Epistemological access through lecture materials in multiple modes and language varieties: the role of ideologies and multilingual literacy practices in student evaluations of such materials at a South African University

This paper seeks to address the ways in which ideology and literacy practices shape the responses of students to an ongoing initiative at the University of the Western Cape aimed at diversifying options for epistemological access, specifically the language varieties and the modes in which parts of the curriculum for a third year linguistics module are delivered. Students’ responses to the materials in English and in two varieties of Afrikaans and isiXhosa (as mediated in writing vs orally) are determined, and used as basis to problematize decisions on language variety and mode in language diversification initiatives in Higher Education in South Africa. The findings of the paper are juxtaposed against particular group interests in the educational use of a language as well as differences in the affordances and impact of different modes of language use. The paper suggests that beyond the euphoria of using languages other than English in South African Higher Education, several issues (such as entrenched language practices, beliefs and language management orientations) require attention if the goals of transformation in this sector are to be attained

Speaking with a forked tongue about multilingualism in the language policy of a South African university

As part of a broader student campaign for ‘free decolonized education’, protests over language policies at select South African universities between 2015 and 2016 belied widespread positive appraisals of these policies, and revealed what is possibly an internal contradiction of the campaign. The discourse prior to the protests (e.g. “excellent language policies but problematic implementation”), during the protests (e.g. silence over the role of indigenous African languages in the “Afrikaans must fall” versus “Afrikaans must stay” contestations), and after the protests (e.g. English becoming a primary medium in some institutional policy reviews) warrant attention to critical literacy in language policy scholarship. Based on a theoretical account of speaking with a forked tongue, this article analyzes the language policy text of one South African university. The analysis suggests, simultaneously, why similar policies have tended to be positively appraised, why students’ calls for policy revisions were justified, but why the changes clamoured for arguably amount to complicity in self-harm

Language shift or maintenance? Factors determining the use of Afrikaans among some township youth in South Africa

The aims of this paper are as follows:• to investigate how high school learners in a township school in South Africa report on their use of, and attitudes toward, their first language, Afrikaans; and • to use the findings to show how, given their particular situation, the language continues to be strongly maintained in this community, and remains an important index of both their group and individual identity

Learning a language with a collegue: a case study of South African Police Services (SAPS) members in the Western Cape

No Abstract.Journal for Language Teaching Vol. 41 (1) 2007: pp. 52-6

Engineering in textile coloration

SIGLELD:83/33838(Engineering) / BLDSC - British Library Document Supply CentreGBUnited Kingdo