Deconstructing language myths: which languages of learning and teaching in South Africa
- Dalvit, Lorenzo, Murray, Sarah R, Terzoli, Alfredo
- Authors: Dalvit, Lorenzo , Murray, Sarah R , Terzoli, Alfredo
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/431260 , vital:72759 , https://d1wqtxts1xzle7.cloudfront.net/91537059/Deconstructing_language_myths_which_languages_of_learning_and_teaching_in_South_Africa.sflb-libre.pdf?1664136385=response-content-disposi-tion=inline;+filename=Deconstructing_language_myths_which_lang.pdfExpires=1714984902Signature=dj35y~SObsQq0TnqD-oDUj3CX7lgNnKJcMAchC7rarU74xqfrMlVfOwi-MZrNZvWvpxyzquBsmr1veH-ggRVXQP7TX4eKQq3tXV-gJZg3xyo7QJoGwrGPTjC4btF2kNrVJc6TQulzuPFEz47GtjQ6Nint4SmE7A30EMUMd8j25KgCUdtzqwx9kjBs-niKu~z-pk-Xon5YOolMTepbOwNr9wKGj8JafblTdnFs-H8CZ-Et4BD2mYV3GxnR0QLfgawFgDYkOSZnYhkl6wFsXG~Euwlhcvtp0EgUOfP4id~Ov9hhA-rSQxl81X2Dh1BdMuT3GSsK6VNmO7TikSC7NeGlQ__Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
- Description: In this article we argue for the use of African languages as Languages of Learning and Teaching (LoLT) for native speakers of such language in South Africa. We believe that both public and academic debate is in-fluenced by a set of ‘language myths’: 1) only one language should be used; 2) the earlier one starts using English as LoLT, the better; 3) us-ing English as LoLT improves English proficiency. These myths be seen as a direct manifestation of Western hegemony, and English-functional arguments are often the terms of reference. We will try a dif-ferent approach by highlighting the advantages of using an African lan-guage (ie isiXhosa) as LoLT and, whenever possible, we will try to put English on the ‘defence stand’. The purpose of this paper is not to ad-vocate the substitution of English with an African language. We believe that bilingual education is the appropriate choice for South Africa, but in order to achieve full equality between English and the African lan-guages in education, arguments in support of the latter must be put forward proactively. With our paper, we hope to contribute to this new perspective.
- Full Text:
- Authors: Dalvit, Lorenzo , Murray, Sarah R , Terzoli, Alfredo
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/431260 , vital:72759 , https://d1wqtxts1xzle7.cloudfront.net/91537059/Deconstructing_language_myths_which_languages_of_learning_and_teaching_in_South_Africa.sflb-libre.pdf?1664136385=response-content-disposi-tion=inline;+filename=Deconstructing_language_myths_which_lang.pdfExpires=1714984902Signature=dj35y~SObsQq0TnqD-oDUj3CX7lgNnKJcMAchC7rarU74xqfrMlVfOwi-MZrNZvWvpxyzquBsmr1veH-ggRVXQP7TX4eKQq3tXV-gJZg3xyo7QJoGwrGPTjC4btF2kNrVJc6TQulzuPFEz47GtjQ6Nint4SmE7A30EMUMd8j25KgCUdtzqwx9kjBs-niKu~z-pk-Xon5YOolMTepbOwNr9wKGj8JafblTdnFs-H8CZ-Et4BD2mYV3GxnR0QLfgawFgDYkOSZnYhkl6wFsXG~Euwlhcvtp0EgUOfP4id~Ov9hhA-rSQxl81X2Dh1BdMuT3GSsK6VNmO7TikSC7NeGlQ__Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
- Description: In this article we argue for the use of African languages as Languages of Learning and Teaching (LoLT) for native speakers of such language in South Africa. We believe that both public and academic debate is in-fluenced by a set of ‘language myths’: 1) only one language should be used; 2) the earlier one starts using English as LoLT, the better; 3) us-ing English as LoLT improves English proficiency. These myths be seen as a direct manifestation of Western hegemony, and English-functional arguments are often the terms of reference. We will try a dif-ferent approach by highlighting the advantages of using an African lan-guage (ie isiXhosa) as LoLT and, whenever possible, we will try to put English on the ‘defence stand’. The purpose of this paper is not to ad-vocate the substitution of English with an African language. We believe that bilingual education is the appropriate choice for South Africa, but in order to achieve full equality between English and the African lan-guages in education, arguments in support of the latter must be put forward proactively. With our paper, we hope to contribute to this new perspective.
- Full Text:
Seeing is natural, but viewing is not: teaching visual literacy in a rural classroom
- Mbelani, Madeyandile, Murray, Sarah R
- Authors: Mbelani, Madeyandile , Murray, Sarah R
- Date: 2009
- Language: English
- Type: text , Article
- Identifier: vital:7022 , http://hdl.handle.net/10962/d1007203
- Description: This paper reports on a collaborative action research case study into Grade 10 teaching and learning of visual literacy in a rural high school into the Eastern Cape, South Africa. Visual literacy is a new aspect that has been incorporated in English First Additional Language National Curriculum Statement (Grade 10-12), which has been implemented in Grade 10 from 2006. With the aim of gaining knowledge and improving performance in visual literacy, I designed a unit of lessons, which exposed learners to visual grammar and visual texts and I collected data around the implementation of the lesson unit as evidenced by journal writing, interviews and non-participant observation. The data revealed that visual literacy could be taught meaningfully in a rural high school as the learners could identify, cut, paste and critically discuss elements of visual language and they finally designed their own advertisements in groups. However, the following factors emerged as hindrances to the successful teaching of visual literacy in this case: lack of resources; learners' lack of a foundation in visual literacy from Grades 7-9; and problems revolving around time management and pacing.
- Full Text:
- Authors: Mbelani, Madeyandile , Murray, Sarah R
- Date: 2009
- Language: English
- Type: text , Article
- Identifier: vital:7022 , http://hdl.handle.net/10962/d1007203
- Description: This paper reports on a collaborative action research case study into Grade 10 teaching and learning of visual literacy in a rural high school into the Eastern Cape, South Africa. Visual literacy is a new aspect that has been incorporated in English First Additional Language National Curriculum Statement (Grade 10-12), which has been implemented in Grade 10 from 2006. With the aim of gaining knowledge and improving performance in visual literacy, I designed a unit of lessons, which exposed learners to visual grammar and visual texts and I collected data around the implementation of the lesson unit as evidenced by journal writing, interviews and non-participant observation. The data revealed that visual literacy could be taught meaningfully in a rural high school as the learners could identify, cut, paste and critically discuss elements of visual language and they finally designed their own advertisements in groups. However, the following factors emerged as hindrances to the successful teaching of visual literacy in this case: lack of resources; learners' lack of a foundation in visual literacy from Grades 7-9; and problems revolving around time management and pacing.
- Full Text:
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