Multilingualism at work in South African Higher Education: From policy to practice
- Authors: Maseko, Pamela
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468426 , vital:77053 , ISBN 9781783091669 , https://doi.org/10.21832/9781783091669
- Description: Language policies published after the attainment of democracy in 1994, which are particularly applicable to HEIs, seek to guard against the use of language to perpetuate the inequalities and inequities of South African society in the past. The main goal of these policies is to promote linguistic and cultural diversity in HEIs as well as to prepare students to participate fully in our multilingual society, where multilingual proficiency is critical. English and Afrikaans are acknowledged as languages of research and scholarship in HE at present, but legislative policies applicable to language use and practices in HE make provision for preventing these languages from being used as a barrier to the access, retention and success of previously disadvantaged people (see Kotzé’s detailed discussion in Chapter 2). The indigenous African languages, which have, until now, had a minimal role in HE, are seen as critical for the attainment of the goals of the language policies. As a consequence, legislation on language in HE recommends that HEIs should rethink the place of these languages and, in line with national policy, should develop their own policies and implementation plans on the advancement, promotion and use of these languages.
- Full Text:
- Date Issued: 2014
- Authors: Maseko, Pamela
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468426 , vital:77053 , ISBN 9781783091669 , https://doi.org/10.21832/9781783091669
- Description: Language policies published after the attainment of democracy in 1994, which are particularly applicable to HEIs, seek to guard against the use of language to perpetuate the inequalities and inequities of South African society in the past. The main goal of these policies is to promote linguistic and cultural diversity in HEIs as well as to prepare students to participate fully in our multilingual society, where multilingual proficiency is critical. English and Afrikaans are acknowledged as languages of research and scholarship in HE at present, but legislative policies applicable to language use and practices in HE make provision for preventing these languages from being used as a barrier to the access, retention and success of previously disadvantaged people (see Kotzé’s detailed discussion in Chapter 2). The indigenous African languages, which have, until now, had a minimal role in HE, are seen as critical for the attainment of the goals of the language policies. As a consequence, legislation on language in HE recommends that HEIs should rethink the place of these languages and, in line with national policy, should develop their own policies and implementation plans on the advancement, promotion and use of these languages.
- Full Text:
- Date Issued: 2014
Multilingualism for teaching and learning
- Authors: Maseko, Pamela
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468436 , vital:77054 , ISBN 9781920677565
- Description: This chapter will address a number of issues pertaining to multilingualism for teaching and learning in South African higher education during the SANTED II Programme. It will provide the national and institutional language policy context for the SANTED multilingualism projects, the challenges of implementation, the strategies used for implementation and monitoring, and the institutional uptake of the programmes at the end of the SANTED II Programme in 2010. The discussion will illustrate how the pilot projects introduced through SANTED provided a springboard for implementation of multilingual learning and teaching. The chapter will further demonstrate that while some universities had policies that supported multilingualism, in most cases these policies were largely dormant. The pilot projects provided the means for activating them and institutionalising practices conceptualised therein. The process itself provided impetus for robust debates on the value of bilingual and multilingual education for effective learning in higher education, as well as the importance of linguistic and cultural diversity in building national unity.
- Full Text:
- Date Issued: 2014
- Authors: Maseko, Pamela
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468436 , vital:77054 , ISBN 9781920677565
- Description: This chapter will address a number of issues pertaining to multilingualism for teaching and learning in South African higher education during the SANTED II Programme. It will provide the national and institutional language policy context for the SANTED multilingualism projects, the challenges of implementation, the strategies used for implementation and monitoring, and the institutional uptake of the programmes at the end of the SANTED II Programme in 2010. The discussion will illustrate how the pilot projects introduced through SANTED provided a springboard for implementation of multilingual learning and teaching. The chapter will further demonstrate that while some universities had policies that supported multilingualism, in most cases these policies were largely dormant. The pilot projects provided the means for activating them and institutionalising practices conceptualised therein. The process itself provided impetus for robust debates on the value of bilingual and multilingual education for effective learning in higher education, as well as the importance of linguistic and cultural diversity in building national unity.
- Full Text:
- Date Issued: 2014
The intellectualisation of African languages, multilingualism and education: a research-based approach
- Kaschula, Russell H, Maseko, Pamela
- Authors: Kaschula, Russell H , Maseko, Pamela
- Date: 2014
- Subjects: African languages -- Study and teaching (Higher) -- South Africa , Language policy -- South Africa , Education, Higher -- South Africa , Educational change -- South Africa , Multiligualism , Multicultural education -- South Africa , Language and languages -- Study and teaching
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59321 , vital:27548 , http://alternation.ukzn.ac.za/Files/docs/21 SpEd13/Alternation Spec Ed 13 (2014).pdf#page=13
- Description: This paper seeks to understand the relationship between the intellectualisation of African languages and the facilitation of a research approach which will enhance this intellectualisation. The paper examines the legislative language policies and other documents published by government since 1994, which guide language use and practices in higher education, including the Catalytic Project on Concept Formation in indigenous African languages (one of the recommendations contained in the Report commissioned by the Minister of Higher Education for the Charter for Humanities and Social Sciences and the language clauses of the Green Paper for Post-Secondary School Education and Training). These policy documents are analysed against the backdrop of the research work of the newly initiated NRF SARChI Chair in the Intellectualisation of African Languages, Multilingualism and Education hosted by Rhodes University. The paper argues that while policy provides an enabling environment for the promotion and development of indigenous African languages and advocates for promotion of equity and equality, in actual fact, HEIs still grapple in implementing provisions of these policies. The paper further discusses the teaching, learning and research in the African Language Studies Section of the School of Languages at Rhodes University and how the Section adopted the provisions of the national policy and institutional policy on language in turning itself into a source of intellectual vitality in the teaching, learning and research of particularly isiXhosa. Six focus areas of research, linked to the NRF SARChI Chair, will be outlined in order to create a practical link between Policy, Implementation and the Intellectualisation of African Languages. , Ucwaningo lolu luhlose ukuqonda ubudlelwano obuphakathi kokusetshenziswa kwezilimi zesintu emazingeni aphakame kanye nokusetshenziswa kwendlela yocwaningo ezokwengeza amathuba okusetshenziswa kwezilimi lezi (Finlayson & Madiba 2002). Ucwaningo luhlaziya inqubomgomo yolimi esemthethweni neminye imibhalo eshicelelwe uhulumeni elawula ukusebenza nokusetshenziswa kwezilimi kwezemfundo ephakame kusuka ngonyaka wezi-1994, kanye ne-Catalytic Project on Concept Formation in indigenous African languages (esinye seziphakamiso esiqukethwe embikweni owethulwa ngungqonqoshe wezemfundo ephakeme nge-Charter of Humanities and Social Sciences (HSSC 2011) kanye nezinhlamvu zamazwi e-Green paper for Post-secondary School education and training (2012). Imibhalo yenqubomgomo ihlaziywa kubhekwe umsebenzi wocwaningo kasihlalo we- NRF SARChl ekusetshenzisweni kwezilimi zesintu emazingeni aphakeme nobuliminingi kanye nezemfundo e- Rhodes University. Ucwaningo lolu luphakamisa umbono othi noma inqubomgomo isipha amandla okukhuphula nokuthuthukisa izilimi zesintu kanye nokukhuthaza ukulingana nokungacwasi, eqinisweni izikhungo zemfundo ephakeme zihlangabezana nobunzima bokusebenzisa izihlinzeko zenqubomgomo. Ucwaningo lolu luzoxoxa futhi ngokufundisa nokufunda kanye nocwaningo emnyangweni wezifundo zezilimi zesintu esikoleni sezilimi e-Rhodes University kanye nokuthi umnyango lo wamukela njani izihlinzeko zenqubomgomo kazwelonke kanye nezesikhungo eziphathelane nokuguqulwa kwezilimi zibe umthombo wenhlakanipho ekufundiseni nasekufundeni kanye nocwaningo ngolimi lwesiXhosa. Imikhaka emqoka eyisithupha yocwaningo ehlobene nesihlalo se-NRF SARChl izovezwa ukuze kwakhiwe ubudlelwano obenzekayo phakathi kwenqubomgomo, ukusetshenziswa kwayo kanye nokusetshenziswa kwezilimi zesintu emazingeni aphakeme.
- Full Text:
- Date Issued: 2014
- Authors: Kaschula, Russell H , Maseko, Pamela
- Date: 2014
- Subjects: African languages -- Study and teaching (Higher) -- South Africa , Language policy -- South Africa , Education, Higher -- South Africa , Educational change -- South Africa , Multiligualism , Multicultural education -- South Africa , Language and languages -- Study and teaching
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59321 , vital:27548 , http://alternation.ukzn.ac.za/Files/docs/21 SpEd13/Alternation Spec Ed 13 (2014).pdf#page=13
- Description: This paper seeks to understand the relationship between the intellectualisation of African languages and the facilitation of a research approach which will enhance this intellectualisation. The paper examines the legislative language policies and other documents published by government since 1994, which guide language use and practices in higher education, including the Catalytic Project on Concept Formation in indigenous African languages (one of the recommendations contained in the Report commissioned by the Minister of Higher Education for the Charter for Humanities and Social Sciences and the language clauses of the Green Paper for Post-Secondary School Education and Training). These policy documents are analysed against the backdrop of the research work of the newly initiated NRF SARChI Chair in the Intellectualisation of African Languages, Multilingualism and Education hosted by Rhodes University. The paper argues that while policy provides an enabling environment for the promotion and development of indigenous African languages and advocates for promotion of equity and equality, in actual fact, HEIs still grapple in implementing provisions of these policies. The paper further discusses the teaching, learning and research in the African Language Studies Section of the School of Languages at Rhodes University and how the Section adopted the provisions of the national policy and institutional policy on language in turning itself into a source of intellectual vitality in the teaching, learning and research of particularly isiXhosa. Six focus areas of research, linked to the NRF SARChI Chair, will be outlined in order to create a practical link between Policy, Implementation and the Intellectualisation of African Languages. , Ucwaningo lolu luhlose ukuqonda ubudlelwano obuphakathi kokusetshenziswa kwezilimi zesintu emazingeni aphakame kanye nokusetshenziswa kwendlela yocwaningo ezokwengeza amathuba okusetshenziswa kwezilimi lezi (Finlayson & Madiba 2002). Ucwaningo luhlaziya inqubomgomo yolimi esemthethweni neminye imibhalo eshicelelwe uhulumeni elawula ukusebenza nokusetshenziswa kwezilimi kwezemfundo ephakame kusuka ngonyaka wezi-1994, kanye ne-Catalytic Project on Concept Formation in indigenous African languages (esinye seziphakamiso esiqukethwe embikweni owethulwa ngungqonqoshe wezemfundo ephakeme nge-Charter of Humanities and Social Sciences (HSSC 2011) kanye nezinhlamvu zamazwi e-Green paper for Post-secondary School education and training (2012). Imibhalo yenqubomgomo ihlaziywa kubhekwe umsebenzi wocwaningo kasihlalo we- NRF SARChl ekusetshenzisweni kwezilimi zesintu emazingeni aphakeme nobuliminingi kanye nezemfundo e- Rhodes University. Ucwaningo lolu luphakamisa umbono othi noma inqubomgomo isipha amandla okukhuphula nokuthuthukisa izilimi zesintu kanye nokukhuthaza ukulingana nokungacwasi, eqinisweni izikhungo zemfundo ephakeme zihlangabezana nobunzima bokusebenzisa izihlinzeko zenqubomgomo. Ucwaningo lolu luzoxoxa futhi ngokufundisa nokufunda kanye nocwaningo emnyangweni wezifundo zezilimi zesintu esikoleni sezilimi e-Rhodes University kanye nokuthi umnyango lo wamukela njani izihlinzeko zenqubomgomo kazwelonke kanye nezesikhungo eziphathelane nokuguqulwa kwezilimi zibe umthombo wenhlakanipho ekufundiseni nasekufundeni kanye nocwaningo ngolimi lwesiXhosa. Imikhaka emqoka eyisithupha yocwaningo ehlobene nesihlalo se-NRF SARChl izovezwa ukuze kwakhiwe ubudlelwano obenzekayo phakathi kwenqubomgomo, ukusetshenziswa kwayo kanye nokusetshenziswa kwezilimi zesintu emazingeni aphakeme.
- Full Text:
- Date Issued: 2014
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