Language development and multilingualism at the Cape Peninsula University of Technology

Whose language is it anyway? Students’ sense of belonging and role of English for Higher Education in the multilingual, South African context

“…In a very similar study on student's opinions on the "disfavour" of indigenous languages in higher education, Makhanya and Zibane (2020) had similar findings. The use of English in education can indeed be a barrier for some students (Makalela 2016;Ralarala et al 2018;Ngubane and Makua 2021), and, as argued by Ralarala et al (2018, 182-183), language is the mediator of our perception of reality and, "... if our command, our knowledge, our usage of a particular language ... is poor or weak, it stands to reason that our ability to understand our environment and the world around us will be characterized by conceptual and terminological limitations ... language embeds and bears our knowledge, our understanding and our comprehension. "…”

Making sense of architectural ‘language’: Implications for success in teaching and learning for ECP students at CPUT

“…Ralarala, Ivala, Barris, Leach, Mkhize & Somlata (2017) hail such initiatives as these "lay a foundation for, and thus advance, language development and multilingualism". As one of its Language Implementation Plan's imperative goals, CPUT has included collating multilingual concept glossaries (Ralarala et al, 2017;Manashe, Kabaso, Ralarala & Ivala, 2020).…”