English as a Language of Learning Teaching and Inclusivity: Examining South Africa's Higher Education Crisis

Cover
Half Title
Series Information
Title Page
Copyright Page
Table of Contents
Contributors
Foreword
Acknowledgements
1 Introduction
	Volume Overview – Themes, Concepts and Research Methods
	The Education Crisis in South Africa – Background and Current Challenges
	Chapter Outlines
	Conclusion
	References
2 A Narrative Account of the History of English in South Africa
	Introductory Note
	My Story
	Language Issues Within the Present Schooling System
	The Higher Education Landscape
	Postscript
	References
3 Assessing Student Writing: ‘A Tangled Situation’
	Introduction and Background
	A Historical Overview of Theories Which Impacted On Our Practices
	The Post-1915 Era
	Discussion of Our Train of Thought While Assessing a Writing Sample From 1995
	Implications
	Recommendations
	The Structural Responsibility of the Institution
	The Language and Literacy Mediator’s Responsibility
	The Disciplinary-Specific Lecturer’s Responsibility
	The Student’s Responsibility
	Conclusion
	References
4 The Complexity of Curriculum Design for English as a Medium of Instruction (EMI)
	Introduction
	Theoretical Orientations
	Curriculum Design
		Implementation
			Step 1 Choice of Research Topic
			Step 2 Choice of Group
			Step 3 Formulation of a Question Or Proposition
			Step 4 Presentation of the Proposal
			Step 5 Design of Questionnaire and Conducting of Interviews
			Step 6 Synthesis of Findings
			Step 7 Collaborative Report Writing
			Step 8 Presentation of Reports
			Step 9 Revision of Reports
			Step 10 Writing Reflective Commentary
			Step 11 Analysis of Reflective Feedback From Students
			Step 12 Overall Feedback On Their Performance and Reflective Commentary
			The Benefits of Enquiry-Based Learning and Inclusivity
	Discussion
	Conclusions
	Acknowledgements
	References
5 Students’ Self-Narratives of Linguistic Migration: Opportunities for Relinking
	Introduction
	Background
	Theoretical Framework
	Methodology
	A Three-Part Analysis
	Cluster A – Linguistic Identity Migration, Power and Credibility
	Cluster B – Linguistic Identity and Inclusivity
	Cluster C – Agency in the Making
		Extracts From the Seventh Sample Essay Titled Am I Becoming Someone Else?
		Extract From the Eighth Essay Am I Still a Xhosa?
	Reflections
	References
6 The Benefits of Collaborative Bilingual Reading
	Introduction and Context
	Theoretical Framework and Literature Review
	Methodology
		Case Study Format and Rationale
	Participants
	The Tutorials
		Data Collection and Analysis
		Tourism Communication Tutorial Assignments
		Questionnaire Regarding the Benefits of Bilingual Reading in the Tourism Tutorial
		Interviews Regarding the Students’ Backgrounds and the Benefits of Bilingual Reading in the Tourism Tutorial
	Results
		Tourism Communication Tutorial Assignments
		Questionnaire Regarding the Benefits of Bilingual Reading in the Tourism Tutorial
	Detailed Responses (Question 6)
		Interviews Regarding the Students’ Backgrounds and the Benefits of Bilingual Reading in the Tourism Tutorial
	Discussion
		Tourism Communication Tutorial Assignments
	Questionnaire Regarding the Benefits of Bilingual Reading in the Tourism Tutorial
	Interviews Regarding the Students’ Backgrounds and the Benefits of Bilingual Reading in the Tourism Tutorial
	Concluding Remarks
	References
7 The Film Black Panther as Catalyst for Changing Perceptions of Africa And/or ‘Being African’ Among Students in South Africa and the UK
	Introduction and Background
	The Context
	Theoretical Orientation
		Defamiliarisation
		Visual Impact for Emotional Appeal and for Raising Social Responsibility Issues
	Methodology and Data Collection Procedure
		The Data Collection Procedure With the South African 3rd-Year Pre-Service English Teachers
			Stage 1
			Stage 2
			Stage 3
			Stage 4
			Stage 5
		The Data Collection Procedure With UK Students
	Analysis and Findings
		Analysis of Responses From the South African Students
			Summaries and Analysis of Replies to Question 1: To What Degree Has the Film Impacted On Your Conceptions and Views of Africa, and Feelings About Africa?
			Summary and Analysis of Findings Regarding Question 2: Can the Film Be Used in Grade 7–12 English Classes to Raise Awareness of Social Justice, and Would the Student Be Inclined to Do This, Prompted By this Intervention?
			Summary of Responses to Question 3: To What Extent Do You Find Black Panther a Good Catalyst for the Teaching of English in a Justice Awareness-Based Curriculum?
			Responses to Question 4: Personally, What Would You Do in Your Classroom?
		Analysis of Responses From the UK Students
			Black Panther as an Echo of African History
			Representation of the African Continent in Black Panther
			Expression of Emotions in Black Panther
			Africa as an Example of Race Equality in the Film
			Some Final Considerations and Conclusions
	Conclusion
	References
8 Developing a Transformative Critical Language Awareness-Focused Curriculum
	Introduction
	Socio-historical Context
	Theoretical Underpinnings
	Research Methodology
	Student Feedback Regarding the Benefits of Discursive Spaces for Cross-Cultural and Cross-Lingual Interaction
	Student Feedback Regarding the Usefulness of the Critical Discourse Analysis Toolbox
	Conclusion
	Recommendations
	References
9 Cross-Disciplinary Learning: Radical Defamiliarisation in Art Teaching
	Introduction
	Philosophical Underpinnings
	Duo-ethnography as Research Methodology
	Greg and Liesel’s Stories
		Greg’s Story
			Questions Posed By Greg, the Facilitator to the Students, Are Usually Something Like This
		Liesel’s Story: ‘Tiptoeing Over the Hedgehogs’
	Some Reflections
	Conclusion
	Notes
	References
10 Reflections On Teaching for Social Justice at a South African University of Technology
	Introduction
	Conclusion
	References
11 Postscript
Index