Student perceptions of multilingualism and the culture of communication in journalism studies in higher education

Nkoala, Sisanda

doi:10.4102/rw.v11i1.258

Cited by 9 publications

(3 citation statements)

References 6 publications

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“…The Linguistic diversity base ensures that lecturers are trained with the requisite skills to assist and appreciate the strengths that limited English proficiency students bring to the classroom. (Newman, 2022;Nkoala, 2020).…”

Section: Providing Learners With Requisite Skillsmentioning

confidence: 99%

“…For instance, the #FeesMustFall student protests showed language-related issues and realities in South African higher education institutions. During these protests, students' demands included the rallying call for higher education institutions to reflect South Africa's multilingual settings (Nkoala, 2020). Nkoala (2020) claims that the #FeesMustFall student protests played a significant role in debunking myths about multilingualism, as students called for a multilingual higher education system and a decolonized one, where different ways of knowing and being were recognized and acknowledged in the academy.…”

Section: Introduction and Problem Statementmentioning

confidence: 99%

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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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Section: Providing Learners With Requisite Skillsmentioning

confidence: 99%

Section: Introduction and Problem Statementmentioning

confidence: 99%

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

Wunseh¹

2023

rupkatha

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“…Instead, research studies have, justifiably, pointed to problems or gaps in our literacy education. For example, a survey of the articles in Reading & Writing, looking at the titles and key words between 2015 and 2020, suggests that most research is carried out at the tertiary level (see Boakye & Linden 2018;Nkoala 2020) Ideally, learners would develop a love of reading literary texts through their engagement with these at school but this personal response needs to be affirmed and nurtured. The requirements of the examination system and the need to produce essays that meet these requirements mitigate against this (Doecke et al 2009).…”

Section: Literature Sketching the Research Landscapementioning

confidence: 99%

Multiple voices: Learners reflect on literature

Kromhout

Scheckle

2021

Read. writ.

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Background: Much of the research in literacy focuses on what learners fail to do, especially in the early grades, but it is equally important to research successful readers. In particular learners’ experiences with literature contribute to our understanding of the possibilities literary texts offer. This article focused on learners’ responses to Advanced Programme (AP) English, which was an optional subject offered at an ex-Model C school, to understand how the learners had taken up these literary texts.Objectives: This study explored how matric learners spoke about the literature they had studied, in their AP English, in an informal group meeting.Methods: A qualitative case study was used to explore learners’ responses to literature. A final focus group meeting at the end of their matric year provides the data for this article. The transcriptions were coded using repeated patterns for themes to explore the stances taken in relation to the literature whether efferent or aesthetic.Results: The data showed how learners had incorporated fragments from the literature into their own utterances so that their language use echoed the literature. In addition to an efferent exam focus, the literature and AP English practices were used in both Art and Home Language English examinations.Conclusions: Learners need opportunities to talk about the multiple voices of literature in their lives. This kind of talk offers a different perspective on how literature can enrich, disrupt and extend learners’ thinking about literature and themselves. This research offers a counterpoint to examination results and contributes to building a nation of readers.

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Online Matching Method of News Communication Innovative Teaching Mode Driven by Artificial Intelligence

Qian

Wang

2021

Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

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Student perceptions of multilingualism and the culture of communication in journalism studies in higher education

Cited by 9 publications

References 6 publications

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

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

Multiple voices: Learners reflect on literature

Online Matching Method of News Communication Innovative Teaching Mode Driven by Artificial Intelligence

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