From ‘Black’ to ‘Kaleidoscope’: Institutional Curriculum and Linguistic Reforms at a Historically Black University

Motlhaka, Hlavsio

doi:10.1007/978-3-030-85961-9_4

Cited by 1 publication

(1 citation statement)

References 37 publications

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“…As Makalela (2014) echoed, the compartmentalization of indigenous languages breeds linguistic isolation and platforms for exclusion in the immediate and broader context. According to Motlhaka (2022), colonial monolingualism still plays an important role in African students' epistemological and pedagogical access to academia concerning learning content subjects. A university classroom where English, Afrikaans, or indigenous African speakers can learn in their mother tongue does not constitute inclusiveness for non-speakers.…”

Section: Introduction and Problem Statementmentioning

confidence: 99%

A Conceptual Framework for Inclusive Pedagogy in South African Multilingual Higher Education Classrooms

Wunseh¹

2023

rupkatha

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In addition to the linguistic diversity of South African nationals, the growing number of international students from other countries, especially from Africa, has made language-related issues in South African university classrooms more complex. The teaching-learning process is very challenging with linguistically heterogeneous learners with different symbols and meanings that influence the way they learn and could be a source of exclusion and a barrier to effective learning outcomes. Hence, this paper aims to shed light on strategies and practices contributing to engendering inclusive pedagogy in diverse classroom settings, especially in multilingual university classrooms. To address this, this literature review used secondary sources collected through an in-depth review of academic journals, books, and doctoral dissertations using Google Scholar. The textual analysis showed that enablers of inclusive pedagogy in South African multilingual higher education classrooms include translanguaging, continuous lecturer professional development on inclusivity, use of audio-visuals, continuous evaluation of lecturers and inclusive policies, providing learners with requisite skills, lecturers’ knowledge of learners’ diversity, and lecturer’s self-awareness and preparedness to deal with linguistically diverse learners. This resulted in a potential conceptual framework for inclusive pedagogy in multilingual South African higher education undergraduate university classrooms. The results have implications for language policy, practice, and research.

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Section: Introduction and Problem Statementmentioning

confidence: 99%

A Conceptual Framework for Inclusive Pedagogy in South African Multilingual Higher Education Classrooms

Wunseh¹

2023

rupkatha

View full text Add to dashboard Cite

show abstract

From ‘Black’ to ‘Kaleidoscope’: Institutional Curriculum and Linguistic Reforms at a Historically Black University

Cited by 1 publication

References 37 publications

A Conceptual Framework for Inclusive Pedagogy in South African Multilingual Higher Education Classrooms

A Conceptual Framework for Inclusive Pedagogy in South African Multilingual Higher Education Classrooms

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