Language and academic achievement: perspectives on the potential role of indigenous African languages as a lingua academica

Although research literature abounds with studies that show the importance of language for academic achievement, the potential role of indigenous African languages in the educational sector in South Africa has not been adequately appraised or appreciated. Accordingly, ambivalence is still rife among parents, teachers, learners and government about the use of these languages for academic purposes. This ambivalence is evident from the existing national language education policies, school language policies, language curricula and language practices in schools. Thus, the purpose of this article is to discuss the perspectives on the potential role of indigenous African languages for academic purposes in South Africa. The focus is mainly on the use of these languages to provide a scaffold for academic language proficiency which is critical to academic success. To this end, a complementary language-use framework or model for using indigenous African languages to support the development of academic language in multilingual schools and universities is proposed

Fast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossaries

This is a copy of the published manuscript of Madiba, M. 2010. Fast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossaries. Alternation. 17(1): 225-248. Available: http://alternation.ukzn.ac.za/Files/docs/17.1/11%20Mad%20FIN.pdf.The aim of this article is to discuss the corpus-based Multilingual Concept Glossaries project at the University of Cape Town (UCT) and to show how multilingual glossaries can be used to fast-track concept literacy among English as Additional Language students (EALs). In South Africa, it is an accepted fact that most of EAL students from poor academic and family backgrounds enter higher education with limited English proficiency which makes it difficult for them to learn and understand concepts in different content learning areas (cf.Kapp 1998; Council on Higher Education 2007; National Benchmark Tests Project Progress Report 2009). Thus, the development of the multilingual glossaries is aimed at providing academic support to these students. It is the contention of this article that the development of these glossaries constitutes an important intervention strategy to optimize concepts learning in different content areas to EAL students. The pedagogic value of glossaries is widely acknowledged by many scholars in the field of academic literacy (cf. Hüllen1989; Marzano 2003, 2004; Graves 2006; Beck, McKeown & Kucan 2008; Hiebert & Kamil 2005; Farstrup & Samuels 2008; Sauer 2009). However, as the Project is still in its initial stage, the article mainly provides a conceptual argument based on two theories, namely, the theory of conceptual difficulty (cf.Perkins 2007; 2009), which provides a theoretical framework for analysing EAL students' conceptual difficulties, and Vygotsky's socio-cultural constructive theory which provides a framework of pedagogic intervention to fast-track concepts learning

Strategies in the modernisation of Venda

This thesis addresses the problem of the lack of a systematic approach to the modernisation of the indigenous languages of South Africa, with particular reference to Venda. Thus, a systematic approach is proposed in this study for the development of modem terminology in Venda. This approach is based on the canonical model for language planning. In this model, terminology development should follow the following four steps: (1) analysis of the terminological needs of the situation, (2) preparation of a plan and strategies for research, (3) implementation of terminology in practice by means of suitable policies, and lastly, (4) evaluation and constant updating of terminology. Within the canonical model for language planning, different models or frameworks are proposed. First is the theoretical model, which follows the pragmatic approach rather than a purist approach and takes into consideration other extralinguistic factors such as the nature of the special subject field, the needs of the target users and the socio-cultural context. The pragmatic approach is divided into two phases, namely the borrowing phase and the indigenisation phase. In the borrowing phase the borrowed terms are incorporated into the language with immediate effect and these terms may be replaced by indigenous terms in the indigenisation phase where less specialised communication is used. In the indigenisation phase, different language internal term formation strategies were identified, namely semantic shift, derivation, compounding, paraphrasing, initialisms, acronyms, clipping and new word manufacture. It was established that the use of these term formation strategies in Venda requires linguistic expertise, technical expertise and cultural expertise. Accordingly, a sociolinguistic approach is recommended rather than a purely linguistic approach. Lastly, a model of practical terminology work and a model for cooperation and coordination are proposed for terminology work in this language. With regard to the former, various steps that should be followed in terminology work are outlined. In the latter model various language agencies, such as government departments, parastatals and non-governmental organisations that may be involved in the modernisation of this language are identified. A framework in which these agencies could cooperate and coordinate their terminology work is proposed.Linguistics and Modern LanguagesD.Litt. et Phil. (Linguistics

A linguistic survey of adoptives in Venda

This study deals with the influence of other languages on Venda. It begins by looking at the various contact situations and then analyses the adaptation of foreign linguistic forms and their impact on the Venda language. Chapter 1 gives a historical perspective of Venda. The focus here is on the origin of the Venda language and the different contacts it has had with other languages during and after migration. Chapter 2 analyses the adaptation of foreign linguistic forms to the Venda lexical­ semantic system, while chapter 3 focuses on adoptives in relation to the Venda sound system. Chapter 4 focuses on the grammatical (i.e morphological and syntactic) adaptation . This chapter concludes by looking at the impact of adopted linguistic forms en the Venda grammatical system. The final chapter gives a general conclusion on the adjustment of adopted linguistic forms and their effects on the Venda language.African languagesM.A. (African languages

The compilation of multilingual concept literacy glossaries at the University of Cape Town: a lexicographical function theoretical approach

Publisher versionThis article proposes a lexicographical approach to the compilation of multilingual concept literacy glossaries which may play a very important role in supporting students at institutions of higher education. In order to support concept literacy, especially for students for whom English is not the native language, a number of universities in South Africa are compiling multilingual glossaries through which the use of languages other than English may be employed as auxiliary media. Terminologies in languages other than English are developed by translating English terms or coining new terms in these languages to exploit the native language competence of most students. The glossary project at the University of Cape Town (UCT) which was conceived under the auspices of the Multilingualism Education Project (MEP) is discussed. It is shown that the UCT glossaries are compiled using methods consistent with those employed in modern lexicography or proffered in lexicographical theory. The lexicographical function theory is specifically used to account for the glossaries and their production. It is suggested that modern lexicography can provide useful guidance for the production of glossaries, given that the earliest glossaries constitute the humble beginnings of lexicography

The Tshivenda-English Thalusamaipfi/dictionary as a product of South African lexicographic processes

The publication of a dictionary is regarded as the result of a lexicographic process. Three subtypes of a lexicographic process have been noted, namely the primary comprehensive, the secondary comprehensive and the dictionary specific lexicographic processes. In South Africa, the three lexicography processes correspond to the respective mandates of the Pan South African Language Board (PanSALB), the National Lexicography Units (NLUs) and the editorial teams involved in the compilation of the specific dictionaries. This hierarchical arrangement of the lexicographic practice is supported by the government within the country's national multilingual policy which was lauded in linguistic and lexicographic circles as a triumph for cultural democracy. It is almost a decade since these planned lexicographic processes have been in place. It seems the right time to consider the products of these South African lexicographic processes which are envied by many foreign lexicographers, especially in Africa. Accordingly, the article evaluates these lexicographic processes with special reference to the Tshivend√a–English T√halusamaipfi/Dictionary. Specifically, it addresses the question: To what extent does this dictionary represent lexicographic development in the indigenous South African languages which were marginalised before the establishment of the NLUs? A few insights are drawn from modern lexicographic theories for the general improvement of future lexicographic practice in languages with limited lexicographic tools such as Venda

GCRF Development Award: Languaging in post-conflict zones: Educating for success in Colombia, Lebanon and South Africa Final Report

This Development Award was directly and primarily relevant to current educational needs in Colombia, Lebanon, and South Africa. United Nations Strategic Development Goal 4 affirms that inclusive and quality education for all is one of the most powerful and proven vehicles for sustainable development. It ensures that all girls and boys complete free primary and secondary schooling. It also aims to provide equal access to affordable vocational training, to eliminate gender and wealth disparities, and achieve universal access to a quality higher education. In 2013 the World Economic Forum ranked South Africa 121st (of 122) for the ‘quality of the education system’. Colombia was ranked 72nd for the quality of its education system. Lebanon faces specific challenges in the education of more than half a million school-aged refugees from Syria, many of them living with trauma and the effects of long-term disruption to learning. This Development Award played a role in furthering the enhancement of language policy in education in Colombia, Lebanon, and South Africa. In doing so it contributed to meeting the SDG4 objective to ensure equal access for all to high quality education, and will meet key development challenges in these three countries. Outcomes of the Development Award promoted the economic development and welfare of Colombia, Lebanon, and South Africa. It organised a range of activities which aided the investigation of effective pedagogies for the education of minoritised groups in Colombia, Lebanon, and South Africa. A broad range of activities were organised across the three country contexts. These included network for research and educational practice, the development of websites for community and student groups and the design of new materials for marginalized students

GCRF Development Award: Languaging in post-conflict zones: Educating for success in Colombia, Lebanon and South Africa Final Report

This Development Award was directly and primarily relevant to current educational needs in Colombia, Lebanon, and South Africa. United Nations Strategic Development Goal 4 affirms that inclusive and quality education for all is one of the most powerful and proven vehicles for sustainable development. It ensures that all girls and boys complete free primary and secondary schooling. It also aims to provide equal access to affordable vocational training, to eliminate gender and wealth disparities, and achieve universal access to a quality higher education. In 2013 the World Economic Forum ranked South Africa 121st (of 122) for the ‘quality of the education system’. Colombia was ranked 72nd for the quality of its education system. Lebanon faces specific challenges in the education of more than half a million school-aged refugees from Syria, many of them living with trauma and the effects of long-term disruption to learning. This Development Award played a role in furthering the enhancement of language policy in education in Colombia, Lebanon, and South Africa. In doing so it contributed to meeting the SDG4 objective to ensure equal access for all to high quality education, and will meet key development challenges in these three countries. Outcomes of the Development Award promoted the economic development and welfare of Colombia, Lebanon, and South Africa. It organised a range of activities which aided the investigation of effective pedagogies for the education of minoritised groups in Colombia, Lebanon, and South Africa. A broad range of activities were organised across the three country contexts. These included network for research and educational practice, the development of websites for community and student groups and the design of new materials for marginalized students

Multilingual education in South African universities: policies pedagogy and practicality

This is the author's version of a work that was accepted for publication in Linguistics and Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Linguistics and Education, Volume 24, Issue 4, 2013. DOI: http://dx.doi.org/10.1016/j.linged.2013.09.002.Universities in South Africa have over the last few years adopted multilingual language policies with a view to implementing multilingual education. The adoption of these language policies and the implementation of multilingual education accords with the new democratic constitution which recognizes 11 official languages at national level and the Language Policy for Higher Education (LPHE) adopted by government in 2002 to promote equity of access and success for all students in higher education. The aim of this article is to discuss the implementation of multilingual education in traditionally white English universities, and at the University of Cape Town (UCT). The argument of this article is that although multilingual education is not yet fully realized at UCT, the existing multilingual language policy has created agentive and implementational spaces for multilingual education in that university. The article draws insight from ethnographic theories and the multilingual education projects initiated at the university

Towards multilingual higher education in South Africa: the University of Cape's experience

This is an Accepted Manuscript of an article published by Taylor & Francis in Language Learning Journal on 22 September 2010, available online: http://www.tandfonline.com/10.1080/09571736.2010.511776.South African universities are required by the Language Policy for Higher Education adopted by the government on 6 November 2002 to implement multilingualism in their learning and teaching programmes. Multilingualism is recommended in this policy as a means to ensure equity of access and success in higher education, in contrast to past colonial and apartheid education policies that left a legacy of inequality, exclusion and failure. The implementation of this policy requires that universities develop language policies that clearly show how multilingualism will be promoted in their institutional environment and in their teaching and learning programmes. Whereas most universities have thus far developed language policies that indicate how multilingualism will be promoted in general communication and environment, the implementation of multilingualism in teaching and learning programmes seems to pose a serious challenge. The University of Cape Town has during the past few years developed its language policy and plan with the aim of implementing multilingualism in its environment and in learning and teaching programmes. The aim of this paper is to discuss the university's experience in this regard and to highlight the lessons for implementing a university language policy that may be drawn from this experience