Media roles in disseminating strategies for teaching and learning indigenous languages: The case of South Africa’s language-in-education policy in post-apartheid era

Nwammuo, Angela Nkiru; Salawu, Abiodun

doi:10.1080/23311983.2018.1553653

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…The evidence from this article suggests that language and literacy are interrelated, thus language plays a significant role in preparing learners to read to learn (reading literacy). It is for that reason that the DBE should carefully consider the effective implementation of the LiEP (DBE 1997), because scholars such as Coetzee-Van Rooy (2018), Nwammuo and Salawu (2018) and Nugraha (2019) stated that the policy is there but the implementation and the realisation of the LiEP (DBE 1997) is questionable. Therefore, a stronger emphasis should be placed on the realisation of language in education.…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

“…It, therefore, remains the responsibility of those in charge of the education system to ensure that there is effective implementation of the language policy. Nwammuo and Salawu (2018) made recommendations on how to raise awareness of and practise the language policy. They suggested that the curriculum must encourage the teaching of indigenous languages, with vital material resources; and by the updating and modernising of indigenous languages, the gap between policy and implantation might be bridged.…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

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Investigating measurement invariance in PIRLS 2021 across English and isiZulu language groups

Mthimkhulu,

Roux,

Mihai

2024

Reading & Writing

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Background: PIRLS 2021 results revealed that South African Grade 4 learners performed significantly lower compared to other countries in reading comprehension and that they did not reach the standardised international mean score of 500. It was also evident from the results that English learners performed relatively higher than isiZulu learners.Objective: This study was initiated to investigate whether possible measurement invariance can help explain the difference in the scores of English and isiZulu learners. Measurement invariance is concerned with the metric and functional equivalence of the items in the two languages examined.Method: A quantitative approach was utilised to reanalyse the PIRLS 2021 numerical data sets. Descriptive statistics were used to analyse the mean and raw scores. Rasch analysis was conducted to look for any Differential Item Function (DIF) in the items.Results: Statistics revealed that there is a significant difference in the mean scores of the two languages. Analysis of raw scores provided evidence that some of the items lacked metric equivalence. Rasch analysis displayed that some of the items lacked functional equivalence.Conclusions: The significant difference found in the scores implies that Grade 4 learners need more attention mastering the skill of reading literacy. The lack of metric and functional equivalence suggests that items in the passages need to be investigated and improved.Contributions: This study has contributed to the International Large-Scale Assessment literature specifically relating to the equivalence of ILSA across languages. A significant gap in the learners’ scores was identified and measurement invariance helped explain the gap in the learners’ reading scores.

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Section: Discussion Of the Resultsmentioning

confidence: 99%

Section: Discussion Of the Resultsmentioning

confidence: 99%

Investigating measurement invariance in PIRLS 2021 across English and isiZulu language groups

Mthimkhulu,

Roux,

Mihai

2024

Reading & Writing

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“…In South Africa, robotics and coding are imported concepts, as such, majority of text for these critical skills comes in English which however poses a challenge on the speakers of other official languages in South Africa. Almost all the official languages, except English and Afrikaans, have been approved just for ceremonial purposes as they are still marginalised in the government, the education sector, the private sector, and the economic sector (Beukes 2014;Nwammuo & Salawa 2018;Madadzhe 2019). English still has a powerful position within the linguistic habitus and linguistic hierarchies (Seti, Bornman & Alvarez-Mosquer 2015), particularly in the domain of science and technology amongst the twelve (12) official languages of South Africa, with a rich terminology.…”

Section: Introductionmentioning

confidence: 99%

Access to information through translation

Letsoalo

Mabaso²,

Gouws³

2022

SAJLIS

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Translation into indigenous languages has a potential to promote access to information in order to transform the teaching and learning of robotics programmes. Developing open educational resources (OER) for indigenous language speakers is even more beneficial as it provides a choice to access education information in the language of their choice. Though South African has 11 official languages, the indigenous languages are still marginalised in the education sector. This study examines the translation methodology used in rendering the Inspired towards Science Engineering and Technology (I-SET) robotics terminology from English into indigenous language for the purpose of creating a multilingual OER. The study is based on the investigation of indigenous languages translations of robotics terms of the I-SET project. The study aimed to identify the translation techniques used in translating terms in context, and to evaluate the adequacy of the translation equivalents for better access to robotics information through indigenous languages. The examining of the translation of the contextual English robotics terms into indigenous languages took a qualitative, descriptive analytical approach. The findings indicate that individual terms determine the relevant translation techniques used to create the most appropriate and quality contextual equivalents. The products of the robotics translation activities will be catalogued, and an inventory of words are produced as an OER. The contents of the translation process will be included in module curricula to embrace the use of the newly created indigenous robotics words for the awareness and inspiration of science engagement using robotics.

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Exploring the Prevalence of Agenda-Setting Theory in Africa-Focused Research, 2000–2020

2022

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Media roles in disseminating strategies for teaching and learning indigenous languages: The case of South Africa’s language-in-education policy in post-apartheid era

Cited by 3 publications

References 18 publications

Investigating measurement invariance in PIRLS 2021 across English and isiZulu language groups

Investigating measurement invariance in PIRLS 2021 across English and isiZulu language groups

Access to information through translation

Exploring the Prevalence of Agenda-Setting Theory in Africa-Focused Research, 2000–2020

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