Journal for Language Teaching

Editor's note

Kabelo Sebolai — 2023-12-20

We have reached another publication of the Journal for Language Teaching since our move to open access in 2022. Our gratitude goes to all the authors who contributed the articles that this volume comprises. We are even more grateful to all academics who reviewed these articles to help us decide on the quality and fitness of the articles for publication in the journal. We would not have reached this point without your expert input.

With a focus on an area of language development that is still a concern for language practitioners at all educational levels, the first five contributions offer research focused on reading development through translanguaging, and a respect for students’ identity, culture, language and ability. In their article, Romylos and Liberty Hove draw on Rosi Braidotti’s (2019) critical research perspective for thinking about teaching and reading for meaning in South African classrooms. Intellectually and pedagogically curious about how their [student] teachers enact and promote teaching strategies reflective of the intersection of pedagogical content knowledge (PCK), English as first additional language (EFAL) and teacher agency, these scholars document that symbiotic relationship to generate insights into teaching and questioning as instances of knowledge production. Among others, Romylos and Liberty Hove conclude by sharing important considerations: that in a complex, multilingual and diverse educational context such as South Africa, diversity, not homogeneity, is the norm (Blommaert & Horner, 2017) and that diversity provides higher education with opportunities rather than constraints in so far as it allows the academy to shift from a ‘difference-as-deficit’ model to a ‘difference-as-resource’ consciousness.

Echoing a similar message, Mabena interrogates learners’ reception of translanguaging pedagogy as a strategy for reading English L2 texts, attempting to determine if multilingual speakers in the senior phase reflect the unitary or the differentiated system of translanguaging, or both. Advocating strongly for the need to recognise the inter-related nature of identity, knowledge and language, the author argues against the unfairness of a monolingual system, offering the possibility of embracing students’ linguistic multilingual repertoire as a resource, and not a hinderance. In addition to findings which demonstrate the positive impact of such an approach, Mabena contends that teachers should be capacitated in using translanguaging and its multimodalities in the classroom, for doing so will disrupt the marginalization and alienation of African languages which should be a resource for epistemic access.

Focusing on the Intermediate Phase classroom, Ntshangase draws attention firstly, to the reading crisis facing the South African education system, at all levels, and secondly, to the challenges isiZulu teachers face in teaching reading comprehension, especially regarding teaching inclusive reading to at-risk readers in mainstream schools in under-resourced settings. The findings confirm that Intermediate Phase isiZulu teachers struggle to organize meaningful and cohesive reading strategies, that strategies employed are not structured to address specific reading challenges and that consequently, at-risk readers in mainstream schools remain inadequately catered for, thus highlighting the need for more serious interventions, and more consideration for ‘at-risk’ learners.

Moving to a focus on the higher education context, Kwarteng, keeping with the overall focus of literacy development and multilingualism, aimed to identify the level of vocabulary that can be acquired by L2 Swahili learners after watching a single Swahili movie with either Swahili or English subtitles. The results showed an increase in the participants’ vocabulary levels after watching the movie, with those in the standard group making statistically significant gains, suggesting that watching a movie in an L2 and visually seeing the subtitles in an L1 has a greater effect on vocabulary acquisition than watching and seeing the subtitles in the L2 only. Once again, this confirms the widely held view that the L1 must and can be exploited profitably for L2 development.

Along the lines of the four articles dealt with above, the contribution by Viriri and Ndimande-Hlongwa addresses the challenge faced by student teachers resulting from the assessment of teaching practice in African languages through English as the medium of this assessment. The article highlights the difficulty that this practice poses to the student teachers, regardless of the convenience it offers to the English-speaking assessors involved. By implication, the article highlights issues of validity and fairness in teaching practice assessment. In view of this, the authors conclude: “using English to assess Teaching Practice for African languages compromises the quality of both practice and supervision.”

The last two articles focus on issues of language teaching from the point of view of English and Afrikaans. The first by Meyers, seeks to demonstrate that collaboration by student teachers of English as an additional language can either benefit or disadvantage the development of their oral strategic competence and confidence, depending on how their lecturers set this interaction up. Thus, the article recommends that lecturers of these students be aware of this and mindful of how their own interaction with students can either boost or decrease the latter’s growth in oral strategic competence and confidence. The article contributes an important perspective to language development which can easily be overlooked.

The last contribution by Vos and Ruiters, raises a concern about the criteria currently used for selecting prescribed poems for Afrikaans Home Language at Grade 12 in South African schools. This concern is that this process is left to the discretion of teachers, who in the authors’ view, might not be adequately equipped to do justice to this important role. The authors recommend that the selection of poems take into account the diversity of Afrikaans, the linguistic background of the learners, and the guidelines from the Basic Education authorities as outlined in the National Curriculum Policy Statement. Ultimately, the concern that these authors raise is one of content validity in the context of a language curriculum.

Editor-in-Chief: Dr Kabelo Sebolai

Assistant Editor: Dr Avasha Rambiritch

December 2023

Stylising agency, identity and solidarities in South African English language classrooms

Salomé Romylos — 2023-12-08

In a call for papers, the English Academy of Southern Africa (EASA) problematises what we perceive as the challenges of stylising agency, identity and solidarities in South African literature in English and English Language classroom encounters. The academy argues that speaking of literature and literacy in a single breath is to take for granted a linear relationship between literature and literacy. In interrogating ways of reading, this article contends that such proficiency is itself unstable and shifting, subject to different contexts and approaches inasmuch as these diverse ways are contingent upon material and technological changes. Literacy is a contested term: while it denotes the ability to read and write, a more nuanced understanding recognizes its capacity to confer value and influence aesthetic judgment. Already implicit in such an understanding is the mutually reinforcing relation between literature and literacy: the cognitive skillset which enables us to read is constantly being modified by what we read, and by the material forms which our reading takes. The entanglement of literature and literacy is embedded in cultures, compelling us to ask how particular teachers, writers and critical literary approaches shape our reading practices, our ways of seeing. The same entanglement generates questions about social justice, access to education, and material affordances.

Learners’ reception of translanguaging as a model for reading English L2 texts

Mampoi Irene Mabena — 2023-12-13

Language is the mediator of two critical aspects of a child's education: identity and knowledge. Through language, learners can make sense of who they are and make sense of the world around them. However, the teaching of English second language in several schools in South Africa is such that a learner's identity, best described in their own indigenous languages, is not mirrored in the classroom and, in its place, a monolingual system (English-only) becomes central. Their acquired linguistic repertoire as multilingual learners is considered a hindrance to learning, not a resource. This paper assesses learners’ reception of translanguaging pedagogy as a model for reading English texts. It further seeks to take the debate about the paradox of translanguaging forward to determine if translanguaging is a unitary, differentiated system, or both. Exploring data in the form of class observations and interviews, the study reveals that translanguaging as a model for reading English L2 texts is well-received by learners as a practical and valuable pedagogical approach that can potentially improve English L2 performance. The results further establish the existence of both the unitary and the differentiated systems of translanguaging. In the end, the study's recommendations for transforming multilingual classrooms are discussed.

Challenges faced by intermediate phase isiZulu teachers in teaching inclusive reading

Chief Ntshangase — 2023-12-19

Despite several interventions put in place to alleviate the reading crisis in South African education, many teachers still experience challenges in teaching reading comprehension. The situation is even more dire with regards to teaching inclusive reading to at-risk readers in mainstream schools in under-resourced settings. Very few studies have been conducted to investigate the pedagogical strategies in teaching inclusive reading in the intermediate phase (IP) isiZulu classrooms. This study aims to investigate the pedagogical challenges faced by IP isiZulu teachers who are teaching reading comprehension skills to at-risk readers in the mainstream schools of uMkhanyakude district, in the Northern part of KwaZulu-Natal province. This qualitative study is guided by the Word Learning Theory which posits that reading instruction should enhance learners’ knowledge of the alphabet and high-frequency words. Data were collected through non-participant classroom observations and interviews with 10 IP isiZulu teachers based in uMkhanyakude district. The qualitative data were analysed by the researcher through coded thematic analysis. The units of analysis in this study are IP teachers’ pedagogic strategies in teaching inclusive reading. The findings indicate that IP isiZulu teachers struggle to organise meaningful and cohesive reading strategies. Strategies employed are not structured to address specific reading challenges and consequently at-risk readers in mainstream schools remain inadequately catered for. This study will contribute to the body of knowledge related to the pedagogical strategies best suited for developing inclusive reading.

Incidental vocabulary acquisition through watching movies with bimodal and standard subtitles: The case of L2 Swahili learners

Afua Hyiah Kwarteng — 2023-12-06

This study aimed to identify the level of vocabulary that can be acquired by L2 Swahili learners after watching a single Swahili movie with either Swahili or English subtitles. 30 University of Ghana L2 Swahili students, ranging in age from 18-30 were divided into two groups. The groups watched the same movie in Swahili with either bimodal (BM) or standard (STD) subtitling. Those in the bimodal group watched the movie with Swahili subtitles and those in the standard group watched the movie with English subtitles. English is the medium of instruction at the University of Ghana and the official language of Ghana. Participants were tested on vocabulary taken from the movie both before and after watching the movie. They took a pre-test before watching the movie, and a post-test right after watching it, and data were analyzed using MS Excel. Results from the post-tests showed an increase in all participants’ vocabulary levels after watching the movie, with those in the standard group making statistically significant gains. The study suggests that watching a movie in L2 and visually seeing the subtitles in L1 has a greater effect on vocabulary acquisition than watching and seeing the subtitles in L2.

African languages as medium of assessment in the teaching of indigenous languages in higher education: a paradigm shift

Eunitah Viriri — 2023-12-08

This study was a call for a paradigm shift in the language of assessment for indigenous languages in higher education. It challenged the continued use of English in Teaching Practice supervision at one Zimbabwean State University whose language policy emphasises the teaching of African languages through the respective languages. It sought to establish challenges encountered by students studying African languages who are taught and examined through indigenous languages in all the other modules except for Teaching Practice. This research used the qualitative paradigm where ten randomly selected student teachers practicing ChiShona were interviewed together with two section coordinators. Document analysis was also used to analyse assessment reports. From the study, it was established that the English instruments were designed to accommodate supervisors who are not indigenous languages specialists, there was confusion among supervisors and supervisees on translating indigenous languages on documents and used during lesson delivery to English and vice versa and the student teachers’ potentials were limited due to difficulties in interpreting the instrument. The study concluded that the use of English in teaching practice for African languages was not effective as it compromised quality in both practice and supervision. It, therefore, recommends the use of assessment instruments prepared in indigenous languages.

English additional language student teachers’ development of oral strategic competence and confidence during lectures

Rozanne Meyers — 2023-12-06

This paper argues that when student teachers use English, their additional language as a tool of learning interaction during lectures, it influences their oral strategic and discourse competence and confidence, negatively and positively. Within the qualitative approach an interpretive framework is adopted using two data collection tools, namely drawings and unstructured interviews. Drawings illustrated how participants perceived themselves during lectures when they had to use English during oral interaction with lecturers and fellow students. Unstructured interviews were conducted after participants completed their drawings. The raw data from the two tools were analysed using a thematic approach. The analysis found that collaborating with fellow students in making meaning of oral communication during lectures, increased students’ oral competence and their confidence because they were communicating in smaller groups. However, in certain situations, collaborating with students also decreased their confidence. Furthermore, reciprocal facial expressions and the body language of those who engaged orally with the student teachers, increased their oral confidence as it served as an indication to them that they were understood. Based on the findings, recommendations are made regarding interactions during lectures for lecturers and lecturing practice in relation to its effects on the development of oral strategic competence and confidence in student teachers.

Kriteria om gedigte vir graad 12-Afrikaans Huistaal te keur en voor te skryf

Elize Vos — 2023-12-08

Poësie-onderrig is belangrik vir taalaanleer, asook vir die ontwikkeling van leerders se emosionele intelligensie, verbeelding en verdraagsaamheid jeens diversiteit. Wanneer gedigte in ŉ nuwe tydsgees voorgeskryf word, sonder om gepaste kriteria en die mening van gesaghebbendes in ag te neem, word meer skade as goed aangerig. Onlangs het uiteenlopende menings oor die nuutvoorgeskrewe gedigte van graad 12-Afrikaans Huistaal weer die soeklig op die kriteria vir die keuse van voorgeskrewe gedigte geplaas (Steyn, 2023: 8). Die keuringsproses behoort kriteria rakende die diversiteit van Afrikaans, die leefwêreld van die graad 12-leerder, en riglyne van die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (KABV), Afrikaans Huistaal, Verdere Onderwys- en Opleidingsfase (VOO) in te sluit (Departement van Basiese Onderwys [DBO], 2011). Ons bepleit egter selfgerigtheid van taalonderwysers in die keuringsproses, aangesien hulle die rolspelers is wat die leerders die beste ken. Hierdie oorsigartikel word vanuit die interpretivistiese navorsingsparadigma geskryf en is kwalitatief van aard, aangesien data by wyse van verskillende kwalitatiewe insamelingsmetodes verkry is. Ter aansluiting by die literatuurondersoek is ŉ dokumentontleding van die KABV (Afrikaans Huistaal, VOO-fase) én ŉ opsommende teksontleding van die jongste voorgeskrewe gedigte onderneem. Die data word narratief ontleed. Die primêre doel is om werkswyses voor te stel aan belanghebbendes (keurpanele, Afrikaans Huistaalonderwysers, voorgraadse onderwysstudente en kurrikulum-beplanners) om gepaste gedigte vir graad 12-Afrikaans Huistaalleerders op ŉ selfgerigte wyse as voorgeskrewe tekste te keur.

[English translation:

Teaching poetry is not only important for language learning, but also for the development of learners' emotional intelligence, imagination, and tolerance towards diversity. When poems are prescribed in a new zeitgeist without considering specific criteria and authoritative opinions, more harm than good can be done.

Recently, diverse opinions on newly prescribed poems for grade 12 Afrikaans Home Language have sparked renewed debate regarding the selection of prescribed poems (Steyn, 2023: 8). The selection process should include criteria regarding the diversity of Afrikaans, the life world of the grade 12 learner, and guidelines from the National Curriculum and Assessment Policy Statement (CAPS), Afrikaans Home Language, Further Education and Training Phase (FET) (DBO, 2011). However, language teachers’ self-directedness is advocated in the selection process, as they are the role players who know the learners best. This review article was written from the interpretivist research paradigm and is qualitative in nature, as data were collected by means of different qualitative collection methods. In addition to the literature review, a document analysis of the CAPS (Afrikaans Home Language, FET phase) and a summary text analysis of the latest prescribed poems were undertaken. The data were analysed narratively. Finally, the primary aim of this article is to make suggestions to stakeholders such as selection panels, Afrikaans Home Language teachers, undergraduate education students and curriculum planners regarding how to approve and prescribe appropriate poems as prescribed texts for grade 12 Afrikaans Home Language learners in a self-directed manner.]