Full Description
Hibbert explores South Africa's higher education crisis utilising case studies and first-hand experiences with English as the language of instruction. The historical overview provides a framework with which to understand the complicated nature of using English as a language of instruction in South Africa, past and present. Student narratives are presented to illustrate mainly breakthroughs, but also challenges.
An overview is provided, of imported English teaching methodologies and how they have emerged and developed in the local educational system over decades. It is demonstrated how these methodologies relate to socio-economic and political events and trends at each juncture. By applying defamiliarisation as a research method of investigation, students' translanguaging struggles are recorded and discussed, both pre-pandemic and in the pandemic period. The experiences of non-monolingual English-speaking staff and students, and of local English/African language bilinguals is foregrounded, as they are by far the majority in South African higher education and schools. The relevance of the experiences and learning paths of those staff and students is enhanced.
This book aids lecturers across disciplines and English language facilitators in the improvement of English acquisition curricula through exposure to arguments, case studies and learning path narratives in this volume, and prompts and inspires researchers to develop further theories and experiments in their own context.
Contents
Foreword; Acknowledgements; 1. Introduction - Liesel Hibbert; 2. A narrative account of the history of English in South Africa - Liesel Hibbert; 3. Assessing student writing: 'A tangled situation' - Liesel Hibbert and Anne Knott; 4. The complexity of curriculum design for English as a medium of instruction (EMI) - Liesel Hibbert; 5. Students' self-narratives of linguistic migration: Opportunities for relinking - Liesel Hibbert and Thoko Batyi; 6. The benefits of collaborative bilingual reading - Thoko Batyi; 7. The film Black Panther as catalyst for changing perceptions of Africa and/or 'being African' among students in South Africa and the UK - Liesel Hibbert and Roberta Piazza; 8. Developing a transformative Critical Language Awareness-focused curriculum - Liesel Hibbert; 9. Cross-disciplinary learning: Radical defamiliarisation in art teaching - Liesel Hibbert and Gregory Kerr; 10. Reflections on teaching for social justice at a South African University of Technology - Zayd Waghid; 11. Postscript - Liesel Hibbert; Index
