116 research outputs found
The linguistic landscape of Post-Apartheid South Africa: politics and discourse
No full textLiesel Hibbert is Senior Lecturer in the Faculty of Education, Cape Peninsula University of Technology, South Africa. Her interests include discourse studies, South African writing, linguistic ethnography, political rhetoric, stylistics, the bilingual classroom and higher education pedagogy. Her previous publications include Multilingual Universities in South Africa (Multilingual Matters, 2014), which she co-edited with Christa van der Walt.The appointment of Nelson Mandela as President of South Africa in 1994 signalled the end of apartheid and transition to a new democratic constitution. This book studies discursive trends during the first twenty years of the new democracy, outlining the highlights and challenges of transforming policy, practice and discursive formations. The book analyses a range of discourses which signal how and by what processes the linguistic landscape and identities of South Africa’s inhabitants have changed in this time, finding that struggles in South African politics go hand in hand with shifts in the linguistic landscape. In a country now characterised by multilingualism, heteroglossia, polyphony and translanguaging, the author debates where the discourse practices of those born post-1994 may lead
The linguistic landscape of Post-Apartheid South Africa: politics and discourse
No full textLiesel Hibbert is Senior Lecturer in the Faculty of Education, Cape Peninsula University of Technology, South Africa. Her interests include discourse studies, South African writing, linguistic ethnography, political rhetoric, stylistics, the bilingual classroom and higher education pedagogy. Her previous publications include Multilingual Universities in South Africa (Multilingual Matters, 2014), which she co-edited with Christa van der Walt.The appointment of Nelson Mandela as President of South Africa in 1994 signalled the end of apartheid and transition to a new democratic constitution. This book studies discursive trends during the first twenty years of the new democracy, outlining the highlights and challenges of transforming policy, practice and discursive formations. The book analyses a range of discourses which signal how and by what processes the linguistic landscape and identities of South Africa’s inhabitants have changed in this time, finding that struggles in South African politics go hand in hand with shifts in the linguistic landscape. In a country now characterised by multilingualism, heteroglossia, polyphony and translanguaging, the author debates where the discourse practices of those born post-1994 may lead
Accessing academic literacy: Perceptions of learning in English 101 at the University of the Western Cape
No full textMagister Philosophiae - MPhilThis dissertation explores the apparent mismatch between the expectations of first year
students in the English department at the University of the Western Cape, and those who teach
them. By exploring the perceptions of some of the students, lecturers and tutors in the
department, I investigate how meaning within the discipline of English studies is negotiated
and to what extent the learning experiences in the department contribute to the facilitation of
"epistemological access" (Morrow, 1993). An important aspect of meaning negotiation is the
redefining and rethinking of concepts such as "academic literacy" and "critical literac
Accessing academic literacy: Perceptions of learning in English 101 at the University of the Western Cape
No full textMagister Philosophiae - MPhilThis dissertation explores the apparent mismatch between the expectations of first year
students in the English department at the University of the Western Cape, and those who teach
them. By exploring the perceptions of some of the students, lecturers and tutors in the
department, I investigate how meaning within the discipline of English studies is negotiated
and to what extent the learning experiences in the department contribute to the facilitation of
"epistemological access" (Morrow, 1993). An important aspect of meaning negotiation is the
redefining and rethinking of concepts such as "academic literacy" and "critical literac
Development of tourism diploma in IsiXhosa-speaking students' academic literacies : a multilingual intervention
No full textIn this study, it is argued that a bi/multilingual instruction is extremely beneficial for bi/multilingual students in higher education in South Africa. Since the adoption of democracy in 1994, cultural and linguistic diversity has become the norm in classrooms at Nelson Mandela Metropolitan University in Port Elizabeth. The testing of bi/multilingual strategies in this study (i.e. translation and development of multilingual glossaries; code-switching by tutor and students during teaching and learning; code-meshing by students online; and reading, speaking and writing bilingually), is an attempt to pedagogically adapt the curriculum to students’ needs. The data was collected from students in their Tourism Communication tutorial. The study was conducted in order to demonstrate that students benefit from bilingual pedagogies, which mobilise isiXhosa and English as languages of learning. Data was collected from tests, a questionnaire and interview, summaries, online discussions, written assignments and reflective journals in order to determine to what extent students’ performance was enhanced by bilingual tuition
Language development in higher education: Suggested paradigms and their applications in South Africa
No full textAgainst the backdrop of the current global recession, it is argued that strategic literacy development and diversity management may act as a buffer against the deepening impact of the existing and widening crisis of inequities in education in South Africa. With reference to youth studies, a link is made between identity and literacy as important cultural capital. This requires re-mediation of language development offerings, which are often based on outdated assumptions that participants are monolinguals who share the language and discourses of the institution. The author of this article suggests a shift towards learning ecologies which are designed to embrace linguistic diversity and that the following paradigms should be applied: linking institutional literacies to social change, conceiving of curriculum design as a means for creative opportunity, subscribing to critical approaches to literacy, linking student language development to the institutional diversity management strategy, and affirming linguistic hybridity within the institution. Finally, this article presents an integrated strategy for maximising student language development based on an inclusive curriculum model that is compliant with the requirements of a linguistically diverse student population.Southern African Linguistics and Applied Language Studies 2011, 29(1): 31–4
Facilitating access to English for Xhosa-speaking pupils in black township primary schools around Cape Town, South Africa
No full textThe paper results from a research project completed by the author in 1994 on the quality of language-learning environments in the Cape Town area . . Xhosa is now constitutionally enshrined as one of the eleven official languages of South Africa, and is the dominant language in Western Cape black townships. This paper questions the fruitfUlness of primary schools in black townships attempting to use English as the sole medium of instruction. The paper shows that in actual classroom situations the Ll (Xhosa) is used as an aid to L2 (English) medium instruction in the schools of Khayelitsha and Lagunya townships around Cape Town. The paper argues for the recognition and forther extension of such bilingual practices in primary schools to work towards more successfUl use of the L2 as the medium of instruction. It assesses the implications of such bilingual policy for classroom interaction and materials development. Hierdie artikel spruit voort uit 'n navorsingsprojek wat in 1994 deur die skrywer onderneem is in groter Kaapstad oor die kwaliteit van die omgewings waarbinne taal aange/eer word. Xhosa is volgens die konstitusie een van die elf amptelike tale in Suid-Afrika en is die oorheersende taal in die swart woonbuurte van die Wes-Kaap. In hierdie artikel word die waarde bevraagteken van die poging wat in die primere skole in die swart woonbuurte aangewend word om Engels as enigste medium van onderrig te gebruik. In die artikel word ook daarop gewys dat skole in Khayelitsha en Lagunya, twee swart woonbuurte naby Kaapstad, Xhosa (Tl) gebruik as hulpmiddel by die onderrig deur medium van Engels (T2). Daar word aangevoer dat hierdie gebruik van tweetalige onderrig in primere skole erkenning behoort te kry en verder uitgebrei behoort te word sodat daar gestrewe kan word na 'n meer suksesvol/e gebruik van die tweede taal as onderrigmedium. 'n Waardebepaling van die implikasies van so 'ntweetalige beleid vir k/askamerinteraksie en die ontwikkeling van /esmateriaal word ook gedoen
Introduction to electrochemistry
No full textAn excellent way into the subject'- New Scientist Introduction to Electrochemistry is the first major new text in the field in recent years. The author takes the student from the basics through to a level suitable for beginning a post-graduate course. The chapters cover theory from electrolytes through electrodes to cells, both equilibrium and dynamic. Applications and methods are given great emphasis, and the second part of the text focuses on these aspects with coverage of electrosynthesis, electroanalytical chemistry, industrial electrochemistry, batteries and corrosion. Scattered throughout the text are panels of historical and anecdotal information illustrating unusual and often amusing aspects of electrochemistry not normally presented to the student. This, plus the highly readable style adopted by Brynn Hibbert, and his use of fully worked problems at the end of each chapter, make Introduction to Electrochemistry the ideal undergraduate textbook choice. Introduction to Electrochemistry is part of the Macmillan Physical Sciences Series
Expressions of neo-traditional patriarchal power in the speeches of President Zuma
No full textA retrospective view of South African President Jacob Zuma’s delivery portfolio provides evidence of unfulfilled promises and continued erosion of democratic principles and practices enshrined in the constitution. In the election address of 6 May 2009, as well as the inaugural speech of 9 May 2009, one notes a much more inward-looking, ‘man of the people’ approach than that of his predecessor, President Mbeki, who advocated pan-Africanism as the foremost priority. In President Zuma’s election speech of 6 May 2009, he constantly foregrounds local affiliations and references to his own positive personal qualities, addressing exclusively the ANC majority votership, while at his inauguration he addresses the entire nation. There is a visibly distinct shift from extreme subjective authorship in the election speech to attempted objectivity in the inaugural address, as the signs of the individual authorial presence are reduced in the inaugural speech, in order to attempt a more inclusive rhetoric. Furthermore, his State of the Nation address of 2011 is characterised by an overriding theme of self-praise, other-blaming and veiled threats. In summary then, President Zuma’s speeches signal a radical shift from Africanism and pan-Africanism and from the agenda of the Organisation of African Unity (OAU), to neo-traditional, patriarchal notions of governance
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