this study, 87% of the respondents claimed that the DLI material contributed International Journal of Bilingual Education and Bilingualism 705 to their L2 vocabulary development (Question 10) and contributed to the development of academic skills the course aim to develop (Question 12).…”

Section: S Ngcobomentioning

confidence: 97%

The struggle to maintain identity in higher education among Zulu-speaking students

Ngcobo

2014

International Journal of Bilingual Education and Bilingualism

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The 2002 Language Policy for Higher Education (LPHE) identifies the currently dominant language of instruction -English -as being a possible barrier to many African students in accessing and successfully completing studies at higher education level. The LPHE thus requires that black African languages be developed at Higher Education Institutions for use as languages of teaching and learning, alongside English and Afrikaans. It is hoped that such a move would, among other things, enable South Africans to take pride in being bi/multilingual. Hence, this paper examines the relationship between language identity and bi/multilingual education. In conducting the study, the participants who are mostly isiZulu speaking in an educational institution in which their primary language (L1) dominates on campus and in the surrounding community were exposed to Zulu-English instructional material in their academic literacy and communication skills course. While the findings indicate a strong African pride among the majority of respondents about the use of their languages in education, concerns, however, are raised about the negative impact this might have on their development of proficiency in English and the practicality of bi/ multilingual instruction on campuses with a diverse racial student population. This view indicates a struggle experienced by many Africans between maintaining their languages in education and developing English that is in high demand in education, commerce and as a common language of communication across ethnic and racial lines in South Africa and elsewhere.

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Section: S Ngcobomentioning

confidence: 97%

The struggle to maintain identity in higher education among Zulu-speaking students

Ngcobo

2014

International Journal of Bilingual Education and Bilingualism

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“…Further suggestions regarding multilingualism at tertiary level have been put forward by Koch and Burkett (2005). The authors provide a framework which could be adopted and adapted by institutions of higher learning willing to promote multilingualism.…”

Section: Multilingualism At Tertiary Institutionsmentioning

confidence: 99%

“…Its main advantage is that students competent in English and an African language will assist in translating English texts into their own languages, thereby creating a language resource bank for future use as well. This model will enable students to develop to their full potential through drawing on their home language as a resource for cognitive development, for epistemological access, and for better access to English as a language of academic discourse (Koch and Burkett 2005).…”

Section: Recommendationsmentioning

confidence: 99%

University students’ perceptions of multilingual education: A case study of the North-West University Mafikeng campus

Hlatshwayo

Siziba

2014

Stellenbosch Papers in Linguistics Plus

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The dominant position of neo-liberal monolingual medium-of-instruction practices has created myths and fallacies about the utility of English as the sole language of skills development and training in South Africa (Ndhlovu 2013:33). As a result, most tertiary institutions are reluctant to implement multilingual education for purposes of teaching and learning because they want to create "globally relevant" students. This argument is based on myths and has been proven by many scholars to be delusive. Current research has proven that the use of multilingualism in higher learning contributes to the learner's conceptual and pedagogical development as well as his/her communicative competence. However, despite this evidence, the NorthWest University's (NWU) Mafikeng campus is failing to implement a language policy that promotes multilingualism. A commonly-heard argument is that the students at NWU have a negative attitude towards the use of their indigenous languages for teaching and learning purposes. It is in light of this that the researchers set out not only to interrogate the NWU language policy, but also to go a step further and investigate the students' perceptions of multilingual education as a factor contributing towards the lack of practical implementation of the university's language policy. This study will also highlight the ill-preparedness of students for an English-only teaching and learning environment. The tentative empirical data prove that the students also feel that they are at a linguistic disadvantage when entering the tertiary institution. This paper returns to the knotty question regarding language-in-education policies for multilingual societies, which is an ongoing topical issue in national and international contexts.

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“…Research projects that use the Cummins theoretical framework, or concepts from the framework, in the higher-education context in South Africa focus on the following types of problems: the importance of fair and valid assessment instruments (particularly for access to education and equity of success) in multicultural societies (Nunns & Ortlepp, 1994;Koch and Dornbrack, 2008); the possible factors that affect the academic success of students (including educational approaches and proposals for curriculum design) (Kasanga, 1998;Gough & Bock, 2001); and language policy and planning studies that engage with the relationship between multilingualism (specifically the use of African languages and the levels of English second language proficiency of South African students) and the languages of learning and teaching in higher education (Bosman, 2000;Faure, Ridge & Van der Walt, 2004;Van der Walt, 2004;Holtzhausen, 2005;Koch & Burkett, 2005;Ramani & Joseph, 2008).…”

Section: Introductionmentioning

confidence: 98%

Evaluation of the Cummins theoretical framework for higher education in South Africa

Rooy

2010

Southern African Linguistics and Applied Language Studies

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In the context of the successful bilingual education of children, the value of the theoretical framework of Jim Cummins is acknowledged by educators and researchers worldwide. This framework is also used extensively in South Africa to provide a structure for educators and researchers that are interested in the relationships between bi-and/or multilingualism and academic success in schools.Cummins consistently describes the context (types of learners, educational and political system, language landscape) within which his theoretical framework is operational and is careful not to extrapolate findings and implications to other contexts. Despite this sensitive approach to context, the framework is extended to the higher-education context in South Africa regularly. The extension of this framework beyond its original context to the higher-education context in South Africa attests to the engagement of higher-education practitioners to understand the relationship between language (specifically medium of instruction) and academic success in South Africa, as well as to the 'face validity' of the framework.In this article, the appropriateness of applying the Cummins theoretical framework to the highereducation context in South Africa is evaluated. Implications for the use of the framework in this context are explored.

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Making the role of African languages in higher education a reality

Cited by 9 publications

References 12 publications

The struggle to maintain identity in higher education among Zulu-speaking students

The struggle to maintain identity in higher education among Zulu-speaking students

University students’ perceptions of multilingual education: A case study of the North-West University Mafikeng campus

Evaluation of the Cummins theoretical framework for higher education in South Africa

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