Multilingualism and Interpreting Practices in South Africa: Pragmatic Challenges and Solutions

Watermeyer, Jennifer

doi:10.1007/978-3-658-27120-6_6

Cited by 2 publications

(1 citation statement)

References 37 publications

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“…Multilingualism Multilingualism can also have a complex impact on the assessment of indigenous languages in the FP. On the one hand, advocates of multilingualism argue that learners who are exposed to multiple languages from an early age may have a better understanding of language structures and be able to transfer their skills across languages (Adesope et al, 2010;Gizatullina & Sibgatullina, 2018;Mtshali & Mashiyi, 2022;Watermeyer, 2020). On the other hand, dissenting voices argue that multilingualism can also make it difficult to accurately assess the learners' abilities, as teachers may not know which language the learner is most proficient in (Kroll & Dussias, 2017;Pontier et al, 2020;Tönsing et al, 2019).…”

Section: Inadequacies In Teachers' Trainingmentioning

confidence: 99%

Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase

Makeleni,

Mutongoza,

Linake

et al. 2023

JCSR

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Studies have shown that self-efficacy is the belief in one's ability to complete a task or achieve a goal, and that this belief can have a significant impact on teaching methods and learning outcomes. Yet, in the context of South Africa, despite the promotion of indigenous languages in Foundation Phase (FP) classrooms, learners continue to struggle on account of low teacher self-efficacy. Underpinned by Bandura’s social cognitive theory, this study used a literature review methodology to explore the self-efficacy-related challenges confronting FP teachers in assessing learners using their indigenous languages. The study also examined the strategies that can used to enhance teachers’ self-efficacy. The findings revealed that factors, such as inadequate teacher training, learner mobility, and resource constraints militate against teachers’ beliefs of their ability to equitably assess FP classrooms. The findings also revealed that possible strategies to enhance FP teachers’ self-efficacy could include making use of role-modelling, improving working conditions, and encouraging continuous professional development and training of in-service teachers, among other steps to be taken. Some of the study’s recommendations include rolling out targeted training and support programmes for FP teachers, aligning FP learner assessment instruments with the diverse linguistic and cultural backgrounds of the learners, and tailoring collaboration between schools and local communities for the benefit of the learners.

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Section: Inadequacies In Teachers' Trainingmentioning

confidence: 99%

Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase

Makeleni,

Mutongoza,

Linake

et al. 2023

JCSR

View full text Add to dashboard Cite

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Students' Reflections During Training Workshops on Communication and Information Exchange in Audiology Consultations: An Exploratory Qualitative Study

Watermeyer

Kanji

2022

Am J Audiol

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Purpose: This clinical focus article outlines various communication challenges and scenarios related to information giving encountered by a group of audiology students, as reflected on during a series of communication skills workshops. Method: We held two online training workshops during which students reflected on their clinical communication experiences and asked questions related to clinical scenarios. Third-year audiology students from a South African university participated in the workshops (17 in the first, 15 in the second). We analyzed these reflections using thematic analysis. Results: Students' reflections related to four themes: (a) balancing information giving, (b) managing shared decision making, (c) managing linguistic differences, and (d) relating bad news. The first theme was heavily prioritized in students' reflections. Providing students with time to practice skills introduced in the initial communication skills workshop enabled further reflection in the subsequent workshop. We discuss these themes using specific examples raised by students. Conclusions: Our findings suggest that students first need to master basic information giving skills before they can move on to more advanced skills such as managing shared decision making, linguistic differences, and relating bad news. This study confirms that reflective skills need to be developed with students in an explicit manner, rather than as part of a hidden curriculum. Our approach to providing communication training and encouraging reflection on clinical experiences offers a starting point for clinical educators to support students in developing these skills.

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Multilingualism and Interpreting Practices in South Africa: Pragmatic Challenges and Solutions

Cited by 2 publications

References 37 publications

Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase

Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase

Students' Reflections During Training Workshops on Communication and Information Exchange in Audiology Consultations: An Exploratory Qualitative Study

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