Exploring a common learning, teaching and assessment framework for isiNguni languages in South Africa
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 gathered. The usage of the grade 12 certificate as the sole determinant for student admission in this regard was discovered to be faulty, as it viewed language proficiency from the blanket approach of the Department of Basic Education. It was deduced from the results that the Home Language and the First Additional Language one-size-fits-all method to benchmark language proficiency in South Africa was discriminative, restrictive, promulgated issues of nationalism and posed negative consequences to the promotion of multilingualism to such a diverse country that boasts 12 official languages.
Teaching and Assessment Framework, South African isiNguni languages, institutions of higher education, The Ubuntu Translanguaging Framework, social cohesion and foster language
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