Department of Language Education

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A critique of how the foundation phase curriculum policy document, CAPS, addresses the literacy needs of young learners in South Africa
(University of the Western Cape, 2025) Petersen, Marlene Stephanie
Years of study and experience of teaching in schools in Bahrain, England and Hong Kong, and particularly in South Africa, have led me to question the quality of curricula and how these may affect the development of learners and the quality of their lives. While engaging with the Curriculum and Assessment Policy Statement (CAPS) document in Grades 2 and 3 in an urban school in Cape Town, South Africa, from April 2018 to December 2019, some key issues of concern were highlighted, which I hope to address through this study. The CAPS document does not promote learners’ literacy development. Insufficient opportunities are provided for learners to rehearse, practice, refine, develop and extend their literacy skills and knowledge. There are many reasons for this. In addition, the amount of content packed into each week, term, and year is excessive, which provides little time for exploratory problem solving on the part of learners. Little thought was given to how language is used to engage learners. The above observations have led me to want to explore early childhood literacy development practices in South Africa and elsewhere. The research question driving this study is: How does the Foundation Phase National Curriculum Assessment Policy Statement (CAPS) address young learners’ literacy development in a culturally and economically diverse South Africa? The educationist Hyun (1998) states that teachers enter the learning environment with their own sociocultural backgrounds. To respond appropriately to the diverse sociocultural needs of their learners, it is incumbent on them to transcend their own sociocultural contexts “since these would be more responsible and relevant to the diverse young child’s growth and optimal learning experiences” (Hyun, 1998, p. 1). Inherent in this understanding is the ability of teachers to identify individual learners’ differing needs and make sense of developmentally and culturally appropriate practice. Effective teachers adapt curricula to the diverse needs of learners. Palaiologou (2016) emphasises the three-way relationship between teacher, learner and parent. It is, in my experience, a mutually beneficial relationship that allows the expertise of each to ultimately enhance the development and potential of the learner in the early years’ educational setting.
A phenomenological exploration of transformational leadership practices of selected programme managers at a TVET college in the Western Cape province
(University of the Western Cape, 2025) Felix, Merchalene
As individuals working together, employees share a common humanity and interact within shared workspaces. In today’s fast-paced and demanding work environment, the success of organisations and the well-being of employees are highly dependent on the development of a supportive and collaborative work environment. Leaders in organisations have a responsibility to cultivate and sustain a culture of collaboration and support that fosters success. True leadership is not just about control, but about inspiring others and fostering a collaborative atmosphere where everyone feels empowered to achieve greatness. However, creating such an environment can be challenging in practice. This study explored the transformational leadership practices employed by a selected group of Programme Managers in a Technical Vocational Education and Training (TVET) College, specifically to understand how these practices contribute to the development of a supportive and collaborative work environment. Theoretically, this study draws on the work of David Rock’s Status, Certainty, Autonomy, Relatedness, Fairness (SCARF) model of engagement, integrating it with Edmund Husserl’s ‘lifeworld’ theory and Martin Heidegger’s notion of Dasein. The study followed a qualitative research approach, specifically applying a phenomenological research design to investigate the transformational leadership practices of selected Programme Managers. To answer the main research question, “What do the lived experiences of selected Programme Managers at a TVET college reveal about transformational leadership practices?”, five research participants were purposively selected. The data were collected through semi-structured interviews and field notes. The data were analysed using Heidegger’s interpretive phenomenology, integrated with David Rock’s SCARF model of engagement. By exploring the lived experiences of selected Programme Managers, this study identifies the underlying factors that contribute to successful transformational leadership practices in fostering a supportive and collaborative work environment. The findings reveal that three of the Programme Managers incorporate transformational leadership practices and elements of the SCARF model, creating a supportive and collaborative work environment. A noteworthy observation is that all three have participated in leadership training, including a neuroscience-based leadership course, and have since been promoted to Head of Department. The fourth participant relies heavily on her years of experience; however, she demonstrates some core elements of transformational leadership. The fifth participant appears to struggle with leadership, likely due to a combination of inexperience, limited knowledge, a lack of confidence, and a language barrier. This participant has since resigned from the role. Additionally, the study highlights a strong link between each participant’s upbringing and their leadership style, indicating that early life experiences significantly influence their transformational leadership.
A study to integrate science and indigenous knowledge for teaching and learning of electrostatics in grade 10
(University of the Western Cape, 2024) Sele, Eric Mlamli David
This research draws on the Indigenous Knowledge (IK) views of how lightning is formed. Many learners were informed by their parents that lightning is caused by witch doctors, traditional healers, or witchcraft. As these learners matured, some of them were made to understand that lightning is made by natural causes as well. According to the scientific worldview, lightning occurs through a naturally occurring electrostatic discharge when two electrically opposite charged regions in the atmosphere or ground temporarily equalise themselves causing an instantaneous release of gigajoules of energy. Lightning has killed many people all over the world including South Africa. Indigenous people have different ways of explaining lightning depending on how the elders were nurtured by their forefathers on the formation of lightning. Some traditional lightning protection methods differ from scientificallybased approaches to safeguarding communities. They differ from one environment to the other. However, there are commonalities in both methods. The study investigated if the integration of science and indigenous knowledge systems in teaching and learning electrostatics in Grade 10 could have an impact. The study also explored the role of using English as the second language in teaching and learning electrostatics in Grade 10. The study examined two groups from two different schools. A quasi-experimental design was used with an experimental group receiving the treatment and the control group which received tuition in the traditional way using textbook and expositions explanations on the chalkboard. Both groups were given the pre-test of which the experimental group received treatment after they finished writing it, but the control group did not get it. These two groups wrote a post-test which was the same as the pretest. Both groups consisted of boys and girls. The experimental group received the Dialogical Argumentation Instructional Model (DAIM).The inclusion of home language improved learners’ understanding of scientific concepts in electrostatics. Data analysis exposed that the learners had their own set of indigenous science. The study also showed that the learners appreciated the fact that their language and Indigenous background were recognised by the school. Learners in this study expressed support for merging Science and Indigenous Knowledge Systems methodologies.
Additive Bilingualism or ‘Straight-for-English’? The linguistic and cultural impact of different approaches to the teaching of English on children in two Chinese schools
(University of the Western Cape, 2005) Chunyan, Ma; Dyers, Charlyn; NULL; Faculty of Education
This study examines the impact of two different models of teaching English to Chinese children, to see whether it meets learners’ needs. These two different approaches appear to lead to different result for children. The results of the analysis appear to show that this teaching programme is failing the children at Z’SL. Therefore, the course needs to be reviewed and improved. Four research tools were used in this study: interviews, questionnaires, classroom observation, and document analysis. Interviews and questionnaires were distributed to coordinators and teachers at both schools. Questionnaires were also distributed to the parents of students. Classroom observation was done during normal class time by the researcher. The document analysis dealt with the analysis of the textbooks. The results of the study appear to show that the teaching programme in English at Z’SL has failed to meet the children’s needs. The materials are not designed for young learner’s needs. They just emphasize the four skills of English in an English environment, but neglect the relatively unstable language situation of the children. The teaching methodology emphasized the direct method, but neglected children’s needs. Children should be taught to know how to use a language in the society they live in and to learn a second language effectively for actual use. This study concludes that two-way bilingual education and the cognitive developmental approach are most effective to develop dual language proficiency for Chinese children in their native language and English in order to bring up the children as members of Chinese society. Additive bilingualism education is also appropriate for Chinese children when the home language is a majority language and the school is adding a second minority or majority language. Another consideration is that collaboration between parents and teachers is more effective to provide opportunities for children to maintain their own language and culture while children acquire a second language
An Investigation into the Impact of an Extensive Reading Programme on the Reading Proficiency and Reading Motivation of a Class of Grade 9 Learners
(University of Western Cape, 2016) Hanslo, Karen L.; Probyn, M.
Although more than twenty years have passed since South Africa became a democracy and one education department was established, learners from poor socio-economic backgrounds still do not achieve good results in their matric examination. Despite the fact that educational opportunities should be equal for all learners, previously disadvantaged learners perform extremely poorly in national and international reading assessments. And because reading is a gateway skill, poor reading proficiency impacts negatively on learning across the curriculum. This contributes to major dropout rates and reinforces social problems such as unemployment. The literature on reading proficiency and reading motivation suggests that extensive reading programmes are successful both in developing and improving learners" reading proficiency and in motivating learners to adopt regular reading as a habit. Regular reading could also incidentally improve learners writing and verbal skills.
An investigation of grade 12 english home language learners’ reading of Shakespeare’s plays for writing development
(University of the Western Cape, 2024) Nondabula, Nikiwe
The reading and learning of Shakespearean plays have potential benefits in developing a learner’s writing skills. Both these skills are imperative in a learner’s overall development as reading and writing share similar and generative characteristics. This study investigates the intrinsic benefits of reading Shakespearean plays to develop learners’ writing skills and overall creative writing development. Shakespearean plays are written in a figurative language and requires learners to develop understanding and create meaning with the texts they are reading. While this could be an impediment, it could as well serve as a platform to enhance the learners’ critical thinking skills. The reading and understanding of Shakespearean plays may at times pose some insurmountable problems to learners. Therefore, it is important for teachers to use various teaching methodologies and improve their pedagogical skills for teaching these plays replete with such enriched and ennobling language. One of the salient features of reading literature, especially Shakespearean plays is that, it encourages learners to become better readers of the word and world thereby expanding the learners’ writing abilities and improving their higher order thinking skills in keeping with their literacy development. Drawing on the stimuli and synergies of the Social Cognitive Learning (SCL) theory, this study sets out to understand how learners’ thinking, understanding, creativity and interpretations of texts are shaped by environmental conditions. This study employs a qualitative research design predicated on a case study research approach, in an attempt to understand learners’ perspectives on reading plays as a vibrant form of literature and how these learners use that to foster their writing and thinking skills. The qualitative research design includes, focus group interviews with learners, teacher interviews, document analysis of the learner’s June examination and classroom observations. This enables a deeper understanding of learners’ prevailing experiences with reading Shakespeare’s plays and thereafter writing about them. The findings indicate that, teachers created a platform for learners to express their interpretations of the play, by asking personal views regarding characters of the play and group discussions. The findings also indicate that, even though learners are not English Home Language speakers, they use Shakespeare’s plays as an aid to further develop their language skills. Learners also acknowledged the difficulties with understanding. Early Modern English but with the assistance of the teacher, understand the intricate nature of the plays. https://uwcscholar.
An analysis of english academic writing in a Libyan university
(University of the Western Cape, 2020) Hadia, Gharnasa M; Ndinga-Koumba-Binza, Hugues Steve
This study explores English academic writing in a Libyan university. The results show a number of challenges and issues that Libyan university students experience in using English for academic writing. The study suggests intervention procedures that may correct students’ linguistic academic deficiencies. Using Gee (1999)’s D/discourse theory and Bourdieu’s theory of habitus and field, which view writing as a social practice embedded in social activities, the study takes a purely qualitative approach, presenting data descriptions by both students and lecturers. The sample size of the investigation is eight – four lecturers and four students. The data was collected mainly through classroom observation, open-ended interviews and an analysis of students’ assignment essays. The results indicate several areas of challenge for Libyan students with regard to academic writing; a lack of adequate ‘scaffolding’, a lack of ample time spent on authentic practice, and inappropriate immediate feedback. Findings also show a lack of teaching methods and strategies that correct syntactical and morphological errors, and a lack of skills – research skills. Further to this, results revealed a lack of synthesis and summary skills, referencing skills – and a lack of confidence in tackling academic writing tasks. In addition, the lack of appropriate materials to consult was a contributing factor, as was students’ social and economic status. The study calls for various interventions that may assist students to acquire academic writing skills and hence develop a sense of confidence in taking on academic tasks.
An appraisal study of language usage and use for literacy in second language acquisition: An investigation into English textbooks used in the Democratic Republic of Congo
(University of the Western Cape, 2018) Kalala, Laurent Beya; Sivasubramaniam, Sivakumar
Since a number of studies on textbooks in Second Language Acquisition (SLA) have shown that textbooks hold a major place in education (De Guzman, 2000; Oakes & Saunders, 2004), this study proposes to investigate the content of an English Language Teaching (ELT)/ English as a Second Language (ESL) textbook used in 6th form secondary school (Grade 12) in the DRC, Go for English 1RE. It aims to identify and evaluate the content of this ELT textbook so as to deduce and derive main insights for the determination or not of its appropriateness and relevance in terms of its contribution to language use and literacy in the ELT/ESL curriculum of the DRC. The study draws its theoretical underpinning from two theories: the Cunningsworth’s textbook analysis theory and McDonough and Shaw evaluation theory. As research design, the study adopts an a descriptive, exploratory and interpretive design which draws on both quantitative and qualitative data collected on the basis of textbook evaluation checklist and semi-structured interviews. In regard to the procedural orientation, the study uses descriptive and content analysis to analyze, interpret and examine both interviews and textbook evaluation likert-scale checklist data. In respect of its data, the study uses ‘mixed methods approach’. Both qualitative and quantitative data come from 259 teacher and student participants on the basis of two different samples. The quantitative data comes from 209 student participants and 25 teacher participants and the qualitative data from 10 student participants and 15 teacher participants. The findings attest to the general content of "Go for English 1RE ELT" textbook in regard to language activities and tasks related to its subject matter, to the quality and nature of language it contains, and finally to the diversity in its subject matter and its cultural aspects, is suitable for language use and literacy skills development. However, even though its content is suitable, the findings also indicate that this ELT textbook is not well adapted to Congolese 6th form secondary school students’ level.
Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction
(University of the Western Cape, 2018) Hamakali, Hafeni Pamwenase Shikalepo; Sivasubramaniam, Sivakumar
This study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has been increasing criticism of standardised test and examinations and it has brought into question the value of other indirect approaches to language assessment (Reeves, 2000; Sharifi, & Hassaskhah, 2011; Tsagari, 2004). The study draws its theoretical foundation from the constructivist’s view of education (Canagarajah, 1999; Schunk, 2009; Vygotsky, 1962). The study embraces the interpretivist approach to research which tends to be more qualitative, and is open to diverse ways that people may understand and experience the same non-manipulated objective reality. The participants in this study are students and lecturers of the English for Academic Purposes course at the University of Namibia Language Centre. The study employs a qualitative research design, along with triangulation, where qualitative data was collected through lecturer interviews, lesson observations, multiple intelligence inventory, and student focus groups discussions. The study adapted the thematic approach of data analysis where the data were analysed and presented under themes derived from the research questions of the study. The findings indicate that, there was a limited stock of assessments that suits the classification of alternative assessment, namely: checklists, student-lecturer question techniques, and academic essay. The findings reveal some factors that influence the integration of alternative assessment in academic writing instruction, such as: lecturers and students’ knowledge of assessment, students’ assessment preferences, authenticity, classroom setup, and feedback. The findings also showed that the assessment practices that were used by the lecturers did not seem to fulfil the ideologies advocated in Gardener’s (1984) theory of Multiple Intelligences. However, the study found that the students and lecturers’ attitude which was skewed towards the positive direction may be an indication that there could be hope for success in attempts to integrate alternative assessment in academic writing instruction.
Assessing the impact of an English for academic purposes course on the academic writing skills of English second language learners attending economically disadvantaged high schools : an interventionist case study
(University of the Western Cape, 2016) Schermbrucker, Ben Mathew; Desai, Zubeida
Academic writing skills are vitally important for South African learners in both high school and tertiary contexts. The importance of such writing skills is even more pronounced for English Second Language (ESL) speakers, as such learners often attend low-performing schools (that inculcate poor levels of academic literacy), and also face the challenge of writing in a non-native language. This study is an attempt to understand how a specially designed English for Academic Purposes (EAP) course can improve the academic writing of bilingual, economically disadvantaged high-school South African learners. The study analysed the effects of the EAP course on Grade 11 learners from two 'nofees' high schools located in Khayeltisha and Delft. Over a seven-week period Grade 11 learners from these schools attended the EAP course twice a week (after school hours on their school premises) and submitted a total of fourteen written assignments (seven rough drafts, and seven final drafts). These assignments required the learners to formulate essay-like responses to literary and philosophical texts. The learners shaped their responses by making reference to structured classroom discussions (led by the EAP course instructor), as well as standardised notes and assignment instructions. The conceptual frameworks that guided this study were mapped using a variety of sources and materials. Whilst Hyland's (2005, 2006) influential writings on EAP helped the researcher situate the study's academic writing skill's course within an EAP paradigm, recent theoretical and empirical advancements in cognitive science (in particular by Tooby & Cosmides 1992; Gallistel 2000; Wagner &Wagner 2003) helped to justify the specifically 'modular' approach to academic writing skills that the course favoured. Finally, testimonies about the function of creative fiction (see Pessoa 2010; Kafka 2013; Barnes 2012; Pinker 2011) played an important part in shaping the EAP course's approach to text-orientated academic writing skills. Importantly, this study also aimed to describe and analyse various factors that threatened the implementation of the academic writing skills course. In relation to attrition – a phenomenon which clearly presented the single greatest threat to the intervention – Bandura's theoretical writings on the structure of agency (2006, 2005, 2004, 2001, 1998, 1997, 1994) provided a rich source of justification for many of the conclusions that the study derived about the underlying factors that drove the high dropout rate. Another key aim of this study was to transmit writing skills that would boost levels of learner preparedness for matric and first-year university. To establish a link between the course and the writing requirements of certain matric and university subjects, the researcher compared the contents of the writing skills course to the contents of these subjects. This comparative analysis relied heavily on matric and first-year university source material (i.e. exam papers, memorandums, marking rubrics, departmental handouts, etc.). In terms of its findings, the study discovered many striking parallels between the Grade 11 learners at Khayelitsha and Delft. Firstly, in both experimental groups, a preintervention writing task revealed that – prior to the EAP course's inception – the overwhelming majority of the learners were not in firm possession of virtually any of the writings skills the EAP course aimed to transmit. Secondly, in both groups, it was found that the EAP course significantly improved the learners' academic writing skills. Although this improvement was not especially visible in the learners' grade-based results for the EAP course (due, mainly, to absenteeism and resulting missed assignments), a thorough qualitative analysis of the learners' preintervention, early and late EAP assignments demonstrated that – by the end of the course – most of the learners had gained fairly high degrees of proficiency in a range of critically important academic writing skills. Thirdly, qualitative data – derived from observations and interviews – established that the high rates of attrition and absenteeism that plagued both experimental groups was chiefly due to a single cause: weak levels of agency. On the basis of this study's findings, a number of recommendations can be put forward. Firstly, the many parallels between the two experimental groups suggest that the EAP course designed by this study could achieve comparable results in other South African township schools. Secondly, due to the difficulties that this study encountered in relation to high absenteeism and attrition rates, it is recommended that future implementations of the EAP course adopt a number of measures to improve learners' perceptions of their self-efficacy. Finally, it is recommended that future versions of the EAP course could include a 'matric study skills module'.
A case study of academic staff participation in decision making In a college of education in the Northern province
(University of the Western Cape, 1999) Mhlanga, Hazel; Kruss, Glenda
The advent of a democratic government in South Africa in 1994 inevitably resulted in initiative for transformation in various sectors of society, including education. Educational institutions have been under constant pressure to transform from authoritarian governance to participatory governance which provides for stakeholder participation in decision making. Research about governance at college level was found to be of importance in the context of the national call made by the government for educational transformation. A review of the literature focused on two models of governance, namely, participatory governance and authoritarian governance. The literature review provided a conceptual framework in which to locate an understanding of the dynamics of governance at institutional level
Common barriers to learning in the grade 10 English home language classroom and informed (innovative) ways in dealing with them in high school
(University of the Western Cape, 2015-11) Frank, Mark; Sivasubramaniam, Sivakumar
The purpose of this study was to explore informed ways of teaching when confronted with the kind of common barriers in grade 10 visible both in and out of the classroom. This qualitative study describes the innovative methods that teachers use. The theoretical framework undergirding this study is effective teacher research. The research design involved interviews of twelve Grade 10 learners, focus group and observations of two teachers. In addition, two student teachers in their final year were also observed. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed “the ability from the learner to recreate, imagine and empower their understanding of the world they live in” (CAPS). The findings of the study reveal that creative ways of teaching has the ability to bring about the essential improvement of learner achievement. This falls in line with the South African Education comprehensive programme, which is referred to as Action Plan 2014: Towards the Realization of Schooling 2025.
Constructing multilingual digital identities: An investigation into Grade 11 learners’ digital practices in relation to English language learning in Rwanda
(University of the Western Cape, 2016) Mfurankunda, Pravda; Nomlomo, Vuyokazi
Rwanda has taken a strong move towards language-in-education policy shift whereby English became the sole medium of instruction in 2008, despite her rich linguistic diversity. The language shift occurred at the time when the country had resolutely embraced Information Communication Technologies (ICTs) as one of the country’s key development plans for socioeconomic development. In spite of these changes, research on multilingualism and digital identity in Rwanda is very limited. Given the pressing need for Rwanda to play an increasing role in the global economy, it is important to explore the ways in which the new generation negotiates multilingual digital identities in second language learning. The aim of this study, therefore, was to investigate the ways in which secondary school learners used digital technologies to negotiate new identities in two or more languages in order to understand the implications for English second language learning in the multilingual context of postcolonial Rwanda. Specifically, my interest was to examine Grade 11 learners’ current digital practices and the ways in which existing multilingual repertoires were drawn on as resources in navigating digital literacies. I also aimed at understanding how such practices could be harnessed as resources for English second language learning in the classroom. This study is informed by post-structural theories of identities as well as of Bourdieu’s theory of habitus, field and capital. The post-structural frame of analysis underlying issues of Second Language Acquisition (SLA) has also been important to establish a bridge between the learners’ digital practices and their English learning processes. It draws on debates around digital literacies, multilingualism, and identity, theories of access to ICTs and digital technologies and English as Additional Language Acquisition. The research sites were two urban based high schools mainly selected for their proximity to digital technologies, namely cyber cafes and/or computer laboratories and by their representativity in terms of gender and subject choices. Drawing on the qualitative research tradition and informed by ethnographic methodology, the study investigated Grade 11 learners’ insider views of the affordances of digital technologies for language learning. To reach this end, non-participant observations, focus group discussions and a questionnaire were used. Issues of research ethics namely, informed consent, anonymity and confidentiality were adhered to throughout the research process. With regard to access to technologies, the research findings reflect Bourdieu’ post-structural theory notion of ‘habitus’ as they show that the social dimensions the learners were involved in influenced their engagement with several digital technologies. In relation to Warschauer’s model of access, this study was able to identify the following: (1) material access’ linked to the learner’s access to the internet connection; (2) skills access’ concerning the learner’s ability to interact with computers and communicate with peers or fellow friends by typewriting and (3) usage access’ associated with the learner’s opportunity to use ICT facilities. The findings also generated insights into the learners’ construction of multiple digital identities and the fluidity and hybridity of ‘youth digital literacies’. The learners created a form of global digital identity by simply interacting or engaging with various multimodal literacies. Findings also indicated that learners negotiated digital identities by immersing themselves in Social Networking Sites (SNS) that fall under ‘Web 2.0’, an online platform which online users make use of to interact, share and perform different activities, focusing chiefly on social media. It was observed further that learners constructed a national language identity in the digital world by visiting mostly popular sites whose medium of communication was the national vernacular “Kinyarwanda”, thus stimulating the sense of national language identity of ‘ Rwandaness’. Additionally, it was apparent that Grade 11 learners had a great sense of attachment to their language as a significant characteristic of their digital practices through ‘translanguaging’ which became one of the resources in the digital space. The findings also indicate that technology served as a bridge between learners’ digital practices and their learning of English as an additional language, although language power relations were apparent as English was conferred a status of symbolic capital. The study concludes that various forms of access to ICTs do not only inform and strengthen Grade 11 learners’ process of learning English as additional language, but also support the construction of their multiple identities. There is a need to capitalize on face-to-face interaction and integrate ICT in teaching and learning so that learners can create their own learning space whereby they construct their digital identities as adolescents in the different languages they get exposure to.
A critical ethnography of Kreol Morisien as an optional language in primary education within the Republic of Mauritius
(University of the Western Cape, 2015) Harmon, Jimmy Desiré; Nomlomo, Vuyokazi
This research is a critical ethnography of KM in primary schools. Its purpose is to explore the link between heritage language and identity construction. My central research question is: how does the introduction of KM as an optional language in primary education shape Creole pupils' language identity construction in Mauritius? The research studied the overall impact of KM on two schools which I selected as research sites. Research participants were pupils of Standard I-II-III, head of schools, teachers and parents. I also selected some key informants. The study was placed within the international literature on heritage language and identity construction. The research is significant in the sense that it was conducted at the initial stages of the introduction of KM in schools. It might be of interest for future studies as its findings would serve to understand the place of KM in schools. At the same time looking at KM as a heritage language set against the 'ancestral languages' has not been done before. It contributes to other ways of looking at 'heritage' in a global world. I elaborated a conceptual framework based on classical Marxism, post-structural Marxism, French theories and post-colonial studies. I applied critically the theoretical lens in the Critical Theory Tradition which basically challenges the status quo. This study drew implications for language teaching policy and practice and the teaching of KM as a tool for empowerment and human agency. This research indicated the learners' views as to how their exposure to Kreol Morisien in the classroom shapes their ability to construct new, desired identities within local, national or global communities. The research design was based on a critical ethnographic approach whereby the researcher and the participants find themselves in a reciprocal human experience. Research instruments that were used were ethnographic interviews, class observations, document analysis complemented by the Delphi Method which is a forecast study of future trends. I got five findings. First, Creole consciousness movement underpinned the introduction of KM as an optional language in primary education. Second, parents chose KM on a purely utilitarian basis. Third, the curriculum and syllabus do not reflect and support the Creole identity and culture. Fourth, there was an invisibility and ambiguity about Creole culture in the school textbook. Finally, the pedagogy used to teach KM as an optional language created motivation and self-esteem. This study which was conducted during the first three years of the introduction of KM in two primary schools indicates that the presence of KM did not however, really enhance the identity of the Creole children as the curriculum, syllabus and textbook did not reflect and support the Creole culture and identity. KM was an additional language subject which certainly seduced by its novelty but it did not bring great changes as were expected. But KM does open avenues for adjustments and initiatives for an alternative programme in KM as heritage language and culture which could be implemented outside school. Such initiative would foster KM in its double identity of being both an ethnic and national language plus its future use as medium of instruction.
Despite good intentions:The elusiveness of socialjustice in health and physicaleducation curricula acrossdifferent contexts
(SAGE Publications Ltd, 2025) Kitching, Ansie; Gerdin, Göran; Lundin, Katarina
This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneously suggest that the language used to orient teaching towards social justice objectives is often elusive. In this paper, we contend that despite the presence of social justice intentions in these five HPE curricula, the articulation and function of the language within the curriculum documents do not necessarily support the enactment of this in practice. To conclude, we therefore suggest that more work is needed to ensure that curricula and other supporting artefacts and resources can better support both teachers’ practice and students’ learning in raising awareness of, and addressing, social justice outcomes in HPE. © The Author(s) 2024.
Developing the academic literacy of isiXhosa-speaking learners in an Afrikaans-medium school in the Intermediate Phase
(University of Western Cape, 2016) Fortuin, Eloise; Probyn, Margie
South Africa in its multilingual state presents many challenges for teachers to achieve the task of developing learners? academic literacy. Many learners in South Africa either do not have the privilege or access to mother tongue instruction. Thus, in some instances, teachers are faced with the challenge of having to instruct a minority of isiXhosa speaking learners whose mother tongue is different from the Language of Learning and Teaching (LoLT) of the school and the majority of the class. There have been numerous studies that investigate what strategies teachers can use when they share the MT of the learners, such as the use of code-switching This study looks at teachers who are Afrikaans-speaking and teach in an Afrikaans-medium school, and how they develop the academic literacy of a minority of isiXhosa-speaking learners in Grade 4.
Early literacy development in IsiXhosa: Fostering grade 3 learners’ imagination and critical thinking through folktales
(University of the Western Cape, 2021) Bara, Mlamli; Nomlomo, V
This study investigated the use of folktales in enhancing literacy development among Grade 3 isiXhosa-speaking learners in one Western Cape primary school. It was inspired by my quest to explain the low literacy performance levels of Foundation Phase learners, especially those taught through the medium of African languages. Although learners are taught in their mother-tongue in this phase, the reported national literacy results do not reflect this educational advantage. Education reports continually indicate low literacy levels in the Annual National Assessments (ANAs). Underdeveloped literacy skills are likely to have a negative impact on the child’s academic progress throughout and beyond the schooling years. This study focused on the use of folktales in fostering imaginative and critical thinking as folktales present language in its natural state. They are regarded as the best tool for whole language and literacy development. Folktales are central to the indigenous knowledge system (IKS) which is an educational and cultural tool that exposes children to oral literacy, even before they acquire literacy My enquiry is premised on the idea that technology should not replace the indigenous knowledge that may be acquired through folktales. Instead, deeper sustainable research into the role of folktales in children’s acquisition of indigenous knowledge is of paramount importance for generating creative and analytical responses and for understanding the role of folktales in young children’s education. For these reasons this study applied qualitative research methodology to investigate how teachers make use of folktales to enhance Grade 3 learners’ literacy skills in isiXhosa. It drew on Sociocultural Theory to explore their pedagogical strategies in this endeavour.The findings show that folktales are oral epistemic tools which may be utilised to foster a learnercentred approach that promotes learners’ ability to grasp ideas. The study concludes that folktales are instruments of pedagogical, social and cultural knowledge which may be used across the curriculum.
Exploring experiences and strategies of teaching advertisements as texts in developing visual literacy in grade 12 english language teaching
(University of the Western Cape, 2024) Baliso, Vuyiseka Promrose
Visual literacy reflects the evolving nature of literacy in the 21st century, underscoring the need for multiliteracies in education. In the South African context, visual literacy is embedded in the English First Additional Language (EFAL) curriculum, particularly through the analysis of multimodal texts such as advertisements. When effectively taught, advertisements can serve as powerful tools to help learners interpret, critique, and communicate meaning in a rapidly changing, digital, and democratic society. However, the interdisciplinary nature of advertisements, which draws on fields such as art, media, marketing, and anthropology, makes them particularly challenging to teach. Despite this complexity, there is a limited amount of empirical research that explores how teachers experience and approach the teaching of advertisements in EFAL classrooms. Guided by Social Constructivism and Critical Visual Literacy (CVL), this study investigates the experiences and strategies of Grade 12 EFAL teachers in township schools as they teach advertisements to develop learners’ visual literacy skills. Employing a qualitative research design, the study collected data through semi-structured interviews, classroom observations, and documentation (Learning and Teaching Support Materials – LTSMs) with six Further Education and Training (FET) phase teachers (Grades 10–12) from three township schools in the Western Cape. The data were analysed using thematic analysis (TA) and document analysis (DA) to identify patterns in pedagogical practices and curriculum implementation The findings offer valuable insights into the realities of visual literacy instruction in under-resourced contexts and underscore the need for targeted professional development for both pre-service and in-service EFAL teachers. Notable challenges included limited conceptual clarity around advertising techniques, inconsistent integration of visual-textual analysis, and restricted learner engagement due to teacher-centred practices. However, the study also identified promising practices such as the use of familiar advertisements and visual modelling, which enhanced participation and critical interpretation. This research contributes to the growing discourse on multimodality and critical literacy in South African classrooms by advocating for context-responsive training and curriculum support to strengthen visual literacy pedagogy.
Exploring first-year Students’ Voice and Subjectivity in Academic Writing at a University in South Africa
(University of the Western Cape, 2019) Ambe, Martina Bi; Sivasubramaniam, Sivakumar
Literacy development in South African higher education is increasingly challenged by several issues in dialogue and language of tuition. Despite the widening of access to South African universities, research shows that a large majority of entry-level university students are still failing in their chosen programme of studies. Almost all universities in the democratic South Africa incorporate academic development programs in first-year modules as an awareness raising attempt to scaffold novice students into the vocabulary of their various disciplines. However, these development programs sometimes fail to address the language needs of some of the students who have had more than seven years of schooling in their first languages (IsiXhosa and Afrikaans). My study seeks to explore how additional language IsiXhosa and Afrikaans students understand and construct written knowledge in one literacy development course using English medium of instruction. I further explore lecturers’ and tutors’ perspectives of the demand of sounding a scholarly voice in academic writing by entry-level students in their new roles as scholars in the University of the Western Cape (UWC).Literature indicated gaps when it comes to students’ and lectures’ perceptions on the construction of voice in academic writing in a language that the students are not comfortable in.
Exploring first-year students’ voice and subjectivity in academic writing at a university in South Africa
(University of the Western Cape, 2020) Bi Ambe, Martina; Sivasubramaniam, Sivakumar
Literacy development in South African higher education is increasingly challenged by several issues in dialogue and language of tuition. Despite the widening of access to South African universities, research shows that a large majority of entry-level university students are still failing in their chosen programme of studies. Almost all universities in the democratic South Africa incorporate academic development programs in first-year modules as an awareness raising attempt to scaffold novice students into the vocabulary of their various disciplines. However, these development programs sometimes fail to address the language needs of some of the students who have had more than seven years of schooling in their first languages (IsiXhosa and Afrikaans). My study seeks to explore how additional language IsiXhosa and Afrikaans students understand and construct written knowledge in one literacy development course using English medium of instruction. I further explore lecturers’ and tutors’ perspectives of the demand of sounding a scholarly voice in academic writing by entry-level students in their new roles as scholars in the University of the Western Cape (UWC). Literature indicated gaps when it comes to students’ and lectures’ perceptions on the construction of voice in academic writing in a language that the students are not comfortable in. My choice to use an interpretive frame made my study a qualitative one. I used a case study approach in which qualitative data was collected from one-on-one in-depth interviews with fourteen participants, documents analysis and field notes collected during interview process. A constructivist view of knowledge further guided my study to support the view of knowledge being socially constructed in the process of enquiry. My findings were categorised according to the research questions and themes that emerged from my analysis. The four themes from my presentation guided the findings. The findings of this study indicated that, IsiXhosa and Afrikaans students in the study used their first languages as resource to understand, formal English in essay of assignments. The lecturers’ perspectives of voice showed differences in the students’ perceptions who were mostly overwhelmed with the proactive life of academia and the language they are required to write in. In this context, the lectures’ views of competence mismatched with students’ views who felt their views were stranded in the language of discomfort (English).

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