Browsing by Author "Madiba, Mbulungeni"

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    The compilation of multilingual concept literary glossaries at the University of Cape Town: a lexicographical function theoretical approach
    (Stellenbosch University, 2011) Nkomo, Dion; Madiba, Mbulungeni
    This article proposes a lexicographical approach to the compilation of multilingual concept literacy glossaries which may play a very important role in supporting students at institutions of higher education. In order to support concept literacy, especially for students for whom English is not the native language, a number of universities in South Africa are compiling multilingual glossaries through which the use of languages other than English may be employed as auxiliary media. Terminologies in languages other than English are developed by translating English terms or coining new terms in these languages to exploit the native language competence of most students. The glossary project at the University of Cape Town (UCT) which was conceived under the auspices of the Multilingualism Education Project (MEP) is discussed. It is shown that the UCT glossaries are compiled using methods consistent with those employed in modern lexicography or proffered in lexicographical theory. The lexicographical function theory is specifically used to account for the glossaries and their production. It is suggested that modern lexicography can provide useful guidance for the production of glossaries, given that the earliest glossaries constitute the humble beginnings of lexicography.
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    Fast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossaries
    (CSSALL Publishers, 2010) Madiba, Mbulungeni
    The aim of this article is to discuss the corpus-based Multilingual Concept Glossaries project at the University of Cape Town (UCT) and to show how multilingual glossaries can be used to fast-track concept literacy among English as Additional Language students (EALs). In South Africa, it is an accepted fact that most of EAL students from poor academic and family backgrounds enter higher education with limited English proficiency which makes it difficult for them to learn and understand concepts in different content learning areas (cf.Kapp 1998; Council on Higher Education 2007; National Benchmark Tests Project Progress Report 2009). Thus, the development of the multilingual glossaries is aimed at providing academic support to these students. It is the contention of this article that the development of these glossaries constitutes an important intervention strategy to optimize concepts learning in different content areas to EAL students. The pedagogic value of glossaries is widely acknowledged by many scholars in the field of academic literacy (cf. Hüllen1989; Marzano 2003, 2004; Graves 2006; Beck, McKeown & Kucan 2008; Hiebert & Kamil 2005; Farstrup & Samuels 2008; Sauer 2009). However, as the Project is still in its initial stage, the article mainly provides a conceptual argument based on two theories, namely, the theory of conceptual difficulty (cf.Perkins 2007; 2009), which provides a theoretical framework for analysing EAL students' conceptual difficulties, and Vygotsky's socio-cultural constructive theory which provides a framework of pedagogic intervention to fast-track concepts learning.
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    How the teaching of indigenous languages among disparate multicultural groups in a South African corporate setting affect cohesion
    (2021) Bauer, Nickolaus; Zolfaghari, Badri; Madiba, Mbulungeni
    This study is an attempt to develop further theoretical insights into the link between language and cohesion across class and race within organizations operating in contemporary South Africa. Due to the combination of extensive diversity and pernicious inequality inherited from the country's colonial history, English – and to a lesser extent, Afrikaans – enjoys disproportionate power in education, commerce and industry over the other languages across South Africa. Notwithstanding the constitutional imperative of linguistic equality, English is the dominant tongue of power, which has led to indigenous languages – African indigenous languages in particular – assuming a subservient position within society. This has led to a myriad of knock-on effects that have either reinforced existing complex societal problems or have birthed entirely new issues, all of which have stifled attempts to build a non-racial, equal and prosperous South Africa for all. By using the existing literature compiled on subjects such as linguistic diversity, language acquisition, multiculturalism, organisational cohesion and their interconnectedness, this study aims to discover new thinking on how language can be used as a tool to re-order hierarchies and diminish divisions within an organization primarily and society more broadly. By measuring the level of cohesion and language capability and drawing inferences to their respective impacts on each other, it was investigated whether solidarity can be built across racial and class lines. The initial research question the researcher sought to answer morphed slightly from a specific focus on how teaching of indigenous languages by blue-collar workers to executives could affect cohesion within an organization into how such languages classes could impact interorganizational cohesion when conducted by juniors for their seniors within any company. This not only resulted in the research becoming more industry-agnostic, but empowered my findings to become broader, conclusions more comprehensive and recommendations more extensive. Research groups were formed across a variety of organizations from different sectors and research was conducted over a period of eight months. The extensive data collection was at once longitudinal - as cohesion and linguistic capability were measured before, during and after the study through questionnaires and written tests – but also auto-ethnographic in the personal conclusions the researcher drew throughout the study based on his adult life as a purveyor of multilingualism and ardent supporter of multiculturalism. Although the results of the research showed little direct change in measurable cohesion among participants, the process of language learning conducted by juniors for seniors presented a meaningful strategy to not only forge unity among participants but also understanding among individuals from disparate backgrounds, with a specific focus on identity, culture and class. It prompts further study into how language can be an easily accessible tool to build consensus not only within organisations, but in South African society at large, which remains one of the world's most unequal.
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    Language and academic achievement: perspectives on the potential role of indigenous African languages as a lingua academica
    (Stellenbosch University, 2012) Madiba, Mbulungeni
    Although research literature abounds with studies that show the importance of language for academic achievement, the potential role of indigenous African languages in the educational sector in South Africa has not been adequately appraised or appreciated. Accordingly, ambivalence is still rife among parents, teachers, learners and government about the use of these languages for academic purposes. This ambivalence is evident from the existing national language education policies, school language policies, language curricula and language practices in schools. Thus, the purpose of this article is to discuss the perspectives on the potential role of indigenous African languages for academic purposes in South Africa. The focus is mainly on the use of these languages to provide a scaffold for academic language proficiency which is critical to academic success. To this end, a complementary language-use framework or model for using indigenous African languages to support the development of academic language in multilingual schools and universities is proposed.
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    Multilingual education in South African universities: policies pedagogy and practicality
    (Elsevier Ldt., 2013) Madiba, Mbulungeni
    Universities in South Africa have over the last few years adopted multilingual language policies with a view to implementing multilingual education. The adoption of these language policies and the implementation of multilingual education accords with the new democratic constitution which recognizes 11 official languages at national level and the Language Policy for Higher Education (LPHE) adopted by government in 2002 to promote equity of access and success for all students in higher education. The aim of this article is to discuss the implementation of multilingual education in traditionally white English universities, and at the University of Cape Town (UCT). The argument of this article is that although multilingual education is not yet fully realized at UCT, the existing multilingual language policy has created agentive and implementational spaces for multilingual education in that university. The article draws insight from ethnographic theories and the multilingual education projects initiated at the university.
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    Towards multilingual higher education in South Africa: the University of Cape's experience
    (Taylor & Francis, 2010) Madiba, Mbulungeni
    South African universities are required by the Language Policy for Higher Education adopted by the government on 6 November 2002 to implement multilingualism in their learning and teaching programmes. Multilingualism is recommended in this policy as a means to ensure equity of access and success in higher education, in contrast to past colonial and apartheid education policies that left a legacy of inequality, exclusion and failure. The implementation of this policy requires that universities develop language policies that clearly show how multilingualism will be promoted in their institutional environment and in their teaching and learning programmes. Whereas most universities have thus far developed language policies that indicate how multilingualism will be promoted in general communication and environment, the implementation of multilingualism in teaching and learning programmes seems to pose a serious challenge. The University of Cape Town has during the past few years developed its language policy and plan with the aim of implementing multilingualism in its environment and in learning and teaching programmes. The aim of this paper is to discuss the university's experience in this regard and to highlight the lessons for implementing a university language policy that may be drawn from this experience.
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    The Tshivenda-English Thalusamaipfi/dictionary as a product of South African lexicographic processes
    (Stellenbosch University, 2010) Madiba, Mbulungeni; Nkomo, Dion
    The publication of a dictionary is regarded as the result of a lexicographic process. Three subtypes of a lexicographic process have been noted, namely the primary comprehensive, the secondary comprehensive and the dictionary specific lexicographic processes. In South Africa, the three lexicography processes correspond to the respective mandates of the Pan South African Language Board (PanSALB), the National Lexicography Units (NLUs) and the editorial teams involved in the compilation of the specific dictionaries. This hierarchical arrangement of the lexicographic practice is supported by the government within the country's national multilingual policy which was lauded in linguistic and lexicographic circles as a triumph for cultural democracy. It is almost a decade since these planned lexicographic processes have been in place. It seems the right time to consider the products of these South African lexicographic processes which are envied by many foreign lexicographers, especially in Africa. Accordingly, the article evaluates these lexicographic processes with special reference to the Tshivend√a–English T√halusamaipfi/Dictionary. Specifically, it addresses the question: To what extent does this dictionary represent lexicographic development in the indigenous South African languages which were marginalised before the establishment of the NLUs? A few insights are drawn from modern lexicographic theories for the general improvement of future lexicographic practice in languages with limited lexicographic tools such as Venda.
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    UCT Accents
    (2018-06-29) Bangeni, Abongwe; Hutchings, Cathy; Madiba, Mbulungeni; McKinney, Carolyn; Rycroft, Alan
    During 2015, students and staff at UCT drew attention to a wide range of forms of discrimination, including racist and sexist practices experienced across the institution. One of the issues include prejudice on individuals accents when communicating in English. This short video is expressing the findings of the investigation on the issues of accents at UCT presented in a report by Glynnis Lloyd.