Language-in-education policy and language practices in Botswana primary schools: a case study of 3 schools
- Authors: Tselayakhumo, Dumelang
- Date: 2019
- Subjects: Translanguaging (Linguistics) , Multilingual education -- Botswana , Home and school -- Botswana , Language in contact -- Botswana , Language and education -- Case studies -- Botswana , Language policy -- Botswana
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/68271 , vital:29226
- Description: This is a multiple case study of language practices in relation to the language-in-education policy of Botswana. The impetus for this study came after realising a decline in the academic achievement of learners as they move to higher levels of education. Taking into cognisance other factors like socio-economic background and marginalised communities, this study intended to investigate language practices at 3 primary schools at Standard 1, Standard 4 and Standard 7. Cases were selected from 3 various schools in different districts that present the language situation in Botswana. School A was in Kgalagadi district where the dominant spoken language is Shekgalagarhi, a minority language of Botswana. School B was in Southern district where the dominant spoken language is Setswana, the national language of Botswana and School C was in Gaborone city, the capital city of Botswana, where languages of Botswana come into contact and parents mainly use English to communicate with their children at home. Observation of language practices at these schools was the primary technique of data collection. The researcher also used questionnaires and focus group discussions for authentication. It was realised that whereas the language-in-education policy of Botswana is monoglossic, as it separates languages into separate functions, language practices in the three primary schools were transglossic, as they involved the use of different language varieties in the classroom. However, the researcher discovered that there was limited translanguaging that limited learner creativity and participation in class. The language practices revealed compliance and non-compliance of some schools to the national language-in-education policy. The researcher found language teaching to be one of the factors that limited content acquisition in content subject lessons. Realising the irrelevance of the policy to the linguistic needs of learners, this study proposes guidelines on the implementation of a multilingual micro policy that considers both the strong and the weak versions of translanguaging. This will open ways for translanguaging henceforth, active participation and enhanced performance for all Batswana. It also proposes the study of 3 languages: a minority language of Botswana, Setswana and English as compulsory subjects to embrace multilingualism and for the development of indigenous languages.
- Full Text:
- Date Issued: 2019
- Authors: Tselayakhumo, Dumelang
- Date: 2019
- Subjects: Translanguaging (Linguistics) , Multilingual education -- Botswana , Home and school -- Botswana , Language in contact -- Botswana , Language and education -- Case studies -- Botswana , Language policy -- Botswana
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/68271 , vital:29226
- Description: This is a multiple case study of language practices in relation to the language-in-education policy of Botswana. The impetus for this study came after realising a decline in the academic achievement of learners as they move to higher levels of education. Taking into cognisance other factors like socio-economic background and marginalised communities, this study intended to investigate language practices at 3 primary schools at Standard 1, Standard 4 and Standard 7. Cases were selected from 3 various schools in different districts that present the language situation in Botswana. School A was in Kgalagadi district where the dominant spoken language is Shekgalagarhi, a minority language of Botswana. School B was in Southern district where the dominant spoken language is Setswana, the national language of Botswana and School C was in Gaborone city, the capital city of Botswana, where languages of Botswana come into contact and parents mainly use English to communicate with their children at home. Observation of language practices at these schools was the primary technique of data collection. The researcher also used questionnaires and focus group discussions for authentication. It was realised that whereas the language-in-education policy of Botswana is monoglossic, as it separates languages into separate functions, language practices in the three primary schools were transglossic, as they involved the use of different language varieties in the classroom. However, the researcher discovered that there was limited translanguaging that limited learner creativity and participation in class. The language practices revealed compliance and non-compliance of some schools to the national language-in-education policy. The researcher found language teaching to be one of the factors that limited content acquisition in content subject lessons. Realising the irrelevance of the policy to the linguistic needs of learners, this study proposes guidelines on the implementation of a multilingual micro policy that considers both the strong and the weak versions of translanguaging. This will open ways for translanguaging henceforth, active participation and enhanced performance for all Batswana. It also proposes the study of 3 languages: a minority language of Botswana, Setswana and English as compulsory subjects to embrace multilingualism and for the development of indigenous languages.
- Full Text:
- Date Issued: 2019
Students’ perspectives on the language question in South African Higher Education: the expression of marginalized linguistic identities on Rhodes University students’ Facebook pages
- Authors: Resha, Babalwa
- Date: 2019
- Subjects: Language policy -- South Africa -- Makhanda , Language and education -- South Africa -- Makhanda , Sociolinguistics -- South Africa -- Makhanda , Language and languages -- Study and teaching -- Social aspects -- South Africa -- Makhanda , Linguistic rights -- South Africa , Translanguaging (Linguistics) , Multilingual education -- South Africa -- Makhanda , Educational change -- South Africa -- Makhanda , South Africa – Makhanda -- Language and languages -- Political aspects , Student movements -- South Africa -- Makhanda , Online social networks -- South Africa -- Makhanda , Rhodes University -- Sociological aspects , Facebook (Firm) , UCKAR
- Language: English
- Type: text , Thesis , Doctoral , MA
- Identifier: http://hdl.handle.net/10962/119813 , vital:34785
- Description: The study analyses students’ engagement with the language question in South African Higher Education (HE) and their use of African languages on the institutional Facebook pages, namely UCKAR and RHODES SRC, during the student protests of 2015 to early 2017. Extensive use of social media is a salient feature of the protests as indicated by the hashtag prefixes such as #RhodesMustFall and #FeesMustFall. On these platforms, disgruntled students use their multiple languages to interact, establish a sense of belonging and power to challenge different forms of exclusionary institutional culture, including language policies and practices in HE. The research examines and explores students’ perspectives on the language question in Higher Education Institutions (HEIs) on the two institutional Facebook pages, and how mother tongue speakers of indigenous African languages use these languages to express their marginalized linguistic identities in HEIs in South Africa. Theoretically, the study uses the notion of linguistic imperialism to provide a broad context for understanding the language question in South African HE and its significance in transformation. The engagement with the language question on the UCKAR and RHODES SRC Facebook pages is carried out from the lenses of citizen sociolinguistics while the new theory of translanguaging offers the analysis on language usage and alternative ways of addressing linguistic hegemony in educational environments. The translanguaging approach has the capacity to demonstrate multi-layered linguistic practices and reflections on the UCKAR and RHODES pages. It is the interest of the researcher to investigate how students with various linguistic and other backgrounds engage the language question and perform linguistic identities. Language usage on the two Rhodes University institutional Facebook pages and its implications on students’ engagement with issues, is used to provide insight towards the implementation of multilingualism in the university. The study is virtual ethnographic in nature. Virtual ethnography is an online research method that employs ethnographic research to study online social interactions. To analyse data, the study used a textual analysis technique as it looks at any analysis of texts broadly. Critical Discourse Analysis approach was used to analyse language debates. Purposive sampling was also used to select Facebook posts and comments on the language question and those written in African languages, and interviews were conducted with key members of Rhodes University, to bring forth their perspectives on the institution’s language policy and to figure out what plans are put into place to engage students in debates on the language question because students are important stakeholders of the university, and at the same time some of these students are also speakers of indigenous African languages. In general, the research findings have shown that students as users of languages in HEIs are capable of engendering debates that could be used as solutions to the language question and transformation in the South African HEIs. Thus, this study offers a different approach into engaging with students, their perspective and debates through institutional Facebook pages. In addition, it offers students’ perspectives on the curriculum of the university and how the university can go about its transformation. This study provides evidence that the use of indigenous African languages by mother tongue speakers of these languages in institutes of higher learning and their related institutional Facebook pages and social media in general, is an expression of marginalized linguistic identities of these language speakers. Sometimes these identities are multiple, and students use different modalities to express them, hence the notion of translanguaging.
- Full Text:
- Date Issued: 2019
- Authors: Resha, Babalwa
- Date: 2019
- Subjects: Language policy -- South Africa -- Makhanda , Language and education -- South Africa -- Makhanda , Sociolinguistics -- South Africa -- Makhanda , Language and languages -- Study and teaching -- Social aspects -- South Africa -- Makhanda , Linguistic rights -- South Africa , Translanguaging (Linguistics) , Multilingual education -- South Africa -- Makhanda , Educational change -- South Africa -- Makhanda , South Africa – Makhanda -- Language and languages -- Political aspects , Student movements -- South Africa -- Makhanda , Online social networks -- South Africa -- Makhanda , Rhodes University -- Sociological aspects , Facebook (Firm) , UCKAR
- Language: English
- Type: text , Thesis , Doctoral , MA
- Identifier: http://hdl.handle.net/10962/119813 , vital:34785
- Description: The study analyses students’ engagement with the language question in South African Higher Education (HE) and their use of African languages on the institutional Facebook pages, namely UCKAR and RHODES SRC, during the student protests of 2015 to early 2017. Extensive use of social media is a salient feature of the protests as indicated by the hashtag prefixes such as #RhodesMustFall and #FeesMustFall. On these platforms, disgruntled students use their multiple languages to interact, establish a sense of belonging and power to challenge different forms of exclusionary institutional culture, including language policies and practices in HE. The research examines and explores students’ perspectives on the language question in Higher Education Institutions (HEIs) on the two institutional Facebook pages, and how mother tongue speakers of indigenous African languages use these languages to express their marginalized linguistic identities in HEIs in South Africa. Theoretically, the study uses the notion of linguistic imperialism to provide a broad context for understanding the language question in South African HE and its significance in transformation. The engagement with the language question on the UCKAR and RHODES SRC Facebook pages is carried out from the lenses of citizen sociolinguistics while the new theory of translanguaging offers the analysis on language usage and alternative ways of addressing linguistic hegemony in educational environments. The translanguaging approach has the capacity to demonstrate multi-layered linguistic practices and reflections on the UCKAR and RHODES pages. It is the interest of the researcher to investigate how students with various linguistic and other backgrounds engage the language question and perform linguistic identities. Language usage on the two Rhodes University institutional Facebook pages and its implications on students’ engagement with issues, is used to provide insight towards the implementation of multilingualism in the university. The study is virtual ethnographic in nature. Virtual ethnography is an online research method that employs ethnographic research to study online social interactions. To analyse data, the study used a textual analysis technique as it looks at any analysis of texts broadly. Critical Discourse Analysis approach was used to analyse language debates. Purposive sampling was also used to select Facebook posts and comments on the language question and those written in African languages, and interviews were conducted with key members of Rhodes University, to bring forth their perspectives on the institution’s language policy and to figure out what plans are put into place to engage students in debates on the language question because students are important stakeholders of the university, and at the same time some of these students are also speakers of indigenous African languages. In general, the research findings have shown that students as users of languages in HEIs are capable of engendering debates that could be used as solutions to the language question and transformation in the South African HEIs. Thus, this study offers a different approach into engaging with students, their perspective and debates through institutional Facebook pages. In addition, it offers students’ perspectives on the curriculum of the university and how the university can go about its transformation. This study provides evidence that the use of indigenous African languages by mother tongue speakers of these languages in institutes of higher learning and their related institutional Facebook pages and social media in general, is an expression of marginalized linguistic identities of these language speakers. Sometimes these identities are multiple, and students use different modalities to express them, hence the notion of translanguaging.
- Full Text:
- Date Issued: 2019
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