LANGUAGE OF INSTRUCTION: A CRITICAL ASPECT OF EPISTEMOLOGICAL ACCESS TO HIGHER EDUCATION IN SOUTH AFRICA.
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| Title: | LANGUAGE OF INSTRUCTION: A CRITICAL ASPECT OF EPISTEMOLOGICAL ACCESS TO HIGHER EDUCATION IN SOUTH AFRICA. |
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| Authors: | Xulu-Gama, N.1, Hadebe, S.2 |
| Source: | South African Journal of Higher Education. Nov2022, Vol. 36 Issue 5, p291-307. 17p. |
| Subject Terms: | *Higher education, *Attitudes toward language, *Right to education, *Universities & colleges, Apartheid, South African history |
| Geographic Terms: | South Africa |
| Abstract: | The article discusses language as a critical aspect of epistemological access to higher education in South Africa through a critical analysis of students' views on language preferences and attitudes at Durban University of Technology (DUT). Language of instruction at higher education institutions is one amongst a plethora of challenges faced in providing equity in higher education in a socially divided post-apartheid South Africa. This discussion of language and access takes place within broader epistemological access challenges faced in South African higher education. The data generated by 45 semi-structured interviews with undergraduate students from six faculties was collected as part of an institution-wide "Who are our students?" research project. The phenomenological thematic analysis arose from the three research questions asked: what is your home language and what language would you prefer to be taught in and why? Some students did not provide an explanation for their choice as they felt it was self-evident, while some provided interesting reasons for their choices. A critical analysis of the findings using Morrow's epistemological access theory is conducted against the backdrop of the context of English dominance over indigenous languages; the history of South African higher education, current DUT and higher education policy as it pertains to language and the subsequent challenges around equitable access. [ABSTRACT FROM AUTHOR] |
| Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 160553549 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: LANGUAGE OF INSTRUCTION: A CRITICAL ASPECT OF EPISTEMOLOGICAL ACCESS TO HIGHER EDUCATION IN SOUTH AFRICA. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Xulu-Gama%2C+N%2E%22">Xulu-Gama, N.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hadebe%2C+S%2E%22">Hadebe, S.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22South+African+Journal+of+Higher+Education%22">South African Journal of Higher Education</searchLink>. Nov2022, Vol. 36 Issue 5, p291-307. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitudes+toward+language%22">Attitudes toward language</searchLink><br />*<searchLink fieldCode="DE" term="%22Right+to+education%22">Right to education</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Apartheid%22">Apartheid</searchLink><br /><searchLink fieldCode="DE" term="%22South+African+history%22">South African history</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The article discusses language as a critical aspect of epistemological access to higher education in South Africa through a critical analysis of students' views on language preferences and attitudes at Durban University of Technology (DUT). Language of instruction at higher education institutions is one amongst a plethora of challenges faced in providing equity in higher education in a socially divided post-apartheid South Africa. This discussion of language and access takes place within broader epistemological access challenges faced in South African higher education. The data generated by 45 semi-structured interviews with undergraduate students from six faculties was collected as part of an institution-wide "Who are our students?" research project. The phenomenological thematic analysis arose from the three research questions asked: what is your home language and what language would you prefer to be taught in and why? Some students did not provide an explanation for their choice as they felt it was self-evident, while some provided interesting reasons for their choices. A critical analysis of the findings using Morrow's epistemological access theory is conducted against the backdrop of the context of English dominance over indigenous languages; the history of South African higher education, current DUT and higher education policy as it pertains to language and the subsequent challenges around equitable access. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.20853/36-5-4788 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 291 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Attitudes toward language Type: general – SubjectFull: Right to education Type: general – SubjectFull: Universities & colleges Type: general – SubjectFull: Apartheid Type: general – SubjectFull: South African history Type: general – SubjectFull: South Africa Type: general Titles: – TitleFull: LANGUAGE OF INSTRUCTION: A CRITICAL ASPECT OF EPISTEMOLOGICAL ACCESS TO HIGHER EDUCATION IN SOUTH AFRICA. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Xulu-Gama, N. – PersonEntity: Name: NameFull: Hadebe, S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10113487 Numbering: – Type: volume Value: 36 – Type: issue Value: 5 Titles: – TitleFull: South African Journal of Higher Education Type: main |
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