5. Promoting Concept Literacy through Multilingual Glossaries: A Translanguaging Approach

Madiba, Mbulungeni

doi:10.21832/9781783091669-007

Cited by 57 publications

(33 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Baldauf (2006:155) Case studies of multilingual learning and teaching at university level (see section 3 below) are attempts to respond to local needs. In some cases (for example Batyi 2014 andMadiba 2014), micro-planning is aligned with institutional policies that are not implemented widely, which is what Batyi (2014:6) found when staff and students claimed to be unaware of the official multilingual policy at her institution in South Africa. In another case, the multilingual policy at a South African university is regarded with suspicion and scepticism (Parmegiani and Rudwick 2014:107).…”

Section: Micro Policy Developmentmentioning

confidence: 94%

Reconsidering the Role of Language-in-Education Policies in Multilingual Higher Education Contexts

Walt

2016

SPILPLUS

View full text Add to dashboard Cite

As a result of transnational mobility of students and attempts to widen access to higher education, university campuses have become increasingly multilingual. Responses to this phenomenon have ranged from resistance (sticking to a local and established language) to wideranging attempts to become English-medium institutions. The fact that student populations can differ from one semester and one year to the next means that it becomes difficult to plan language-in-education strategies and practices. In the context of South African higher education, this paper argues that lecturers who teach multilingual classes cannot depend on policy makers to create circumstances in which deep learning will take place. It becomes necessary to think in terms of micro-planning (Baldauf 2006), or perhaps rather classroom strategies, to create spaces for multilingual learning.

show abstract

Section: Micro Policy Developmentmentioning

confidence: 94%

Reconsidering the Role of Language-in-Education Policies in Multilingual Higher Education Contexts

Walt

2016

SPILPLUS

View full text Add to dashboard Cite

show abstract

“…At UCT, there is also the innovative work of the relatively recently-formed Centre for African Language Diversity (CALDi), which researches Khoi and San languages; as well as the Centre for Higher Education (CHED), the latter focusing particularly on terminology development and the creation of isiXhosa glossaries to aid cognition and transfer to English (Madiba 2014). The University of KwaZulu-Natal also has innovative language-learning programmes in isiZulu for nursing and psychology, and recently made the study of isiZulu compulsory at the secondlanguage level (Ngcobo 2014).…”

Section: Linguistic Best Practices At Our Universities As Part Of Bromentioning

confidence: 99%

In Search of the African Voice in Higher Education: The Language Question

Kaschula¹

2016

SPILPLUS

View full text Add to dashboard Cite

This article seeks to understand what South African universities are doing by making use of language as a tool or as an enabling voice towards Africanisation and transformation with particular reference to Rhodes University, which serves as a case study. Although many universities now have language policies in place and are part of an enabling policy environment, when it comes to using language as part of transformation and asserting an African voice, there are still policy implementation challenges. It is argued in this article that implementation of policy, including university language policies, is now a key indicator for two levels of transformation; namely the more superficially visible or visual representation transformation, as well as deeper curriculum transformation through appropriate language usage. It is the latter form of transformation that largely eludes the contemporary South African university, whether these are historically black universities (HBUs) or historically white universities (HWUs). With the exception of a few best practices that are highlighted in this article, it is argued that transformation of the curriculum remains a long-term process, in the same way that language policy implementation is an ongoing process and requires commitment at all levels of university managerial and academic culture. The African voice in higher education remains an elusive one; though it is gaining ground, as evidenced by the recent removal of the Cecil John Rhodes Statue at the University of Cape Town. Furthermore, there is evidence of selected ongoing curriculum and pedagogic transformation, as presented in this article.

show abstract

“…Separate studies by Creese and Blackledge (2010) and Wei (2011) have found that allowing students to use their linguistic resources creates positive experiences at school and maximises pedagogic and cognitive benefits. In South Africa, emerging studies by Madiba (2013) and Makalela (2013) have shown cognitive advantages in literacy and language classes at two tertiary institutions, namely the University of Cape Town and the University of the Witwatersrand.…”

Section: Translanguaging Practicesmentioning

confidence: 99%

Translanguaging in kasi-taal: Rethinking old language boundaries for new language planning

Makalela

2014

Stellenbosch Papers in Linguistics Plus

View full text Add to dashboard Cite

This paper examines discursive language practices among Black township natives who consider kasi-taal, a hybrid urban variety from major Black townships in Johannesburg, their home language. Firstly, an analysis of 20 dialogue samples that were collected from second-year university students from five townships reveals that traditional linguistic boundaries between indigenous African languages have been re-negotiated to express expanded views of the self. Secondly, the study shows that expansion of linguistic codes is enhanced by common substrate systems in the Nguni and Sotho languages, lexical borrowings, semantic shifts and morphological derivations from Afrikaans and English as source languages. Using a translanguaging framework, I argue that kasi-taal languaging practices challenge traditional conceptualisations of language and provide a window into future possibilities for merging African languages. Implications for future research based on the study's findings are highlighted at the end of the paper.

show abstract

5. Promoting Concept Literacy through Multilingual Glossaries: A Translanguaging Approach

Cited by 57 publications

References 0 publications

Reconsidering the Role of Language-in-Education Policies in Multilingual Higher Education Contexts

Reconsidering the Role of Language-in-Education Policies in Multilingual Higher Education Contexts

In Search of the African Voice in Higher Education: The Language Question

Translanguaging in kasi-taal: Rethinking old language boundaries for new language planning

Contact Info

Product

Resources

About