Multilingualism and (bi)literacy development for epistemological access: Exploring students experience in the use of multilingual glossaries at a South African university

Simple item page
dc.contributor.authorNomlomo, Vuyokazi
dc.contributor.authorKatiya, Misiwe
dc.date.accessioned18/06/2018 09:40
dc.date.available18/06/2018 09:40
dc.date.issued2018
dc.description.abstractThis paper reports on the findings of a research project that investigated first-year students� experiences in using multilingual glossaries. They were enrolled in an electrical engineering course at a higher education institution in the Western Cape, South Africa. Data were collected by means of questionnaires and focus group interviews with isiXhosa-speaking students to gain an insight into how the glossaries facilitated or constrained their epistemological access to concepts in the field of engineering. Drawing on the concepts of epistemological access, multilingualism, and biliteracy to establish a framework, we argue that the use of multilingual resources (e.g., glossaries) does not necessarily guarantee students� epistemological access to knowledge if their biliteracy skills (reading and writing) are underdeveloped in one of the targeted resource languages. This paper concludes that multilingualism is a necessary transformative approach, but that students� (bi)literacy development in African languages as targeted languages for transformation should also be prioritised and strengthened to facilitate better learning all round.en_US
dc.identifier.citationNomlomo, V. & Katiya, M. (2018). Multilingualism and (bi)literacy development for epistemological access: Exploring students experience in the use of multilingual glossaries at a South African university. Educational Research for Social Change, 7(1): 77-93.en_US
dc.identifier.issn2221-4070
dc.identifier.urihttp://dx.doi.org/10.17159/2221-4070/2018/v7i1a6
dc.identifier.urihttps://hdl.handle.net/10566/3814
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherNMMUen_US
dc.rights� 2018 Vuyokazi Nomlomo and Fundani This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.
dc.status.ispeerreviewedTRUE
dc.subjectBiliteracyen_US
dc.subjectEpistemological accessen_US
dc.subjectMultilingualismen_US
dc.subjectGlossariesen_US
dc.subjectRecent publications
dc.subjectTransformationen_US
dc.titleMultilingualism and (bi)literacy development for epistemological access: Exploring students experience in the use of multilingual glossaries at a South African universityen_US
dc.typeArticleen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Nomlomo_Multilingualism-and-biliteracy_2018.pdf
Size:
777.29 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Research Articles (Linguistics)
Research Articles (Scholarship of Teaching & Learning)