Philosophiae Doctor - PhD (African Language Studies)

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    A task-based approach for isiXhosa syllbus design for health sciences: a step towards building a model guideline
    (University of the Western Cape, 2024) Tyam, Nolubabalo
    Teaching materials have a considerable impact on what teachers and how the teach it Cunningsworth (1995:7). While there is no one agreed upon procedure for evaluating coursebooks, evaluation aids teachers in understanding their underlying crucial importance meeting course objectives. to help teachers design relevant and efficient course contents for their students. The planning of medical courses and syllabus design is often taken for granted in second language teaching. Many institutions offer isiXhosa to the medical student’s syllabus in the form of coursebooks or course manuals, or teachers are provided with a list of topics to develop their own materials based on the given topics. Quality of language teaching and efficient learning by the students are much influenced by effective materials. The integration of indigenous languages into health sciences education is crucial for enhancing communication and understanding in diverse communities. This paper presents a task-based approach to designing an isiXhosa syllabus tailored specifically for health sciences. The objective is to create a comprehensive model guideline that facilitates effective learning and application of the isiXhosa language within the context of healthcare. This study aims to address the gap in existing syllabi by proposing a task-based framework that prioritizes practical language use in health-related scenarios. The research employs qualitative methods, including isiXhosa coursebooks for UCT Health Science and educators, as well as analysis of the current syllabi. The data collected will inform the development of specific tasks that reflect real-life interactions between providers and patients. The purpose of this study will be then, will look at full review of isiXhosa materials including design, development, useful methodologies, and evaluation. By making this review is to assist teachers to have a guide in developing future materials. It is hoped that the wide-ranging and workable list of coursebook evaluation criteria developed here will be of use not only for future instructors, but also for those who seek to choose appropriate materials with which to teach their students. By implementing this task-based approach, the study anticipates improved language proficiency among health sciences students, leading to better patient outcomes through enhanced communication skills. Furthermore, this model guideline aims to serve as a reference point for future syllabus designs across various disciplines where isiXhosa languages is essential. This research underscores the importance of integrating indigenous languages into professional training programs. By developing a task-based isiXhosa syllabus for health sciences, we take significant steps toward fostering inclusivity and improving healthcare delivery in isiXhosa contexts. The framework used bridges the fields of L2 learning, L2 teaching, students’ needs, and the field of resource development and evaluation. So that many medical stream teachers who utilize this material can benefit and students can experience a higher level of performance and enjoy the materials creatively.
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    Exploring a common learning, teaching and assessment framework for isiNguni languages in South Africa
    (University of the Western Cape, 2024) Dhlamini, Sunrise Mbali
    The study aimed to explore the possibility of establishing a Common Learning, Teaching and Assessment Framework (CLTAF) for the South African isiNguni languages, viz. isiNdebele, isiXhosa, isiZulu and siSwati. In order to meet this primary aim of the study, a number of objectives had to be attained. Firstly, some linguistic similarities, discrepancies and complexities based on recently published terminology documents were compared between the official isiNguni languages. Secondly, academic staff who authorised the admission criteria to isiNguni language modules at selected institutions of higher education in South Africa were interviewed. Furthermore, the interviewees’ insights on the languages and language varieties they deemed acceptable in their own isiNguni language classrooms were solicited. Moreover, the curricula of the isiNguni languages at these institutions of higher education in South Africa were also analysed. Finally, a comparative analysis of the learning, teaching and assessment material of these languages offered as first and second languages was also conducted. The qualitative research approach was followed, employing an interview schedule and document analysis as data collection instruments. The study employed an eclectic approach, which means that it drew on knowledge from various theoretical frameworks, namely, The Ubuntu Translanguaging Framework, The Communication Accommodation Theory, as well as The Linguistic Interdependence and the Educational Development of Bilingual Children Theory. The document analysis results revealed that although some differences exist between the official South African isiNguni languages, these languages continue to share incalculable linguistic similarities. The interview findings, as well as the curricula of the explored isiNguni languages, illuminated that the grade 12 certificate was used as the only admission criterion to isiNguni language modules at institutions of higher education where data for the study were gathered. The usage of the grade 12 certificate as the sole determinant for student admission in this regard was discovered to be faulty, as it viewed language proficiency from the blanket approach of the Department of Basic Education. It was deduced from the results that the Home Language and the First Additional Language one-size-fits-all method to benchmark language proficiency in South Africa was discriminative, restrictive, promulgated issues of nationalism and posed negative consequences to the promotion of multilingualism to such a diverse country that boasts 12 official languages.