Focusing on the use of African languages in higher education, this book showcases South African higher education practitioners’ attempts to promote a multilingual ethos in their classes. It is a first-time overview of multilingual teaching and learning strategies that have been tried and tested in a number of higher education institutions in South Africa. Despite language-in-education policies that extol the virtues of multilingualism, practice remains oriented towards English-only learning and teaching. In the multilingual contexts of local campuses, this book shows how students and lecturers attempt to understand their multiple identities and use the available languages to create multilingual learning environments.
Table of Content
Preface
Section 1. Policy Development and the Opening up of Implementation Opportunities
1. Liesel Hibbert and Christa van der Walt: Biliteracy and Translanguaging Pedagogy in South Africa – An Overview
2. Ernst Kotzé: The Emergence of a Favourable Policy Landscape
3. Pamela Maseko: Multilingualism at Work in South African Higher Education: From Policy to Practice
Section 2. Enhanced Student Performance through Biliteracy Pedagogy
4. Ingeborg M. Kosch and Sonja E. Bosch: African Languages as Languages of Teaching and Learning – The Case of the Department of African Languages, University of South Africa
5. Mbulungeni Madiba: Promoting Concept Literacy through Multilingual Glossaries: A Translanguaging Approach
6. Leketi Makalela: Teaching Indigenous African languages to Speakers of Other African Languages: The Effects of Translanguaging for Multilingual Development.
Section 3. Affective Aspects of Biliteracy Pedagogy
7. Andrea Parmegiani and Stephanie Rudwick: An Exploration of Students’ Attitudes.
8. Sandiso Ngcobo: Dual Language Instruction: Its Impact on Attitudes Towards the Role of African Languages in Education.
9. Nomakhaya Mashiyi: Tertiary Educators’ Reflections on Language Practices that Enhance Student Learning and Promote Multilingualism
Section 4. Africanisation and Localisation of Content for Cultural Identification
10. Lerothodi L Leeuw: An Exemplary Astronomical Lesson that Could Potentially Show the Benefits of Multilingual Content and Language in Higher Education.
11. Adelia Carstens and Linda-Anne Alston: Literacy Self-Narratives as Constructions of Pre-Service Teachers’ Multiliterate and Multilingual Identities.
12. Christa van der Walt and Liesel Hibbert: African Languages in Higher Education: Lessons from Practice and Prospects for the Future
About the author
Christa van der Walt is Professor in the Department of Curriculum Studies at Stellenbosch University, South Africa. Her research interests include the role of English in multilingual, academic contexts and she is the author of Multilingual Higher Education (Multilingual Matters, 2013).
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