Browsing by Subject "bilingual"

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    TEDI 2 Week 3 - Interview: Adapting Teaching Methods and Assessments
    (2019-06-01) Swift, Odette; McKinney, Emma
    In this video, Odette Swift interviews the very experienced Emma McKinney who excitedly shares first hand experiences of teaching and assessment adaptations. She highlights her propensity for research and interaction with fellow educators and her use of the bilingual-bicultural approach as her modus operandi for developing practical strategies for teaching and assessing deaf learners. From drama to games, Emma discusses how these strategies ensure that her deaf learners have access to the curriculum and meaningfully participate in her lessons. This video lecture 8/9 of week 3 of the course: Educating Deaf Children: Becoming an Empowered Teacher.
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    TEDI 2 Week 3 - Teaching Method Adaptations for the Deaf Child
    (2019-06-01) McKinney, Emma
    In this video, Emma McKinney, lecturer and researcher in the fields of education and disability studies, discusses teaching method adaptations for deaf children. Focusing on teaching English, avoiding fatigue, adapting the curriculum and adjusting for individual differences, Emma in her characteristic lightning speed, prescribes the bilingual-bicultural approach to teaching deaf children and poses thought-provoking questions which will guide teachers in making their teaching practices accessible for children who are deaf. This video lecture 6/9 of week 3 of the course: Educating Deaf Children: Becoming an Empowered Teacher.
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    "You would be a master of a subject if taught in Xhosa": an investigation into the complexities of bilingual concept development in an English medium university in South Africa
    (Common Ground Publishing, 2007) Paxton, Moragh
    This paper reports on a research project which set out to explore what happens when students at an English medium university in South Africa are given opportunities to negotiate conceptual understanding in their primary languages. The project employed a range of methods, including concept translation, multilingual tutorial groups, interviews and a survey questionnaire to develop a richer understanding of the possibilities for multilingual teaching and learning in English medium tertiary education settings in South Africa. By allowing the student voices in the bilingual tutorial discussions to illustrate the complex difficulties that students face when they negotiate understanding of new concepts in their primary languages, this paper develops a textured understanding of multilingual concept formation. In addition, the study has provided valuable insights into students' attitudes to multilingual teaching and learning which highlight the very complex relationships between language, learning and identity. Therefore this research should add to the body of research that has begun to emerge on shifting language attitudes and identity negotiation in the multilingual tertiary education context of South Africa (de Kadt 2005, Bangeni and Kapp, in press). The paper concludes by looking at ways in which English medium institutions can offer scaffolded support to ESL speakers who are learning through the medium of English.