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1
Posel, Dorrit, and Jochen Zeller. "Home language and English language ability in South Africa: Insights from new data." Southern African Linguistics and Applied Language Studies 29, no. 2 (June 2011): 115–26. http://dx.doi.org/10.2989/16073614.2011.633360.
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Spaull, Nicholas. "Disentangling the language effect in South African schools: Measuring the impact of ‘language of assessment’ in grade 3 literacy and numeracy." South African Journal of Childhood Education 6, no. 1 (December 3, 2016): 20. http://dx.doi.org/10.4102/sajce.v6i1.475.
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The aim of this article is to exploit an unusual occurrence whereby a large group of South African grade 3 students were tested twice, 1 month apart, on the same test in different languages. Using a simplified difference-in-difference methodology, it becomes possible to identify the causal impact of writing a test in English when English is not a student’s home language for 3402 students. The article aims to address the extent to which language factors (relative to non- language factors) can explain the high levels of underperformance in reading and mathematics in South Africa. I find that the language of assessment effect is between 0.3 and 0.7 standard deviations in literacy and 0 and 0.3 standard deviations in numeracy. This is approximately 1–2 years worth of learning in literacy and 0–1 year worth of learning in numeracy. By contrast, the size of the composite effect of home background and school quality is roughly 4 years worth of learning for both numeracy (1.2 standard deviations) and literacy (1.15 standard deviations). These results clearly show that the ‘language effect’ should be seen within the broader context of a generally dysfunctional schooling system. They further stress the importance of the quality of instruction, not only the language of learning and assessment. The fact that the literacy and numeracy achievement of South African children is so low in grade 3 (prior to any language switch to English in grade 4) should give pause to those who argue that language is the most important factor in determining achievement, or lack thereof, in South Africa.
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Klop, Daleen, and Monique Visser. "Using MAIN in South Africa." ZAS Papers in Linguistics 64 (August 31, 2020): 207–10. http://dx.doi.org/10.21248/zaspil.64.2020.575.
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South Africa is a country marked by cultural and linguistic diversity with 11 official languages. The majority of school children do not receive their formal schooling in their home language. There is a need for language assessment tools in education and rehabilitation contexts to distinguish between children with language learning problems and/or SLI, and language delay as a result of limited exposure to the language of learning. The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) provides clinicians and researchers with an appropriate and culturally relevant tool to assess bilingual children in both languages. So far MAIN has been widely used in Afrikaans- English bilingual children. However, translating and adapting MAIN to our other nine official languages to achieve functional and cultural equivalence is more challenging.
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van Wyk, Barry. "Networking a quiet community: South African Chinese news reporting and networking." Journal of African Media Studies 12, no. 2 (June 1, 2020): 189–221. http://dx.doi.org/10.1386/jams_00019_3.
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Half of all Chinese people living in Africa reside in South Africa, a community with a long history. On the surface, the South African Chinese community resembles a quiet community, yet it is actually a highly networked community that has developed networks and support structures to protect itself and to maintain its unique and vibrant identity in a dangerous environment. At the forefront of this is a community organization called the South African Chinese Community and Police Cooperation Centre. This community has also developed a home-grown South African Chinese language media to tell its own story. The South African Chinese media has been all but neglected by researchers and is analysed in depth here in English for the first time. This article examines six months of content, January‐July 2017, produced by South African Chinese media, lifting the veil on news reporting and networking in the South African Chinese community.
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Wildsmith, Rosemary. "The African languages in South African education 2009–2011." Language Teaching 46, no. 1 (November 28, 2012): 120–24. http://dx.doi.org/10.1017/s0261444812000420.
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South African National Language Education policy (South Africa, DoE 2002) enshrines multilingualism (ML) as one of its major goals. The implementation of such a policy is a slow process, however, particularly in the educational domain, where parents, teachers and students favour the dominant, ex-colonial language (English) for both historic and instrumental reasons (Dalvit & de Klerk 2005). However, results of the National Benchmarking Test (NBMT Report 2009) conducted at selected South African universities show that most non-English speaking students in higher education have underdeveloped language and numeracy skills for study at this level, one of the main barriers to access being that of language (Council on Higher Education 2007: 2). Efforts have thus intensified in South African institutions to introduce the home languages of learners into the educational domain, either as learning support alongside the main medium of instruction or as alternative languages of instruction, working towards the development of a bilingual education model. This report documents developments in research in the promotion and use of the African languages in education in South Africa in recent years, particularly since the publication of the previous report (Wildsmith-Cromarty 2009), which discussed various initiatives in the teaching, development and use of the African languages in South African education during the period 2005–2008. This report considers further developments in the use of the African languages for academic purposes in the following areas: the learning and teaching of these languages as additional languages and for professional purposes in selected disciplines for specialist programmes, and their intellectualization, which includes their use as languages of instruction, in the translation of materials and other learning resources, and development of terminology.
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Van Staden, Surette, Roel Bosker, and Annika Bergbauer. "Differences in achievement between home language and language of learning in South Africa: Evidence from prePIRLS 2011." South African Journal of Childhood Education 6, no. 1 (November 29, 2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.441.
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This study utilised regression methods to explain Grade 4 reading literacy achievement taking into account discrepancies between the language of the test and home language for learners who participated in the South African preProgress in International Reading Literacy Study (prePIRLS) 2011. Grade 4 learners were tested across all 11 official languages. The language of testing did not always coincide with the learner’s home language; therefore, prePIRLS 2011 test results reveal achievement for learners who in many cases did the test in a second or third language. Results from the current analyses show that testing in African languages predicts significantly lower results as compared to English, but that exponentially worse results by as much as 0.29 points lower of a standard deviation can be expected when the African language of the test did not coincide with the learners’ home language. Findings from the current study provide evidence that African children stand to be disadvantaged the most when a strong mother tongue base has not been developed and when education for children between Grade 1 and 3 is only available through a medium of instruction other than the mother tongue. Evidence that exposure to a language that at least shares linguistic similarities to the home language could have a positive effect.
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Kamfer, L., D. Venter, and A. B. Boshoff. "The portability of American job involvement and job satisfaction scales to non-English speaking South Africans." South African Journal of Economic and Management Sciences 1, no. 1 (March 31, 1998): 85–107. http://dx.doi.org/10.4102/sajems.v1i1.1870.
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The scales discussed in Boshoff and Hoole (above) were applied to a sample of non-English mother tongue speakers in South Africa to test their "portability" between America and South Africa. Where more than one possible structure was obtained, they were compared by means of confirmatory factor analysis. To reduce error variance and improve goodness of fit indices, items were aggregated by taking the mean of random item clusters, and the confirmatory factor analyses repeated. The best fit solution for each of the scales was identified and discussed. Indications are that both the Minnesota Satisfaction Questionnaire and the Kanungo Job Involvement Scale can be used with confidence in South Africa, even on respondents who are not home language English speakers.
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Sekhukhune, C. D. "THE NARRATIVE OF DUAL MEDIUM IN A MULTILINGUAL CONTEXT OF A BLACK URBAN AREA IN GRADE R." International Journal of Educational Development in Africa 2, no. 1 (October 28, 2015): 70–83. http://dx.doi.org/10.25159/2312-3540/128.
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This article is a critical analysis of how a black urban primary school in South Africa used dual medium in two Grade R (Reception year or kindergarten) classes. An ethnographic inquiry was conducted in a township primary school, informed by sociocultural theory. The sample comprised children, teachers and parents of classes divided by the school according to the learners’ home languages. Data collection included interviews, observations, artefacts and a reflective journal, analysed using Atlas.ti software and Brewer’s steps of analysis. Language code-switching and translation were mainly employed by teachers to address language complexity emanating from internal and external factors affecting the school. Having to learn in a dual medium of one African language or home language and English highlighted the need to revisit the crucial area of language development and acquisition in early childhood development and foundation phase learners.
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Anthonissen, Christine. "‘With English the world is more open to you’ – language shift as marker of social transformation." English Today 29, no. 1 (February 27, 2013): 28–35. http://dx.doi.org/10.1017/s0266078412000545.
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This article gives an appraisal of bilingualism in Afrikaans and English among the Cape ‘Coloured’ community and of shifting patterns within it. It has become customary to use quotation marks around the termColouredand lower case to signal that this and other race-based terms are contested ones in South Africa (see Erasmus, 2001; Ruiters, 2009). On the advice of the ET editor for this issue, however, I will use the term with the capital and without quotation marks, since he argues – conversely – that the use of lower case and scare quotes in print can also be misconstrued as disrespect for a community. In this community it appears that a shift is underway from Afrikaans as first and as home language to English as the dominant family language. However, this shift does not follow a straightforward linear trajectory, and while some speakers appear to have abandoned Afrikaans in favour of English, in many families the language has not been jettisoned. Before citing studies that explore this complexity, including current work by the author, it is necessary to give a brief overview of the background to Afrikaans and English in South Africa and their place in the country's overall multilingualism.
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Harries, Jim. "Mission in a Post Modern World: Issues of Language and Dependency in Post-Colonial Africa." Exchange 39, no. 4 (2010): 309–30. http://dx.doi.org/10.1163/157254310x537007.
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AbstractThe communication revolution has made texts and languages available to people who, it is here suggested, might not have the cultural components needed to use them in the same way as native speakers. Introduced languages have in much of Africa eclipsed indigenous knowledge from opportunity for home grown development. Africans flocking to Western languages supported by numerous Western subsidies, leaves African ways of life concealed from the West. Western languages can be used to undermine the West. The inadequacy of English in Africa is illustrated by the contrast between the holistic and dualistic worldviews; English being dualistic is a poor means for expressing African holism. This makes the use of English in and for Africa inherently confusing. It is proposed that indigenous development be encouraged through challenging and encouraging African theology on its own terms, by encouraging some Western missionaries to use African languages and resources in their task.
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Pretorius, Elizabeth J., and Lieke Stoffelsma. "How is their word knowledge growing? Exploring Grade 3 vocabulary in South African township schools." South African Journal of Childhood Education 7, no. 1 (November 16, 2017): 13. http://dx.doi.org/10.4102/sajce.v7i1.553.
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In this article, we report on a study that examined the active and receptive English vocabulary of two different groups of Grade 3 learners in South African township schools. The groups consisted of English Home Language (HL) learners in the Western Cape and Xhosa HL and English First Additional Language (FAL) learners in the Eastern Cape. The purpose was to document their different vocabulary trajectories during Grade 3. The Woodcock-Muñoz Language Survey was used to measure the active vocabulary levels of 118 learners at the beginning and the end of the school year. Another 284 learners from the same eight Grade 3 classes participated in a receptive vocabulary test at the end of the year. This test assessed their knowledge of the 60 most frequent words that occur in South Africa Grade 4 English textbooks. Results showed that although the HL learners knew almost double the number of words their English FAL peers did, both groups of learners increased their active word knowledge through the year by about 9%. Regarding their receptive vocabulary, the English FAL learners on average only knew 27% of the most frequent words at the end of their Grade 3. No significant gender differences were found. Learners in both language groups who were above their grade age had significantly lower scores than their younger peers. This confirms findings that children who start school with weak language skills tend to stay weak. Finally, initial active vocabulary knowledge was found to be a strong predictor of vocabulary development during the school year.
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Hatoss, Anikó, Donna Starks, and Henriette Janse van Rensburg. "Afrikaans language maintenance in Australia." Australian Review of Applied Linguistics 34, no. 1 (January 1, 2011): 4–23. http://dx.doi.org/10.1075/aral.34.1.01hat.
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Changes in the political climate in the home country have resulted in the emigration of South Africans to English speaking countries such as Britain, Canada, Australia and New Zealand. Despite the scale of movement of the South African population, language maintenance in these diasporic contexts has received little consideration. This paper presents a description of an Australian Afrikaans-speaking community in the small Queensland city of Toowoomba. The study shows a high degree of bilingualism amongst the first generation Afrikaans community but also shows incipient signs of language shift within the home and a weak connection between language and identity.
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Heugh, Kathleen. "Multilingual Education Policy in South Africa Constrained by Theoretical and Historical Disconnections." Annual Review of Applied Linguistics 33 (March 2013): 215–37. http://dx.doi.org/10.1017/s0267190513000135.
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Multilingual education policy has been a controversial affair in South Africa, especially over the last 60 years. Recent research conducted by government-led and independent agencies shows declining student achievement within an education system that employs 11 home languages for education in the first three grades of primary school, followed by a transition to English medium for the majority (approximately 80%) of speakers of African languages. Research that focuses on the linguistic practices of students in urban settings suggests that there is a disjuncture between the construction of multilingualism within contemporary education policy and the multilingual reality of students (e.g., Heugh, 2003; Makoni, 2003; Makoni & Pennycook, 2012; Plüddemann, 2013; Probyn, 2009; Stroud & Heugh, 2011). There is also a disjunction between constitutional and other government policies that advance, on paper, a multilingual policy, yet are implemented through an assimilatory drive towards English (Alexander & Heugh, 1999). As predicted nearly two decades ago, the ideological framing of multilingualism during the negotiations in the early 1990s was to have consequences for the way in which language policy would unfold in the education sector over the next 20 to 30 years (Heugh, 1995, 1999). While poor student achievement in school may be ascribed to a range of socioeconomic indicators, this article draws attention to contributory factors that relate to language(s) in education. These include different constructions of multilingualism in education in relation to sociolinguistic and educational linguistic considerations, contradictory interpretations of multilingual education in a series of education policy documents, pedagogical weaknesses, and recent attempts to strengthen the provision of African languages education alongside English in the first 10 years of school (Grades R and 0–9; e.g., Department of Basic Education (DBE), 2013a, 2013b).
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Wildsmith-Cromarty, Rosemary, and Robert J. Balfour. "Language learning and teaching in South African primary schools." Language Teaching 52, no. 3 (July 2019): 296–317. http://dx.doi.org/10.1017/s0261444819000181.
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South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.
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Robertson, Sally-Ann, and Mellony Graven. "Exploratory mathematics talk in a second language: a sociolinguistic perspective." Educational Studies in Mathematics 101, no. 2 (August 16, 2018): 215–32. http://dx.doi.org/10.1007/s10649-018-9840-5.
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Abstract This paper illuminates challenges confronting teachers and students at the literacy/numeracy interface in contexts where students have not developed sufficient English language proficiency to be learning mathematics through English but, due to socio-politically and economically driven perceptions are being taught in English. We analyse transcript data of classroom talk in a South African grade 4 mathematics lesson on fractions. Together with interview data, the lesson data highlight some of the consequences students’ diminished access to their home language appear to have on their access to mathematical meaning-making.
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Makina, Blandina. "MANAGING TRANSITION: TEACHER ACCOMMODATION STRATEGIES IN AN ENGLISH SECOND LANGUAGE CLASSROOM." Commonwealth Youth and Development 13, no. 1 (June 1, 2016): 50–66. http://dx.doi.org/10.25159/1727-7140/1158.
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The South African Language in Education Policy (LiEP) makes provision for learners to be taught in their first language in the first three years of schooling. In accordance with this language policy, in most public schools, learners are taught in their home language in the first three years of school. In grade 4, which is the beginning of the intermediate phase, English - the second language (L2) – becomes the language of learning and teaching (LoLT) across all subjects except the mother tongue. Contrary to expectations, by grade 4, learners in disadvantaged environments have barely developed sufficient reading and writing skills in their home language to make a successful transition and function effectively in the L2. This paper is based on insights from lesson observations and interviews of three Grade 4 teachers of English as a Second Language. It documents the accommodation strategies used to help learners manipulate the language of learning and teaching (LoLT). Findings indicate that the translanguaging processes involved in making English part of the learners’ linguistic repertoire are heavily embedded in the home language, resulting in very slow development of the learners’ language proficiency in English. Recommendations are made on how to enable teachers to assist their learners to bridge this transition gap.
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Stainbank, Lesley, and Kerry-Lee Gurr. "The use of social media platforms in a first year accounting course." Meditari Accountancy Research 24, no. 3 (August 8, 2016): 318–40. http://dx.doi.org/10.1108/medar-08-2015-0051.
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Purpose The purpose of this exploratory study is to describe the use of social media platforms in a first-year accounting course at a South African university and provide evidence on whether students found these social networking sites useful. Design/methodology/approach The study uses survey research to determine students’ usage of two social media platforms (Facebook and Twitter) and their perceptions of these platforms’ usefulness in a first-year accounting course. Findings The study found that the time spent on the two social media platforms does not detract from the time spent on preparation for the first-year accounting course. Students’ perceptions on the usefulness of these platforms showed support by all students for using social media to provide career information, but not all students perceived the platforms to be useful for communication and teaching and learning. While no statistically significant differences were found in the students’ responses based on gender, a number of statistically significant differences were found when the results were analysed according to language. Students whose home language was not English found the two social media platforms more useful for some aspects of communication, teaching and learning and for career guidance than English-speaking students. Research limitations/implications The questionnaire was only administered to students on one campus who had actually accessed the social media platforms. Therefore, the results are not generalisable beyond this study. Practical implications The study shows that students whose home language is not English perceived the platforms more useful for communication, some teaching and learning aspects and for career guidance in a first-year accounting course. This may be helpful to other accounting teachers faced with student disruptions, large classes or high numbers of international students whose first language is not English, and who need to communicate with all their students. Originality/value The study adds to the discourse on the usefulness of social media platforms in a tertiary education setting, and more particularly, in a first-year accounting course in South Africa.
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Winbush, Christine, and Rachel Selby. "Finding home: South African migration to New Zealand." Aotearoa New Zealand Social Work 27, no. 1-2 (January 1, 2015): 46–58. http://dx.doi.org/10.11157/anzswj-vol27iss1-2id16.
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South Africans have migrated to New Zealand either deliberately abandoning their country of birth or drawn to New Zealand as a country opening its arms to them to begin a new life. Leaving home means many do wait for their souls to arrive in their newly adopted home. Many have suffered grief and loss, while adapting and settling into a new country and culture. Most of the families that have come to New Zealand are either of English or Afrikaans background. They bring skills needed in New Zealand and while many have readily adapted there are many who have struggled with the change. This paper addresses the issue of culture shock and other associated tensions experienced by South African mi- grants with Afrikaans as their first language. Themes addressed in this article emerged from a review of the literature and in the course of a research project. They represent issues of importance for New Zealand teachers, social workers, counsellors, mental health workers and all who work with migrants.
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Visser, Mariette, Andrea Juan, and Nosisi Feza. "Home and school resources as predictors of mathematics performance in South Africa." South African Journal of Education 35, no. 1 (February 27, 2015): 1–10. http://dx.doi.org/10.15700/201503062354.
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Willenberg, Ingrid. "‘Once upon a time in Bearland’: Longitudinal development of fictional narratives in South African children." First Language 37, no. 2 (December 14, 2016): 150–67. http://dx.doi.org/10.1177/0142723716679798.
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Children’s narrative skills have been widely studied in North America, but there is a paucity of African research. Within South Africa’s diverse socio-cultural context, this study of mixed-race children explored the development of narrative production and the influence of home background variables. Using the Bear Story picture prompt, this longitudinal study investigated the fictional oral narrative skills of 70 English-speaking children in kindergarten and Grade 3. Four key findings emerged: first, with age, narratives increased in lexical diversity, macrostructure elements and written discourse features. However, there was no increase in evaluation, thus highlighting the complexity and nonlinear nature of narrative development. Second, early book reading experiences in the home were positively associated with Grade 3 narrative macrostructure. Third, there were no associations between narrative abilities and maternal education or mothers speaking a first language other than English, underscoring the importance of parental behaviours above factors such as education and language background. Finally, contrary to expectations, the findings suggest more similarities than differences between these children and their peers in other contexts.
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Schlanger, Nathan. "The Burkitt affair revisited. Colonial implications and identity politics in early South African prehistoric research." Archaeological Dialogues 10, no. 1 (October 2003): 5–26. http://dx.doi.org/10.1017/s1380203803211120.
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The alleged professional misconduct of Cambridge prehistorian Miles Burkitt, over his guided archaeological trip to South Africa in 1927 and the single-authored publication that resulted, has been taken to epitomize colonial relations of expropriation. However, unexploited archival and printed resources show that the affair has far more interesting implications, and that in South Africa of the 1920s and 1930s prehistoric archaeology became something of a ‘national discipline’, bearing both on national prestige abroad and on national unity at home, in the stormy relations between the English- and Afrikaans-speaking communities.
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Cherian, V. I., and M. C. Malehase. "Relationship between Family Income and Achievement in English of Children from Single- and Two-Parent Families." Psychological Reports 83, no. 2 (October 1998): 431–34. http://dx.doi.org/10.2466/pr0.1998.83.2.431.
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To study the relationship between financial conditions in the home and scholastic achievement of 234 Standard 7 pupils (103 boys, 131 girls), a questionnaire was given to the children who were chosen at random from 34 Junior Secondary Schools in the Mankweng Education Circuit of South Africa. Pearson correlation coefficient and analysis of variance showed no relationship between financial conditions at home and scholastic achievement of children from single-parent and two-parent families.
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van Eeden, René, and Casper H. Prinsloo. "Using the South African Version of the 16PF in a Multicultural Context." South African Journal of Psychology 27, no. 3 (September 1997): 151–59. http://dx.doi.org/10.1177/008124639702700304.
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The objective of this study was to determine the fairness of the 1992 South African version of the Sixteen Personality Factor Questionnaire (16PF, SA92) for various groups and to contribute to the knowledge on the profiles of specific career groups. The use of this questionnaire was evaluated on employees of a multicultural South African financial institution. The profiles of males and females were compared. So too were the profiles of individuals tested in their first language (Afrikaans or English) and individuals who indicated that their home language is an African language but who were tested in English. A comparison with the general population showed differences in primary and second-order factors, most of which could be explained in terms of the occupational type. Although there did not seem to be a need for specific norms, some cultural and gender-specific trends were found that should be considered when interpreting results on the 16PF, SA92. The factor structures of the total sample and the various subgroups were essentially the same and justified the use of the formulae for the second-order factors given in the manual. However, group-specific trends were also found in the constructs measured and these should be considered for the interpretation and usage of the scores on the primary and second-order traits.
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Stiebel, Lindy. "‘A quintessentially English designer’ from Durban: Victor Stiebel’s South African Childhood (1968)." Fashion, Style & Popular Culture 00, no. 00 (February 16, 2021): 1–17. http://dx.doi.org/10.1386/fspc_00061_1.
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Victor Stiebel (1907–76), in his obituary in The Times, was described as a well known and highly esteemed British couturier. Yet, for the first eighteen years of his life, Stiebel lived unremarkably in Durban, South Africa, with his middle-class colonial family. In an article written by a fashion historian who appraised his importance within the British fashion industry, Stiebel is described as the quintessential English designer. How did this ‘Englishness’ develop and what evidence do we see of this quality in his autobiography South African Childhood (1968) that covers his childhood years? The leap from Durban to London and his subsequent career as a court dressmaker and couturier, plus designer for Hollywood stars including Vivien Leigh and Katherine Hepburn, is vast, but it is one that Stiebel eagerly made. The bridge, this article argues, is the very ‘Englishness’ that Stiebel encountered in his home and the colonial society of Durban in the Edwardian era in which he grew up. Life in the colonies concentrated this quality in its settlers probably because of their distance from the metropole rather than their proximity. This article sets out to examine what form this ‘Englishness’ took in Stiebel’s life and work, evident visually in his dress designs according to fashion historians, but also, from a literary historian’s point of view, in his autobiographical writing and written correspondence, particularly that with the actress Vivien Leigh.
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Paxton, Moragh Isobel Jane. "‘It's easy to learn when you using your home language but with English you need to start learning language before you get to the concept’: bilingual concept development in an English medium university in South Africa." Journal of Multilingual and Multicultural Development 30, no. 4 (July 2009): 345–59. http://dx.doi.org/10.1080/01434630902780731.
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Fitzpatrick, Matthew. "New South Wales in Africa? The Convict Colonialism Debate in Imperial Germany." Itinerario 37, no. 1 (April 2013): 59–72. http://dx.doi.org/10.1017/s0165115313000260.
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In 1852, the naturalist and writer Louisa Meredith observed in her book My Home in Tasmania: “I know of no place where greater order and decorum is observed by the motley crowds assembled on any public occasion than in this most shamefully slandered country: not even in an English country village can a lady walk alone with less fear of harm or insult than in this capital of Van Diemen's Land, commonly believed at home to be a pest-house, where every crime that can disgrace and degrade humanity stalks abroad with unblushing front.”Meredith's paean to life in the notorious Australian penal colony of Hobart was in stark contrast to her earlier, highly unfavourable account of colonial Sydney. It papered over the years of personal hardship she had endured in Australia, as well as avoiding mention of the racial warfare against Tasmania's Aborigines that had afforded her such a genteel European existence.Such intra-Australian complexities, however, were lost when Meredith's account was superimposed onto German debates about the desirability of penal colonies for Germany. Instead, Meredith's portrait of a cultivated city emerging from the most notorious penal colony in Australia was presented as proof that the deportation of criminals was an important dimension of the civilising mission of Europe in the extra-European world. It was also presented as a vindication of those in Germany who wished to rid Germany of its lumpen criminal class through deportation. The exact paragraph of Meredith's account cited above was quoted in German debates on deportation for almost half a century; first in 1859 by the jurist Franz von Holtzendorff, and thereafter by Friedrich Freund when advocating the establishment of a penal colony in the Preußische Jahrbücher in September 1895.
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Senior, John. "In whose Languages should we Teach?: A Comparison of Historically Disadvantaged Student English and Home Language Capabilities at a South African University." International Journal of Learning: Annual Review 16, no. 11 (2009): 189–200. http://dx.doi.org/10.18848/1447-9494/cgp/v16i11/46741.
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Aunio, Pirjo, Riikka Mononen, Lara Ragpot, and Minna Törmänen. "Early numeracy performance of South African school beginners." South African Journal of Childhood Education 6, no. 1 (December 15, 2016): 8. http://dx.doi.org/10.4102/sajce.v6i1.496.
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Early numeracy skills are highly relevant for children’s mathematics learning at school, especially in the initial years when much mathematics learning relies on early numeracy competence. The aim of this study was to investigate the level of early numeracy skills in a sample of South African children in the first months of formal schooling. In this cross- sectional study, there were 443 first graders (206 girls and 237 boys) from Gauteng Province schools. The mean age of the children was 81.61 months (6 years 10 months) (SD 5.40 months). Their early numeracy skills were measured with the ThinkMath Scale. The main finding of this study was that there were statistically significant differences in early numeracy skills between the children when they started first grade. The differences were related to the home language of the first graders in the English medium schools, as well as the type of school (public vs. private). This article concludes that the numeracy competence of the children from the sample was notably varied in the beginning of their formal schooling, which has implications for teaching in the vastly different classroom populations that are all served by one national curriculum.
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Li, Wen. "The Role of Language Capability in Migration Choice of International Medical Students." International Medical Student Education 3, no. 1 (June 22, 2020): 27–35. http://dx.doi.org/10.51787/imse202000104.
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Background:An alarming proportion of healthcare workers from low- and middle-income countries (LMICs) migrate to foreign countries, especially to high-income countries (HICs), to seek employment. The aim of this study was to explore the role of language capability in migration choice of China-educated international medical students (IMSs), mainly from LMICs in Asia and Africa. Methods:A questionnaire was delivered electronically to final-year IMSs at 4 universities in China from June, 2019 to July, 2019. The questionnaire comprised questions on language capability and migration choices of IMSs. Chi-square test was used to determine whether participants’ English language proficiency, Chinese language proficiency, and capability of speaking multi-languages were associated with their migration choices. Results:A total of 202 valid responses were obtained and 91 (45%) participants showed intention of choosing a foreign country. The intention of staying outside the home country was associated with the capability of speaking multi-languages (speaking at least another non-English foreign language apart from Chinese) by IMSs. Higher-level Chinese proficiency certificate holders were more likely to choose China as the destination country. The capability of speaking a non-English/non-Chinese foreign language did not correspond to the intention of migrating to the country where this language is spoken. Furthermore, the intention of migrating to a non-English/non-Chinese speaking foreign country did not correspond to the capability in the language spoken in this foreign country. Conclusion:The effect of language capability on migration choice of China-educated IMSs was explored in this study. The findings indicate that language capability has played some role in IMSs’ migration choice. However, migration decision-making process is complex and is affected by various factors. Therefore, further studies should be conducted to explore correlations among factors affecting migration choice of IMSs.
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Lusekelo, Amani, and Victor Mtenga. "Historicity of personal names in Tanzania: the case of the names in the Rombo-Chagga community in Kilimanjaro." International Journal of Modern Anthropology 2, no. 13 (July 7, 2020): 100–121. http://dx.doi.org/10.4314/ijma.v2i13.3.
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The history of African societies, which are mostly oral, could be deciphered through onomastics. This is possible because naming practices, which are elaborate, and personal names, which are meaningful, are cherished in African communities. In most cases, the circumstances at birth, which split into several strands, dictate the choice of the name by the name-givers. Naming practice is an elaborate phenomenon amongst the Rombo-Chagga people of Kilimanjaro in Tanzania on two grounds. On the one hand, clan names are associated with Chagga calendar and socio-economic activities, e.g. Mkenda „born during unlucky days‟. On the other hand, home-names reveal circumstances at birth and historical events within the family and beyond, e.g. Ndekir‟yo„I am cured‟. In addition, amongst the Bantu speaking communities in Sub-Saharan Africa, naming practices have been influenced by Christianization, Islamicization and colonization. The personal names of the Rombo-Chagga people reveal the strands of religious (formal) names and foreign (English or Kiswahili) names, e.g. Barakaeli „God-bless‟.Keywords: Ethnohistory, Personal names, Language-in-contact, Rombo-Chagga, Tanzania
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Van der Walt, Marthie. "Study orientation and knowledge of basic vocabulary in Mathematics in the primary school." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (September 7, 2009): 378–92. http://dx.doi.org/10.4102/satnt.v28i4.73.
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Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners’ lack of basic mathematics and vocabulary skills in particular is a source of major concern. In the first national systemic evaluation of learners’ skills in English, mathematics and science in 2001 Grade 3 learners achieved an average of 30% in mathematics. In the follow-up studies, Grade 6 learners achieved a national average of 27% in mathematices, in 2004, while nationally eighty percent of Grade 3 and 6 learners achieved less than 50 percent for mathematics and Languages in 2008. The finding that so many primary school learners today are not numerate or literate has a direct influence both on the teaching and the learning of mathematics. Everything possible needs to be done to change this situation. During the past 15 years, the research focus in mathematics has shifted to an examination of the influence of social, cognitive and metacognitive, conative and affective factors on achievement in mathematics. In this regard, it is of particular importance that an ongoing investigation into “other” aspects that impact on achievement in mathematics is launched, rather than to restrict the investigation to mere assessment of objectives that are aimed at continually evaluating cognitive progress in mathematics. There is sufficient empirical evidence that an adequate orientation to the study of mathematics correlates positively with high achievement in mathematics on secondary and tertiary levels. The aim of this research was to investigate the extent to which the performance in study orientation (Study Orientation questionnaire in Mathematics (Primary)) and knowledge of basic vocabulary/terminology in mathematics (Mathematics Vocabulary (Primary)) (vocabulary as one aspect of language in Mathematics) of Grade 4 to 7 learners predict performance in mathematics (Basic Mathematics (Primary)). Three standardised questionnaires were administered, namely the Study Orientation questionnaire in Mathematics (Primary), or SOM(P), Mathematics Vocabulary (Primary) or (MV(P), and Basic Mathematics (Primary) or BM(P). The participants consisted of learners in Grade 4 to 7 (n = 1 103) in North-West Province with respectively Afrikaans, English and Tswana as their home language. Results from the data, by calculating intercorrelations and stepwise regression, confirmed that learners’ performance in mathematics (BM(P)) can be predicted through their performance in the knowledge of basic vocabulary in mathematics (MV(P)), their “maths” anxiety, study attitude towards and study habits in mathematics (SOM(P)). The results can be implemented to improve learners’ performance in mathematics when teachers identify inadequate knowledge of basic vocabulary in mathematics as well as study orientation (for example, “maths” anxiety, study attitude towards and study habits in mathematics) in the early years of schooling. Learners’ scores can be checked to identify those requiring aid, support, remediation and/or counselling. An analysis of individual answers (particularly those where learner’s replies differ significantly in respect of the answers usually given by good achievers in mathematics) could be extremely useful. Enculturing learners to the vocabulary of mathematical language is an aspect of instruction that needs specific attention. The three questionnaires, which are administered in this research, provide mathematics teachers with standardised tools with which to make a simple systematic analysis of a number of important background particulars, feelings, attitudes, habits and customs with regard to the learner’s academic orientation in mathematics, as well as to their knowledge of basic vocabulary in mathematics that could be remedied when inadequate.
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Nduna, Mzikazi. "Growing Up Without a Father and a Pursuit for the Right Surname." Open Family Studies Journal 6, no. 1 (December 31, 2014): 31–38. http://dx.doi.org/10.2174/1874922401406010031.
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Young people who grew up without their biological fathers may or may not use their surnames. This paper contributes to an understanding of young people’s views of the relevance of a biological paternal surname. We conducted gender-matched in-depth interviews with 73 volunteers aged 14-39 in two South African provinces and transcribed and translated audio-recorded home language interviews into English. The findings indicate that the pursuit for using a biological father’s surname was motivated by seeking ancestral protection, seeking one’s father so that he could play an overseeing role in rituals, and citizenship rights; some participants believed that the use of a biological father’s surname was essential for registration for an identity document, passport, marriage and death certificate. However, there was no agreement in the data about the importance and usefulness of using a biological father’s surname. In conclusion, the article maintains that the father’s surname is important for some children who grew up without their fathers.
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Banda, Felix, and Dennis Banda. "Demystifying research methods: everyday experiences as socio-cultural co(n)texts for effective research methods in teaching and learning in institutions of higher learning in Africa." Scholarship of Teaching and Learning in the South 1, no. 1 (September 11, 2017): 60. http://dx.doi.org/10.36615/sotls.v1i1.13.
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The aim of the paper is to demonstrate how everyday knowledge can be incorporated into the classroom practices of institutions of higher learning to inform inclusive outcomes for linguistically and culturally diverse students. Using a metaphor of a marketer’s everyday interrogation of market conditions, a postgraduate guide to proposal writing and the funds of knowledge socio-cultural framework, we illustrate how forms of everyday and school knowledge can be used concurrently in the construction of socially responsive dialogic pedagogy. We argue for scholarship of teaching and learning (SOTL) in the South in which knowledge and theory generation is not a preserve of English only, but more so, of the complex interactions between English and the multiplicity of languages that students bring to the classroom. We conclude that SOTL in the South needs to be founded on the transfiguration of everyday knowledge and formal academic knowledge to facilitate the production of new and more powerful knowledge in multicultural postcolonial society. This would allow for inclusive pedagogy that caters for diversity in classrooms, and activity-based teaching and learning, networking students’ experiential, community/home and formal academic knowledge in the construction of new and powerful knowledge.
How to cite this article:
BANDA, Felix; BANDA, Dennis. Demystifying research methods: everyday experiences as socio-cultural co(n)texts for effective research methods in teaching and learning in institutions of higher learning in Africa. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 60-77, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=13>. Date accessed: 12 sep. 2017.
This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Watson, James. "English Associationalism in the British Empire: Yorkshire societies in New Zealand before the First World War." Britain and the World 4, no. 1 (March 2011): 84–108. http://dx.doi.org/10.3366/brw.2011.0006.
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The rise of the Yorkshire societies in New Zealand coincided with the maturation of the British Dominions. Emerging as modern nations in their own right, New Zealand, Australia, South Africa and Canada were conscious of the need to consolidate selected cultural influences to inform the development of distinctive national identities. Given the fact that the English in New Zealand were the single largest British immigrant group, there seemed to be little need to assert or celebrate ‘Englishness’ and this was in stark contrast to the Scots whose widespread associational culture has been well-documented. Importantly, however, the emergence of Yorkshire, as opposed to English, societies reveals the crossroads of the immigrant experience: the dual identity. Asserting the importance of Yorkshire, its working-class culture and its people, as an important and defining facet of British success became very important at a time when immense social and economic changes were sweeping across Britain. The rise of Yorkshire societies abroad illuminates the desire for a greater recognition of the role played by the north in Britain's development at home and abroad. By examining the prevalence of Yorkshire societies in New Zealand, their membership, aims and activities, this article sheds new light on regional loyalties within English immigrant communities and their connection to Britain's imperial authority.
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Rafapa, Lesibana. "Indigeneity in modernity. The cases of Kgebetli Moele and Niq Mhlongo." Tydskrif vir Letterkunde 55, no. 1 (February 2, 2018): 90–109. http://dx.doi.org/10.17159/2309-9070/tvl.v.55i1.3038.
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The study of South African English literature written by black people in the postapartheid period has focused, among others, on the so-called Hillbrow novels of Phaswane Mpe and Niq Mhlongo, and narratives such as Kgebetli Moele's Book of the Dead (2009) set in Pretoria. A number of studies show how the fiction of these writers handles black concerns that some critics believe to have replaced a thematic preoccupation with apartheid, as soon as political freedom was attained in 1994. However, adequate analyses are yet to be made of works produced by some of these black writers in their more rounded scrutiny of the first decade of democracy, apart from what one may describe as an indigenous/traditional weaning from preoccupation with the theme of apartheid. This study intends to fill this gap, as well as examine how such a richer social commentary is refracted in its imaginative critique of South African democratic life beyond its first decade of existence. I consider Mhlongo's novels Dog Eat Dog (2004) and After Tears (2007); together with Moele's narratives reflecting on the same epoch Room 207 (2006) and The Book of the Dead (2009). For the portrayal of black lives after ten years of democracy, I unpack the discursive content of Mhlongo's and Moele's novels Way Back Home (2013) and Untitled (2013) respectively. I probe new ways in which these postapartheid writers critique the new living conditions of blacks in their novelistic discourses. I argue that their evolving approaches interrogate literary imaginaries, presumed modernities and visions on socio-political freedom of a postapartheid South Africa, in ways deserving critical attention.  I demonstrate how Moele and Mhlongo in their novels progressively assert a self-determining indigeneity in a postapartheid modernity unfolding in the context of some pertinent discursive views around ideas such as colourblindness and transnationalism. I show how the discourses of the author's novels enable a comparison both their individual handling of the concepts of persisting institutional racism and the hegemonic silencing of white privilege; and distinguishable ways in which each of the two authors grapples with such issues in their fiction depicting black conditions in the first decade of South African democratic rule, differently from the way they do with portrayals of the socio-economic challenges faced by black people beyond the first ten years of South African democracy.
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Nunziata, Daniele. "“The First English Lady Seen in These Parts”: Autoexoticizing Race and Gender in Colonial Women's Writing on Cyprus." PMLA/Publications of the Modern Language Association of America 132, no. 2 (March 2017): 413–20. http://dx.doi.org/10.1632/pmla.2017.132.2.413.
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I have before remarked upon the … excitement which our presence caused in many villages, where we were assured that, with the exception, of course, of a Turk, we were the first Europeans seen…. The extraordinary sight of the first English lady ever seen (indeed, few Europeans had got so far) brought a crowd….—Scott-Stevenson, Our Home in CyprusFrom its earliest literary representations in english, Cyprus has been associated with intersecting anxieties toward race, religion, and sexuality. Inaugurating this theme, Shakespeare's Othello appropriates the culturally hybrid setting among Africa, Asia, and Europe as a space of uneasy female autonomy and as a locus of dangerous political and sexual activity orchestrated by men: Venus's island is, for European Venice, a “business of some heat” (211; 1.2.47), a commercial hub degrading into a deathbed of intercultural, interfaith, interracial sex. On the cultural frontiers among Catholicism, Orthodoxy, and Islam, staged temporally between Western Europe's waning crusading past and the rise of the Ottoman Empire, the island is an exoticized and effeminized space treated axiomatically as requiring the protection of Western paternalism. These themes pervade subsequent textual depictions of the space, a de facto British colony from 1878 to 1960, in works that venerate a reclaiming of the Ottoman possession by neo-Crusaders in the Orient. While academic scrutiny has addressed narratives such as Lawrence Durrell's Bitter Lemons (1957), there has been little focus on the patriarchal structuring of empire in this oeuvre of colonial travel writing or on the “persistent gendering of the imperial unknown” during this period (McClintock 24).
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Callaghan, Chris. "Gender moderation of intrinsic research productivity antecedents in South African academia." Personnel Review 46, no. 3 (April 3, 2017): 572–92. http://dx.doi.org/10.1108/pr-04-2015-0088.
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Purpose Ascription theory together with human capital theory both predict that, over time, the scarcity of knowledge and skills in increasingly complex working contexts will “crowd out” the influence of arbitrary characteristics such as gender. The purpose of this paper is to test the extent to which job performance determinants of research productivity differ by gender in their contributions to research productivity, in the developing country (South Africa) context, in which gender and other forms of historical discrimination were previously endemic. Design/methodology/approach Research output was measured as published journal articles indexed by Thomson Reuters Institute for Scientific Information, ProQuest’s International Bibliography of the Social Sciences and the South African Department of Higher Education and Training, as well as conference proceedings publications, conference papers presented and published books and book chapters. Structural equation modelling, with critical ratio and χ2 tests of path moderation were used to test theory predicting gender (sex) differences moderate the potential influence of certain intrinsic determinants of job performance on research productivity, as a form of academic job performance. Findings Gender is found to moderate the relationship between experience and research productivity, with this relationship stronger for men, who are also found to have higher research output. This is considered a paradox of sorts, as English and African home languages, which proxy racial differences in societal and economic disadvantages and unequal opportunities, are not significantly associated with research output differences. Findings further suggest none of the tested intrinsic effects are moderated by gender, contesting theory from general work contexts. Research limitations/implications This research applied a cross-sectional design, and did not apply causal methods, instrumental variables or controls for endogeneity. Nevertheless, these are limitations shared with most research in the human resources field, which is constrained by the type of data available in organisational contexts. Further research might do well to investigate non-intrinsic influences on research productivity which may be vulnerable to differences in societal gender roles. Originality/value This research offers a novel perspective of research productivity and gender inequality in a developing country context of increasing diversity, which might offer useful insights into other contexts facing increasing diversity in higher education. The problem of gender-based inequality in research productivity is empirically identified, and little evidence is found to support the notion that intrinsic effects, including core self-evaluations, are at the heart of this problem. Arguably, these findings reduce the problem space around gender inequality in research productivity, in a context in which other forms of disadvantage might no longer manifest in research productivity inequality.
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Ramlall, Suvira, Jennifer Chipps, Ahmed I. Bhigjee, and Basil J. Pillay. "Sensitivity and specificity of neuropsychological tests for dementia and mild cognitive impairment in a sample of residential elderly in South Africa." South African Journal of Psychiatry 20, no. 4 (November 30, 2014): 7. http://dx.doi.org/10.4102/sajpsychiatry.v20i4.558.
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<p><strong>Background. </strong>Neuropsychological tests can successfully distinguish between healthy elderly persons and those with clinically significant cognitive impairment. </p><p><strong>Objectives. </strong>A battery of neuropsychological tests was evaluated for their discrimination validity of cognitive impairment in a group of elderly persons in Durban, South Africa. </p><p><strong>Method. </strong>A sample of 117 English-speaking participants of different race groups (9 with dementia, 30 with mild cognitive impairment (MCI) and 78 controls) from a group of residential homes for the elderly was administered a battery of 11 neuropsychological tests. Kruskal-Wallis independent sample tests were used to compare performance of tests in the groups. Sensitivity and specificity of the tests for dementia and MCI were determined using random operating curve (ROC) analysis. </p><p><strong>Results. </strong>Most tests were able to discriminate between participants with dementia or MCI, and controls (<em>p</em><0.05). Area under the curve (AUC) values for dementia v. non-dementia participants ranged from 0.519 for the digit span (forward) to 0.828 for the digit symbol (90 s), with 14 of the 29 test scores achieving significance (<em>p</em><0.05). AUC values for MCI participants ranged from 0.754 for controlled oral word association test (COWAT) Animal to 0.507 for the Rey complex figure test copy, with 17 of the 29 scores achieving significance (<em>p</em><0.05). </p><p><strong>Conclusions. </strong>Several measures from the neuropsychological battery had discrimination validity for the differential diagnosis of cognitive disturbances in the elderly. Further studies are needed to assess the effect of culture and language on the appropriateness of the tests for different populations.</p>
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de Klerk, Vivian, and Barbara Bosch. "English in South Africa." English World-Wide 14, no. 2 (January 1, 1993): 209–29. http://dx.doi.org/10.1075/eww.14.2.03dek.
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Murray, Jeffrey. "Homer the South African." English Today 29, no. 1 (February 27, 2013): 58–61. http://dx.doi.org/10.1017/s0266078412000521.
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When reviewing a much-translated canonical text such as Homer's Iliad, it has become something of a topos to question the need for yet another translation of it. In the twenty-first century alone, Homer's Iliad has benefited from at least six published English translations already: Rodney Merrill (2007), Herbert Jordan (2008), Anthony Verity (2011), Stephen Mitchell (2011), Edward McCrorie (2012) and James Muirden (2012). Richard Whitaker adds his translation to the list with a slight variation on the standard Anglo-American English translations already available, presenting his readers instead with a ‘Southern African English’ version. With such a variety of Standard English prose and poetic translations already on offer, is there really a need for yet another Iliad? Will the novelty of its subtitle, as a ‘Southern African English’ Iliad, justify its publication, and what will prevent it from being judged merely as a postcolonial curiosity?
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Bernsten, Jan. "English in South Africa." Language Problems and Language Planning 25, no. 3 (December 31, 2001): 219–35. http://dx.doi.org/10.1075/lplp.25.3.02ber.
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In a departure from language policy in most other African countries, the 1996 South African Constitution added nine indigenous languages to join English and Afrikaans as official languages. This policy was meant to provide equal status to the indigenous languages and promote their use in power domains such as education, government, media and business. However, recent studies show that English has been expanding its domains at the expense of the other ten languages. At the same time, the expanded use of English has had an impact on the varieties of English used in South Africa. As the number of speakers and the domains of language use increase, the importance of Black South African English is also expanding. The purpose of this paper is to analyze current studies on South African Englishes, examining the way in which expanded use and domains for BSAE speakers will have a significant impact on the variety of English which will ultimately take center stage in South Africa.
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Snodin, Navaporn. "Mobility experiences of international students in Thai higher education." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1653–69. http://dx.doi.org/10.1108/ijem-07-2018-0206.
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Purpose The purpose of this paper is to achieve a better understanding of the current phenomenon regarding challenges of and potential for increased international recruitment and enhancement of the teaching and learning experience in Thai HE. The focus on what made these people choose Thailand, and their actual perceptions and experiences in Thai universities, are two main foci of this paper. Design/methodology/approach A qualitative approach through narrative interviews was selected as the researchers did not want to constrain this study with preconceived notions that might unduly steer the findings. During the interviews, detailed notes were taken, and the conversations were taped recorded, and then transcribed and analysed. The analytic approach adopted was a thematic analysis. NVivo qualitative data analysis software (QSR International Pty Ltd Version 11, 2017) was used to help organise and analyse the data. Findings The findings show that availability of scholarships, word-of-mouth referrals, and geographical and cultural proximity to a home country appear to be important pull factors. A series of interviews with international students from many different cultures, from both developed and developing countries, yielded some surprising insights including strong research support in some disciplines and the fact that academic life is personalised in Thai universities. Research limitations/implications The findings from this study suggested that engaging returnees as ambassadors, creating links between international student community and home student community before, during and after the education abroad experience could potentially help Thai HE to be more marketable at a global scale. International students have potentials to be future contacts for inducing the flow of international students evident by the social network or word-of-mouth referrals as one of the prominent pull factors. Practical implications The findings from this paper provide advice and guidance on how values-based, rather than purely numbers-driven strategies can help Thai HEIs across the country to be more attractive to students and to enhance their experience once they come to study in Thai HEIs. Originality/value This study will make an important critique of current theories of academic mobility that primarily focus on developed countries. Current literature in international education favours native English language countries and overlooks experiences of international students in developing countries. This study will contribute to the existing literature which is lacking in reported perceptions and experiences of international students in Asian countries, particularly the new emerging educational hub in Southeast Asia like Thailand. The paper includes experiences of students from developed countries such as Canada, France, Germany, the UK and the USA, filling in the gap in the current literature that dominantly reports experiences of Asian students in the developed English-speaking countries. Additionally, this study also reports the experiences of international students from the countries that are lesser known in the context of international education, including Cambodia, Egypt, Indonesia, Laos, Myanmar, Pakistan, South Africa, Sudan and Uganda.
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KADT, ELIZABETH. "Attitudes towards English in South Africa." World Englishes 12, no. 3 (November 1993): 311–24. http://dx.doi.org/10.1111/j.1467-971x.1993.tb00032.x.
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Juengeling, Fritz. "Bibliography of English in South Africa (Revisited)." Language Matters 30, no. 1 (January 1999): 197–98. http://dx.doi.org/10.1080/10228199908566153.
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Baderoon, Gabeba. "The Ghost in the House: Women, Race, and Domesticity in South Africa." Cambridge Journal of Postcolonial Literary Inquiry 1, no. 2 (June 17, 2014): 173–88. http://dx.doi.org/10.1017/pli.2014.17.
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AbstractIn South Africa, the house is a haunted place. Apartheid’s separate publics also required separate private lives and separate leisures in which to practice ways of living apartheid’s ideological partitions into reality. This essay analyzes the compulsive interest in black domesticity that has characterized South Africa since the colonial period and shows that domestic labor in white homes has historically shaped the entry of black women into public space in South Africa. In fact, so strong is the latter association that theDictionary of South African English on Historical Principlesreveals that in South African English the wordmaiddenotes both “black woman” and “servant.” This conflation has generated fraught relations of domesticity, race, and subjectivity in South Africa. Contemporary art about domestic labor by Zanele Muholi and Mary Sibande engages with this history. In their art, the house is a place of silences, ghosts, and secrets. Precursors to these recent works can be found in fiction, including Sindiwe Magona’s short stories about domestic workers in her collectionLiving, Loving and Lying Awake at Night(1994) and Zoë Wicomb’s novelPlaying in the Light(2006), in which a woman passing for white allows her mother into her house only under the pretense that she is a family servant. Muholi and Sibande have engaged the legacy of black women in white households by revisiting the ghosts of the house through performance, sculpture, and photography. Both were inspired by the intimate reality of their mothers’ experiences as domestic servants, and in both cases the artist’s body is central to the pieces, through installations based on body casts, performance, embodied memories, and the themes of haunted absences, abandonment, and longing.
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McArthur, Tom. "English in the world, in Africa, and in South Africa." English Today 15, no. 1 (January 1999): 11–16. http://dx.doi.org/10.1017/s0266078400010646.
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Ndebele, Njabulo S. "The English Language and Social Change in South Africa." English Academy Review 29, sup1 (June 2012): 49–64. http://dx.doi.org/10.1080/10131752.2012.695475.
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Ndebele, Njabulo S. "The English Language and Social Change in South Africa." English Academy Review 4, no. 1 (January 1987): 1–16. http://dx.doi.org/10.1080/10131758785310021.
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Mesthrie, Rajend. "English Language Studies and Social History in South Africa." English Academy Review 10, no. 1 (December 1993): 134–46. http://dx.doi.org/10.1080/10131759385310141.
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Butler, Guy. "English and the English in the New South Africa." English Academy Review 3, no. 1 (January 1985): 163–76. http://dx.doi.org/10.1080/10131758585310141.
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