Book contents
- The Transformative Power of Language
- The Transformative Power of Language
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- Abbreviations and Acronyms
- Introduction
- Part I Mental Decolonisation and Cultural Diversity
- Part II Multilingualism and Intellectualisation of African Languages
- 4 Transformative Power of Language Policies in Higher Education
- 5 African Languages in Transformation
- 6 Linguistic Diversity in Higher Education
- 7 An Impact Study with Reference to isiXhosa and Afrikaans Multilingual Glossaries for First-Year Law of Contracts Students at Cape Peninsula University of Technology
- 8 The Need for Multicultural and Multilingual Sensitivity in Transforming Graphic Design Curriculum in a University of Technology
- 9 An Analysis of the Language Legislation Effects in the Banking Sector
- Part III Digitalisation and Democratisation of Knowledge
- Part IV Interlingual and Intercultural Cross-Fertilisation
- Index
- References
6 - Linguistic Diversity in Higher Education
Inclusion or Exclusion?
from Part II - Multilingualism and Intellectualisation of African Languages
Published online by Cambridge University Press: 18 September 2020
Book contents
- The Transformative Power of Language
- The Transformative Power of Language
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- Abbreviations and Acronyms
- Introduction
- Part I Mental Decolonisation and Cultural Diversity
- Part II Multilingualism and Intellectualisation of African Languages
- 4 Transformative Power of Language Policies in Higher Education
- 5 African Languages in Transformation
- 6 Linguistic Diversity in Higher Education
- 7 An Impact Study with Reference to isiXhosa and Afrikaans Multilingual Glossaries for First-Year Law of Contracts Students at Cape Peninsula University of Technology
- 8 The Need for Multicultural and Multilingual Sensitivity in Transforming Graphic Design Curriculum in a University of Technology
- 9 An Analysis of the Language Legislation Effects in the Banking Sector
- Part III Digitalisation and Democratisation of Knowledge
- Part IV Interlingual and Intercultural Cross-Fertilisation
- Index
- References
Summary
The linguistic diversity in the universities of South Africa is a valuable resource that requires a multilingual approach in all academic domains in recognition of the linguistic repertoires of students for inclusion, education equity, access and success. Historically, English and Afrikaans were the main languages of instruction in higher education during the colonial and apartheid regime. The democratic breakthrough of 1994 brought linguistic relief in South Africa because nine African languages were recognised as official languages. This chapter examines how two universities use language policy for the access and success of the students and to what extent the African languages are integrated as academic languages. The findings show that there is progress in multilingual practices at one university while another one maintains monolingualism. A lot needs to be done to promote multilingualism in the institutions of higher learning.
Keywords
- Type
- Chapter
- Information
- The Transformative Power of LanguageFrom Postcolonial to Knowledge Societies in Africa, pp. 125 - 152Publisher: Cambridge University PressPrint publication year: 2020
References
Babbie, E. & Mouton, J. 2001. The Practice of Social Research. Cape Town: Oxford University Press.Google Scholar
Banda, F. 2000. The dilemma of the mother tongue: Prospects for bilingual education in South Africa. Language, Culture and Curriculum, 13(1): 51–66.Google Scholar
Bowen, G. A. 2009. Document analysis as a qualitative research method. Qualitative Research Journal, 9(2): 27–40.Google Scholar
Braun, V. & Clarke, V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2): 77–101.CrossRefGoogle Scholar
Bunting, I, 2004. The higher education landscape under apartheid. In Cloete, P., Maassen, R., Fehnell, T., Moja, H., & Gibbon, T. (Eds.), Transformation in Higher Education: Global Pressures and Local Realities in South Africa. Dordrecht: Kluwer Academic Publishers, pp. 35–52.Google Scholar
Chimbutane, F. 2012. Multilingualism in post-colonial education: Multilingual pedagogies. In Martin-Jones, M., Blackledge, J. M., & Creese, A. (Eds.), The Routledge Handbook of Multilingualism. New York: Routledge, pp. 67–183.Google Scholar
The Constitution of the Republic of South Africa. Act 108 of 1996. Government Gazette, Cape Town 18 December. Volume 378. No. 17678.Google Scholar
Creswell, J. W. 2009. Research Design: Qualitative, Quantitative and Mixed Methods Approaches. (3rd ed.). Thousand Oaks, CA: Sage Publications.Google Scholar
Creswell, J. W. 2014. Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks, CA: Sage Publications.Google Scholar
Creswell, J. W. & Plano Clark, V. 2011. Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage Publications.Google Scholar
Creswell, J. W., Plano Clark, V., Gutmann, M., & Hanson, W. 2003. Advanced mixed methods design. In Tashakkori, A. & Teddie, C. (eds.), Handbook of Mixed Method Research in the Social and Behavioral Sciences. Thousand Oaks, CA: Sage Publications, pp. 209–240.Google Scholar
Department of Education. 2002. Language Policy for Higher Education. Pretoria: Department of Education.Google Scholar
Du Pre, R. H. 2009. The Place and Role of Universities of Technology in South Africa. South African Technology Network, Bloemfontein, South Africa.Google Scholar
García, O. & Wei, L. 2014. Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan.Google Scholar
Green, J. C., Caraceli, V. J., & Graham, W. F. 1989. Toward a conceptual framework in mixed-methods evaluation design. Educational Evaluation and Policy Analysis, 11(3): 355–374.Google Scholar
Hornberger, N. H. & Link, H. 2012. Translanguaging and transnational literacies in multilingual classrooms: A bilingual lens. International Journal of Bilingual Education and Bilingualism, 15(3): 261–278.Google Scholar
Johnson, R. B. & Onwuegbuzie, A. J. 2004. Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7): 24–26.CrossRefGoogle Scholar
May, S. 2003. Rearticulating the case for minority language rights. Current Issues in Language Planning, 4 (2): 95–125.CrossRefGoogle Scholar
May, S. 2005. Language rights: Moving the debate forward. Journal of Sociolinguistics, 9(3): 319–347.Google Scholar
Morgan, D. L. 1998. Practical Strategies for Combining Qualitative and Quantitative Methods: Applications to Health Research. Qualitative Health Research, 8(3): 362–376.Google Scholar
North-West University. 2012. Language Policy of North West University. Approved by Council, 23 November.Google Scholar
O’Leary, Z. 2014. The Essential Guide to Doing Your Research Project. London: Sage Publications.Google Scholar
Punch, K. F. 2014. Introduction to Social Research: Quantitative and Qualitative Approaches. London: Sage Publications.Google Scholar
Ruiz, R. 1984. Orientations in language planning. National Association of Bilingual Education NABE Journal, 8(2): 15–34.Google Scholar
Schissel, J. L., De Korne, H., & López-Gopar, M. 2018. Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico. International Journal of Bilingual Education and Bilingualism. DOI 10.1080/13670050.2018.1463965 (accessed 24 November 2018).Google Scholar
Somlata, Z. 2018. A critique of language policy and implementation strategies used in selected institutions of higher learning in South African. Unpublished PhD thesis, Rhodes University, Grahamstown.Google Scholar
Tshwane University of Technology. 2005. Language Policy of Tshwane University of Technology. Approved by Council, 29 November.Google Scholar
Wagner, C., Kawulich, B., & Garner, M. 2012. Doing Social Research: A Global Context. Berkshire: McGraw-Hill Education.Google Scholar