Students’ Attitudes and Preferences toward Language of Learning and Teaching at the University of South Africa

Lombard, Ellen C.

doi:10.1080/10228195.2017.1398271

Cited by 13 publications

(13 citation statements)

References 28 publications

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“…Where African languages are viewed positively, this is primarily because of the integrative value associated with these languages as important markers of identity (Dyers and Abongdia 2014;Kamwangamalu and Tovares 2016;Noboda 2010). Research in South Africa has, however, found that there are positive attitudes towards the introduction of African languages in higher education and towards the use of a multilingual MOI (Aziakpono and Bekker 2010;Ditsele 2016;Lombard 2017;Nkosi 2014;Wildsmith-Cromarty and Conduah 2014).…”

Section: Research Contextmentioning

confidence: 99%

Attitudes towards English as a Medium of Instruction in Malawian Universities

Reilly

2019

English Academy Review

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Malawi's language-in-education policies have been through numerous changes since the colonial period. In 1996 a policy directive was announced which encouraged the use of the mother tongue in the early stages of education, before transitioning to English. However, this policy was never effectively implemented and, in 2014, an English-only policy was announced. This has resulted in renewed debate around which languages are suitable for use as mediums of instruction in the country. This article will discuss the Malawian language-in-education policy context, with a focus on university education and the prevailing attitudes which students and staff exhibit towards English. This will be done through an analysis of data collected through focus groups and interviews with students and staff in Malawian universities. The results show that, while English is viewed positively and as suitable for use within universities, it is not viewed uncritically and there are complex attitudes towards the language. English skills are viewed as a valuable resource; however, so too are multilingual language skills. Students and staff also display positive attitudes towards the use of a multilingual language policy in the university, suggesting that the recent policy changes in Malawi do not reflect stakeholder attitudes.

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Section: Research Contextmentioning

confidence: 99%

Attitudes towards English as a Medium of Instruction in Malawian Universities

Reilly

2019

English Academy Review

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“…It uncovers how people create meaning and knowledge through interaction in a social context. Lombard (2017) emphasized the importance of qualitative research for language planning and implementation: "Without qualitative assessments, static surveys do not do justice to the language dynamics at play." Thus, qualitative methodology was employed.…”

Section: Methodsmentioning

confidence: 99%

Teachers’ Perceptions of Gender Inclusive Language in the Classroom

VIZCARRA-GARCIA

2021

IJLLT

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There is a meager investigation of teachers’ views about gender-inclusive language. Considering this gap in the body of knowledge, this qualitative study sought to investigate the collective perception of higher education teachers particularly those in the teacher education program on the adoption of gender inclusive language in the classroom. Nine teachers participated in a semi-structured interview, which was recorded, transcribed and analyzed. Two themes emerged particularly (1) Communicating Instruction through Unbiased Parlance and (2) Favoring the Adoption of Gender Inclusive Language. Overall, the teachers showed an adequate understanding of gender inclusive language and unanimous support to its adoption inside the classroom as strengthened by their belief that it will promote gender equality and sensitivity among their students. Moreover, it will establish a sense of inclusivity thereby increasing student participation. Lastly, the participants believed that gender inclusive language is an evident trend in education that they cannot overlook. Hence, it is one of their responsibilities to adopt and integrate it into instruction.

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“…This is caused by parents' perspective assuming that mastering English will be more beneficial than that of indigenous language. Many parents want to make sure their children have a better opportunity in their future social and career [19][20][21][22]. The prominent status of English as an international language provides learners with confidence of opportunities in globalized era [23].…”

Section: Language In Education Policy In South Africamentioning

confidence: 99%

The Language-in-Education Policy in South Africa: A gap between policy and efficacy

Nugraha¹

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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Language in education policy plays a significant role in teaching and learning language, and thus it has been a major issue of research in language in education policy. South Africa is one of the countries that has become a center of discussion in language in education policy issues for its unique multicultural and historical account that are of a major influence in shaping the country's language in education policy as it is today. This article provides an account of the implementation of the language in education policy in South Africa particularly the extent to which the policy promote the native African languages, as the oppressed ones during the apartheid era, to be used in educational context. It sets forth the issues of historical and multilingual situation in South Africa, and against these backdrops the implementation of the language policy in education in South Africa is discussed. It was revealed that there was a gap between the policy and its efficacy. Prior to 1994 the official languages in South Africa is English and Afrikaans. While the majority of African speak the African languages, some other speak indigenous languages. After the demise of apartheid, the new government declared the 11 languages as the official language including Sepedi,

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Students’ Attitudes and Preferences toward Language of Learning and Teaching at the University of South Africa

Cited by 13 publications

References 28 publications

Attitudes towards English as a Medium of Instruction in Malawian Universities

Attitudes towards English as a Medium of Instruction in Malawian Universities

Teachers’ Perceptions of Gender Inclusive Language in the Classroom

The Language-in-Education Policy in South Africa: A gap between policy and efficacy

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