Students’ Voices on How Indigenous Languages Are Disfavoured in South African Higher Education

Makhanya, Thembelihle; Zibane, Sibonsile

doi:10.1080/10228195.2020.1711533

Cited by 11 publications

(10 citation statements)

References 13 publications

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“…Their comments are in keeping with current literature on learning in a second language and on ontological refashioning as part of epistemic access in higher education. 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.…”

Section: Emi and Epistemic Accessmentioning

confidence: 55%

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

Joubert

Sibanda

2022

SAJHE

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The current decolonial commitments in Higher Education necessitate a need to deepen our understanding of the relationship between English as a Medium of Instruction (EMI) and students’ sense of belonging, their identity, and epistemological access. This article investigates how EMI influences students’ personal and academic identities as well as their sense of belonging to the higher education space. Using student focus groups, this study is exploratory in nature and informed by the voices of undergraduate and postgraduate Humanities students at a South African university in the Free State. The responses were mixed, but there was general consensus that although English does have a place in higher education and can contribute to their sense of belonging, it also has an adverse effect on their identity; the use of indigenous languages provides them with greater epistemological access. A differentiated approach to multilingualism is a possible way forward. Keywords: English as a medium of instruction, belonging, higher education, identity, epistemological access, multilingualism

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Section: Emi and Epistemic Accessmentioning

confidence: 55%

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

Joubert

Sibanda

2022

SAJHE

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“…People's existence cannot be separated from those around them thus one exists by being included in relation with others (Mahaye, 2018). This is against the tenets of Western/Eurocentric education values of individuality that were infused in African education through coloniality (Oviawe, 2016;Makhanya & Zibane, 2020). Therefore, the exclusion of indigenous people's experiences in interventions reflects the deficiency of borrowed educational ideologies in African philosophy.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Mzinyane & Motloung 2022), poverty, massification in higher education (cf. Simpson, 2015), and the disfavour of indigenous languages, among other issues, as mentioned by Makhanya and Zibane (2020). As a result, these contextual necessitate the intentional use of Ubuntu, by students and educators, as a practical remedy to the aforementioned challenges that affect social work education in a South African context.…”

Section: Relevance Of Ubuntu In the Context Of Social Work Education ...mentioning

confidence: 99%

“…There are also growing calls for the Africanization, indigenization, and decolonization of Africa in all aspects of life, including higher education (cf. Harms-Smith & Matlalepule, 2018;Makhanya & Zibane 2020;Makhanya, 2021a). One of the examples is Sewpaul (2010), who states that Africa has been a subject of colonialism and ongoing neoliberal imperialism.…”

Section: Introductionmentioning

confidence: 99%

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Ubuntu as an emancipatory framework for teaching and learning in Social Work: A narrative literature review

Makhanya,

Mzinyane

2023

Afri. J. Soc. Work

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Due to the fact that it focuses on collectiveness, togetherness, and justice for all, Ubuntu, embodies a transformed and Afro-sensed approach to the processes of teaching and learning. This is particularly vital for social work education because it locates the academic journey of a student within a critical, interactive, and socially engaged paradigm, which is aligned with the values of the wider African society. Through the lenses of Afrocentrism, emancipatory approach and narrative literature review processes, this article uncovers the nexus of Ubuntu and social work in teaching and learning, within a South African context. The discussions draw conclusions that the idea of people’s existence cannot be separated from those around them, thus social work students, exist as a significant part of others. Essentially, this article magnifies the traits of humanitarianism and positive communitarianism within the philosophy of Ubuntu, which can be useful for social work education. Social work teaching and learning need to be the reflection of such harmony, shared morality, oneness, and togetherness for the re-distribution of justice in communities. Most fundamentally, this article emphasises the importance of the philosophy of Ubuntu which needs not only to guide social work practice but also social work education through teaching and learning. How to reference using ASWNet style:Makhanya, T. B. & Mzinyane, B. M. (2023). Ubuntu as an emancipatory framework for teaching and learning in Social Work: a narrative literature review. African Journal of Social Work, 13(4), 179-187. https://dx.doi.org/10.4314/ajsw.v13i4.1 Visit journal website: https://ajsw.africasocialwork.net

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“…However, as they expose themselves to a new culture, several factors hinder them from acculturating. These include strong ingroup identification, anxiety brought about by the lack of ingroup support, and rejection from members of the target language group (Wilches et al, 2018;Makhanya & Zibane, 2020;Ahn, 2017). Undoubtedly, these problems amplify indigenous English learners" difficulties in learning the English language.…”

Section: Introductionmentioning

confidence: 99%

Acculturation Strategies of Indigenous Students in Learning English: A Qualitative Inquiry

Clarice Dedel,

Jane Harani,

Ann Plaza

et al. 2023

JCELL

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This qualitative descriptive study aimed to identify the factors that contribute to social and psychological distance of indigenous English learners, their strategies to reduce these factors, and their insights about acculturation. To this end, ten indigenous English major students at the University of Mindanao were interviewed. Through thematic analysis, findings revealed that the factors involved in the social distance of the participants were incongruence and dissimilarity between 2LL and TL group, negative attitudinal orientation towards the TL group, and cohesiveness of the 2LL group, while the psychological factors were language shock, high affective filter, and ego permeability. To address these factors, the participants implemented the following strategies: positive intergroup relationship, accommodation of the TL, perceptual distortions in favor of outgroup vitality, cultivation of positive self-image, and development of TL skills. In terms of the insights of the participants, this study observed empowerment of indigenous community, enhancement of exposure to second language input, instructional scaffolding in L2 teaching, implementation of intercultural approach, immersion to the outgroup, and alleviation of affective filter. The results evinced how the acculturation dilemmas faced by indigenous English learners prevented effective second language acquisition. From this, appropriate solutions may be formulated to ensure successful acculturation in the classroom.

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Students’ Voices on How Indigenous Languages Are Disfavoured in South African Higher Education

Cited by 11 publications

References 13 publications

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

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

Ubuntu as an emancipatory framework for teaching and learning in Social Work: A narrative literature review

Acculturation Strategies of Indigenous Students in Learning English: A Qualitative Inquiry

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