Bilingualism for Teaching and Learning: Exploring Glossaries at an English-Medium University in South Africa
DOI:
https://doi.org/10.17533/udea.ikala.356129Schlagworte:
Bilingualism, languages other than English, terminology planning, glossaries for academic purposes, teaching and learning languageAbstract
Higher education institutions in South Africa are required by law to formulate language policies that enhance multilingual learning. To comply with this requirement, Rhodes University’s language policy promotes the use of isiXhosa language in teaching and learning and in the development of multilingual teaching materials. Despite this, the medium of instruction at the University remains English, which can act as a barrier to success for students who do not speak English as a primary language. This qualitative study presents the findings of an intervention applying bilingual practices at the University with a focus on using bilingual glossaries for academic purposes. The study aimed both to support learning and to gain insights into students’ perceptions of existing terminology resources. The data for the study were collected through semi-structured observations, interviews, and questionnaires at a first-year Political Science class. Key issues explored include the languages used in formal instruction, the availability of multilingual resources, the role of languages other than English in the academia, student perceptions of bilingual glossaries and about English in higher education. Findings were interpreted within a theoretical framework that draws on language and learning, language and conceptualisation, and terminology planning. This paper concludes by presenting recommendations to facilitate the official implementation of bi/multilingual teaching and learning practices, thereby promoting students’ primary languages as valuable pedagogical resources.
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