<i>English as a global language</i>: An African perspective

Barnes, Lawrie

doi:10.1080/10228190508566247

Cited by 3 publications

(4 citation statements)

References 18 publications

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“…The Burmese of Myanmar also recognized the importance of English and its role in socio-economic upliftment [63]. In fact this seems to have been the trend in many for colonies including African countries [64]. In fact, one could draw parallels between the introduction of English in Africa and Macaulay's proposal of education system in India.…”

Section: Discussionmentioning

confidence: 99%

“…The work of [44] and [50] suggest that identity and language are intertwined. Further, the ethnography of [58], [59] the work of [60], [64] further suggests different perspectives on language by various social groups within the Tamil society. The priorities of learning Tamil, its relevance and maintenance of language appears to have been challenged by the native speakers.…”

Section: Discussionmentioning

confidence: 99%

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A reflection on the design and user acceptance of Tamil talk

Ramachandran¹,

Ogunshile²

2021

Proceedings of ISP RAS

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Tamil talk is a speech to text application and was designed from a perspective of language and philosophy. This paper takes an indigenous approach in reflecting on the design and user acceptance of Tamil talk. The paper makes use of literature in critically reflecting on the design and the potential user acceptance of the application. It takes a multi-disciplinary approach and explores the influence of factors like language shift, language maintenance and philosophy in the context of user acceptance of speech to text. The application may appeal to a section of the native Tamil speakers as suggested in the literature but there are complex challenges that needs further research. Further research shall be in developing the application that conforms to the conceptual framework and widely test with the native speakers to arrive at a more precise prediction of user acceptance.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A reflection on the design and user acceptance of Tamil talk

Ramachandran¹,

Ogunshile²

2021

Proceedings of ISP RAS

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“…Hence, schools and institutions of higher learning in South Africa use English as a medium of instruction which is officially known as the language of teaching and learning (LoLT). Barnes (2011) and Cumming (1997) are of the view that those who want to access and use world knowledge need to not only have a good understanding of the language, but also need to be proficient in the language. It is thus arguable that the starting point in understanding any language is to know its structure.…”

Section: Concern With Esl University Student Language Proficiencymentioning

confidence: 99%

The Use of Modal Auxiliary Verbs among Selected Pre-Service Students at A South African Rural University

Luvuno¹,

Ajani

2021

IJHE

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This study was conducted at a university based in KwaZulu-Natal, South Africa. The purpose of the study was to determine if the explicit instruction of selected grammar aspect, modal auxiliary verbs, improved students’ ability to write English. The study was qualitative in nature and a case study design was adopted. The focus was in relation to a sample of 80 student teachers who were randomly selected in 2016 in the Faculty of Education. 40 participants were randomly assigned into experimental and control groups. For the experimental group, training lasted six weeks. Both groups were made to write similar essays and those essays were marked focusing on the students’ ability to use modal auxiliary verbs. The study’s findings revealed that the experimental group performed better than those in the control group in the use of modal auxiliary verbs. Based on the findings, the study recommended explicit grammar instruction in all the students’ level of study in order to overcome the challenges they have in writing English. Thus, time should be created to ascertain that adequate explicit grammar lessons are offered to all pre-service teachers at the university.

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“…There are two predominant arguments in the literature about the use of English as the MoI. The first argument is against the global spread of English within education, as it is believed to be a way of supporting colonialism that threatens local languages, promotes linguistic imperialism and leads to linguistic power, complacency and, ultimately, linguistic genocide or the death of indigenous languages (Barnes, 2005;Boulleys, 2014;Crystal, 2003;Phillipson, 1992;Simons & Fennig, 2020;Skutnabb-Kangas, 2000). The preference for English as the MoI for learners who are not mothertongue English speakers is described by educationalists such as Evans and Cleghorn (2012, p. 10) as a linguistic shift that "imposes a heavy cognitive load that jeopardises the learning experience" of South African learners.…”

Section: Attitudes Toward Language-in-education Issues In South Africamentioning

confidence: 99%

Pre-service teachers’ attitudes and ethnocentrism regarding language-in-education issues

West¹

2021

J. Lang. Teach.

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Different attitudes towards the use of English as the MoI within a multilingual environment exist. These attitudes can affect pre-service teachers’ future classroom practices and learners’ performance. In this regard, ethnocentrism, an attitudinal indicator, should be considered when investigating pre-service teachers’ attitudes towards language-in-education issues. Ethnocentrism, the tendency of an individual to identify strongly with their own ethnicity and reject others', draws on the social identity theory, owing to its focus on in-group-out-group distinctions, racism and stereotyping. This article’s primary purpose was to determine if preservice teachers’ attitudes toward language-ineducation issues are related to their degree of ethnocentrism. An embedded mixed- methods research design and a post-positivist paradigm was used. The research site was a private higher education institution with a mono-ethnic student population. A questionnaire using the Language Attitudes of Teachers Scale and the Generalised Ethnocentrism Scale served as the data collection instrument to measure 1 164 pre-service teachers' attitudes towards language-in-education issues and their degree of ethnocentrism. The data showed a statistically significant relationship between the pre-service teachers' attitudes and their degree of ethnocentrism and revealed potential indicators of lower and higher degrees of ethnocentrism. This study recommends that teacher education programmes create awareness of the relationship between attitudes and ethnocentrism to prepare pre-service teachers for multilingual and multicultural classrooms.

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English as a global language: An African perspective

Cited by 3 publications

References 18 publications

A reflection on the design and user acceptance of Tamil talk

A reflection on the design and user acceptance of Tamil talk

The Use of Modal Auxiliary Verbs among Selected Pre-Service Students at A South African Rural University

Pre-service teachers’ attitudes and ethnocentrism regarding language-in-education issues

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