"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

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dc.contributor.authorPaxton, Moraghen_ZA
dc.date.accessioned2014-11-29T17:25:09Z
dc.date.available2014-11-29T17:25:09Z
dc.date.issued2007en_ZA
dc.descriptionReaders must seek for permission to reproduce this worken_ZA
dc.description.abstractThis 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.en_ZA
dc.identifier.apacitationPaxton, M. (2007). "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. <i>International Journal of Learning</i>, http://hdl.handle.net/11427/9816en_ZA
dc.identifier.chicagocitationPaxton, Moragh ""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." <i>International Journal of Learning</i> (2007) http://hdl.handle.net/11427/9816en_ZA
dc.identifier.citationPaxton, M. 2007. "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. International Journal of Learning.en_ZA
dc.identifier.issn1447-9494en_ZA
dc.identifier.ris TY - Journal Article AU - Paxton, Moragh AB - 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. DA - 2007 DB - OpenUCT DP - University of Cape Town J1 - International Journal of Learning KW - bilingual KW - multilingual KW - concept KW - development KW - attitudes LK - https://open.uct.ac.za PB - University of Cape Town PY - 2007 SM - 1447-9494 T1 - "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 TI - "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 UR - http://hdl.handle.net/11427/9816 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9816
dc.identifier.vancouvercitationPaxton M. "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. International Journal of Learning. 2007; http://hdl.handle.net/11427/9816.en_ZA
dc.language.isoengen_ZA
dc.publisherCommon Ground Publishingen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceInternational Journal of Learningen_ZA
dc.source.urihttp://ijl.cgpublisher.com/product/pub.30/prod.1441en_ZA
dc.subjectbilingualen_ZA
dc.subjectmultilingualen_ZA
dc.subjectconcepten_ZA
dc.subjectdevelopmenten_ZA
dc.subjectattitudesen_ZA
dc.title"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 Africaen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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