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An analysis of lecturers’ beliefs and behaviour towards multilingual curriculum teaching material: a case study of isiZulu and English
This article reflects on a longitudinal study that sought to assess if the expressed lecturers’ beliefs matched their behaviour towards a teaching material developed on the principles of bi/-multilingual education. A mixed method approach consisting of a review of the earlier reported language attitudes of English lecturers and a comparative document analysis of the developed dual language instruction (DLI) (isiZulu-English) teaching material of 2011, 2014 and 2018 was employed. The study found that the earlier expressed attitudes were positive towards the new teaching approach. However, throughout the years, the 2011 DLI material had been gradually reversed to almost its original monolingual form, in which English was the dominant language. The findings contradict what a group of the remaining lecturers from the 2011 cohort responsible for revision and use of the teaching material earlier expressed as their beliefs towards multilingual education. This shows that English lecturers from the selected institution are not consistent in their support of the Language Policy in Higher Education (2002 & 2020), the Institutional Language Policy and interventions designed to disrupt the status quo in language usage to improve access and excellence in the education of African students.
An analysis of lecturers’ beliefs and behaviour towards multilingual curriculum teaching material: a case study of isiZulu and English
This article reflects on a longitudinal study that sought to assess if the expressed lecturers’ beliefs matched their behaviour towards a teaching material developed on the principles of bi/-multilingual education. A mixed method approach consisting of a review of the earlier reported language attitudes of English lecturers and a comparative document analysis of the developed dual language instruction (DLI) (isiZulu-English) teaching material of 2011, 2014 and 2018 was employed. The study found that the earlier expressed attitudes were positive towards the new teaching approach. However, throughout the years, the 2011 DLI material had been gradually reversed to almost its original monolingual form, in which English was the dominant language. The findings contradict what a group of the remaining lecturers from the 2011 cohort responsible for revision and use of the teaching material earlier expressed as their beliefs towards multilingual education. This shows that English lecturers from the selected institution are not consistent in their support of the Language Policy in Higher Education (2002 & 2020), the Institutional Language Policy and interventions designed to disrupt the status quo in language usage to improve access and excellence in the education of African students.
An analysis of lecturers’ beliefs and behaviour towards multilingual curriculum teaching material: a case study of isiZulu and English
Ngcobo, Sandiso (author) / Makumane, Makhulu (author)
African Identities ; 22 ; 1057-1072
2024-10-01
16 pages
Article (Journal)
Electronic Resource
English