Stakeholder Perspectives on the Integration of African Languages in Higher Education Learning: A South African Case Study

Wanga Gambushe

doi:10.17533/udea.ikala.356130

Autores

Wanga Gambushe University of Cape Town https://orcid.org/0000-0002-1627-081X

DOI:

https://doi.org/10.17533/udea.ikala.356130

Palavras-chave:

línguas africanas, ensino superior, multilinguismo, língua materna, política linguística

Resumo

Desde o início da democracia na África do Sul (1994), o ensino superior passou por mudanças demográficas substanciais. Apesar do status da África do Sul como um país multilíngue com reconhecimento constitucional da diversidade linguística, as instituições de ensino superior não representam adequadamente esse multilinguismo. Essa deficiência foi identificada como um fator que contribui para o baixo desempenho dos alunos que falam idiomas indígenas africanos no ensino superior. Consequentemente, várias políticas foram implementadas para ampliar a presença dos idiomas africanos no ensino superior. Empregando um projeto de estudo de caso, esta pesquisa teve como objetivo aprofundar as perspectivas de diversas partes interessadas no módulo de Biologia Celular em uma universidade sul-africana em relação ao uso de idiomas africanos para apoiar o aprendizado no ensino superior. Estudantes, professores e demonstradores práticos foram questionados sobre suas opiniões a respeito do uso de idiomas africanos para auxiliar os alunos falantes de idiomas africanos. As descobertas revelaram uma divisão de opiniões, com os alunos majoritariamente a favor, os professores expressando opiniões variadas e os demonstradores que falavam idiomas africanos geralmente apoiando, enquanto outros tinham reservas. No final, a pergunta central é: Qual opinião é mais importante: a dos alunos ou a de seus professores?

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Biografia do Autor

Wanga Gambushe, University of Cape Town

Professor, Universidade da Cidade do Cabo, África do Sul

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