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Books on the topic 'Language and education – South Africa – Stellenbosch'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

South Africa) Democratic Transformation of Education in South Africa (2000 Stellenbosch. Democratic transformation of education in South Africa: 27-28 September 2000, Stellenbosch Lodge Country Hotel, Stellenbosch. Konrad Adenauer Stiftung, 2001.

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2

Plessis, Theo Du, Lut Teck, and Pol Cuvelier. Multilingualism, education and social integration: Belgium, Europe, South Africa, Southern Africa. Van Schaik, 2003.

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3

Hibbert, Liesel. Multilingual universities in South Africa: Reflecting society in higher education. Multilingual Matters, 2014.

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4

Brock-Utne, Birgit. Language policies and practices in Tanzania and South Africa: Problems and challenges. HakiElimu, 2005.

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5

Smit, Ute. A new English for a new South Africa?: Language attitudes, language planning and education. Braumüller, 1996.

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6

Foundation for Endangered Languages. Conference. Creating outsiders: Endangered languages, migration and marginalisation : proceedings of the Ninth FEL Conference, Stellenbosch, South Africa, 18-20 November 2005. Edited by Crawhall N. T, Ostler Nicholas, and Foundation for Endangered Languages. Foundation for Endangered Languages, 2005.

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7

Representing Bushmen: South Africa and the origin of language. University of Rochester Press, 2009.

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8

Simkins, C. E. W. Learner performance in South Africa: Social and economic determinants of success in language and mathematics. HSRC Press, 2005.

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9

Pro-active language teacher education in a multicultural society. P. Lang, 2001.

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10

Preez, Esmé Du. Katalogus van taalkursusse in Suid-Afrika =: Catalogue of language courses in South Africa. Raad vir Geesteswetenskaplike Navorsing, 1986.

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11

Thoughts on the new South Africa. Jacana Media, 2013.

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12

Kathleen, Heugh, Siegrühn Amanda, Plüddemann Peter, Project for the Study of Alternative Education in South Africa., and National Language Project (South Africa), eds. Multilingual education for South Africa. Heinemann, 1995.

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13

1938-, Brock-Utne Birgit, Desai Zubeida, and Qorro Martha A. S, eds. Language of instruction in Tanzania and South Africa (LOITASA). E & D Ltd., 2003.

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14

Language Policy And Nationbuilding In Postapartheid South Africa. Springer, 2008.

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15

J, Smit M., University of Stellenbosch, and International Geographical Union. Commission on Geographical Education., eds. Geography education in multicultural societies: A selection of papers from the IGU/CGE conference, University of Stellenbosch, Stellenbosch, South Africa, July 14-16, 1997. University Press, University of Stellenbosch, 1998.

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16

Orman, Jon. Language Policy and Nation-Building in Post-Apartheid South Africa. Jon Orman, 2010.

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17

Orman, Jon. Language Policy and Nation-Building in Post-Apartheid South Africa. Springer, 2008.

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18

Maringe, Felix, ed. Systematic Reviews of Research in Basic Education in South Africa. African Sun Media, 2021. http://dx.doi.org/10.18820/9781991201157.

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Maringe ought to be commended for putting together an invaluable contribution to our understanding of research into a complex education system in South Africa. This volume provides a useful foundation to the current state of education quality in South Africa including the impact of interventions. It also brings to the fore challenges still facing education transformation. The evidence presented which, taken together, lays out a coherent view of how improvements could be made. Albert Chanee Head of Planning, Gauteng Department of Education For too long the weight of educational scholarship prod

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19

Paola, Riana Roos. Pro-Active Language Teacher Education in a Multicultural Society. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2001.

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20

Barbara, Hutton, and University of Cape Town. Adult Basic Education Programme., eds. Adult basic education in South Africa: Literacy, English as a second language, and numeracy. Oxford University Press, 1992.

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21

(Editor), Mastin Prinsloo, and Mignonne Breier (Editor), eds. The Social Uses of Literacy: Theory and Practice in Contemporary South Africa (Studies in Written Language and Literacy, Vol 4). Sached Books, 1996.

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22

Multilingual Higher Education Beyond English Medium Orientations. Channel View Publications Ltd, 2013.

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23

Reagan, Timothy G. The "language struggle" in South Africa: Emergence and development in educational policy (World education monograph series). Isaac N. Thut World Education Center, School of Education, University of Connecticut, 1988.

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24

Accented Futures Language Activism And The Ending Of Apartheid. Wits University Press, 2013.

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25

Wessels, Marguerite. Practical Guide to Facilitating Language Learning 3e. Oxford University Press, 2014.

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26

van Rooy, Bertus. English in South Africa. Edited by Markku Filppula, Juhani Klemola, and Devyani Sharma. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.017.

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South African English (SAfE) traces its roots to the 1820 British settlers. From here, it spread to the descendants of Indian indentured labourers, who later shifted to English as home language. English diffused as second language to the indigenous African population and speakers of Afrikaans, and today occupies an important position as language of government, education, business, and the media. SAfE has borrowed vocabulary from Afrikaans, ancestral Indian languages, and in recent years also from other South African languages. Phonetically, SAfE has raised front vowels, the short front /i/ has

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27

America, Carina, Nazeem Edwards, and Maureen Robinson, eds. Teacher Education for Transformative Agency: Critical perspectives on design, content and pedagogy. African Sun Media, 2020. http://dx.doi.org/10.18820/9781928480938.

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Many teacher education programs globally are undergoing significant changes in response to government policy, imperatives driven by global competitiveness, as well as local conditions. This is particularly relevant in the South African context where teacher education seeks to navigate from the ravages of apartheid education towards addressing the developmental needs of the majority of its citizens. This book records and explores efforts by academic staff members within the Faculty of Education at Stellenbosch University, South Africa, responding to the demands of a new program in initial teach

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28

Fataar, Aslam, and Elmarie Costandius, eds. Evoking Transformation. African Sun Media, 2021. http://dx.doi.org/10.52779/9781991201096.

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This book is a significant contribution to higher education globally in doing transformation and doing change in institutional culture. It is a powerful reference point and resource for transformation offices/social justice units in South Africa and globally as we continue to engage with the hard science of change. The book provides insight into the specific choices made by Stellenbosch University in relation to its location and healing institutionally harmed communities.

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29

Halvorsen, Tar, and Peter Vale. One World, Many Knowledges: Regional experiences and cross-regional links in higher education. African Minds, 2016. http://dx.doi.org/10.47622/978-0-620-55789-4.

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Various forms of academic co-operation criss-cross the modern university system in a bewildering number of ways, from the open exchange of ideas and knowledge, to the sharing of research results, and frank discussions about research challenges. Embedded in these scholarly networks is the question of whether a global template for the management of both higher education and national research organisations is necessary, and if so, must institutions slavishly follow the high-flown language of the global knowledge society or risk falling behind in the ubiquitous university ranking system? Or are th

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30

Meierkord, Christiane, and Edgar W. Schneider, eds. World Englishes at the Grassroots. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474467551.001.0001.

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As the most widespread global language, English now has substantially more second and foreign-language speakers than native speakers. It is increasingly spreading beyond an ‘educated elite’ of academics, politicians, business professionals and the like, among speakers with limited access to formal education, that is at the grassroots of societies. Bringing together international contributors, this book explores uses of English in a variety of grassroots multilingual contexts, drawing on a diverse range of experiences, such as motorcycle taxi drivers, market vendors, cleaners, hotel staff, tour

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31

Hill, Kimberly D. A Higher Mission. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813179810.001.0001.

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Throughout the first three decades of the twentieth century, alumni and students from historically black colleges and universities contributed to the American Protestant mission movement in West Africa. Those contributions extended beyond the manual labor endeavors promoted by Booker T. Washington and the Phelps Stokes Fund; African American missionaries also adapted classical studies and self-help ideology to a transnational context. This book analyzes the effects and significance of black education strategies through the ministries of Althea Brown and Alonzo Edmiston from 1902 to 1941. Brown

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