Exploring a common learning, teaching and assessment framework for isiNguni languages in South Africa
type: CreativeWork
description: The study aimed to explore the possibility of establishing a Common Learning, Teaching and Assessment Framework (CLTAF) for the South African isiNguni languages, viz. isiNdebele, isiXhosa, isiZulu and siSwati. In order to meet this primary aim of the study, a number of objectives had to be attained. Firstly, some linguistic similarities, discrepancies and complexities based on recently published terminology documents were compared between the official isiNguni languages. Secondly, academic staff who authorised the admission criteria to isiNguni language modules at selected institutions of higher education in South Africa were interviewed. Furthermore, the interviewees’ insights on the languages and language varieties they deemed acceptable in their own isiNguni language classrooms were solicited. Moreover, the curricula of the isiNguni languages at these institutions of higher education in South Africa were also analysed. Finally, a comparative analysis of the learning, teaching and assessment material of these languages offered as first and second languages was also conducted. The qualitative research approach was followed, employing an interview schedule and document analysis as data collection instruments. The study employed an eclectic approach, which means that it drew on knowledge from various theoretical frameworks, namely, The Ubuntu Translanguaging Framework, The Communication Accommodation Theory, as well as The Linguistic Interdependence and the Educational Development of Bilingual Children Theory. The document analysis results revealed that although some differences exist between the official South African isiNguni languages, these languages continue to share incalculable linguistic similarities. The interview findings, as well as the curricula of the explored isiNguni languages, illuminated that the grade 12 certificate was used as the only admission criterion to isiNguni language modules at institutions of higher education where data for the study were…
abstract: The study aimed to explore the possibility of establishing a Common Learning, Teaching and Assessment Framework (CLTAF) for the South African isiNguni languages, viz. isiNdebele, isiXhosa, isiZulu and siSwati. In order to meet this primary aim of the study, a number of objectives had to be attained. Firstly, some linguistic similarities, discrepancies and complexities based on recently published terminology documents were compared between the official isiNguni languages. Secondly, academic staff who authorised the admission criteria to isiNguni language modules at selected institutions of higher education in South Africa were interviewed. Furthermore, the interviewees’ insights on the languages and language varieties they deemed acceptable in their own isiNguni language classrooms were solicited. Moreover, the curricula of the isiNguni languages at these institutions of higher education in South Africa were also analysed. Finally, a comparative analysis of the learning, teaching and assessment material of these languages offered as first and second languages was also conducted. The qualitative research approach was followed, employing an interview schedule and document analysis as data collection instruments. The study employed an eclectic approach, which means that it drew on knowledge from various theoretical frameworks, namely, The Ubuntu Translanguaging Framework, The Communication Accommodation Theory, as well as The Linguistic Interdependence and the Educational Development of Bilingual Children Theory. The document analysis results revealed that although some differences exist between the official South African isiNguni languages, these languages continue to share incalculable linguistic similarities. The interview findings, as well as the curricula of the explored isiNguni languages, illuminated that the grade 12 certificate was used as the only admission criterion to isiNguni language modules at institutions of higher education where data for the study were…
author: Dhlamini, Sunrise Mbali
keywords: Teaching and Assessment Framework, South African isiNguni languages, institutions of higher education, The Ubuntu Translanguaging Framework, social cohesion and foster language
license: https://uwcscholar.uwc.ac.za/bitstreams/70297cc0-677d-45c0-8df5-c7b8a4a4e5f8/download
date published: 2024
date modified: 2026-07-24T06:00:40Z
provider: University of the Western Cape
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of the Western Cape