The relationship between identity, language and teaching and learning in higher education in South Africa

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dc.contributor.authorLeibowitz, Brendaen_ZA
dc.contributor.authorAdendorff, Hanelieen_ZA
dc.contributor.authorDaniels, Shariefaen_ZA
dc.contributor.authorLoots, Ansieen_ZA
dc.contributor.authorNakasa, Siphoen_ZA
dc.contributor.authorNgxabazi, Nosipiwoen_ZA
dc.contributor.authorVan der Merwe, Antoinetteen_ZA
dc.contributor.authorVan Deventer, Idiletteen_ZA
dc.date.accessioned2012-09-28T09:37:48Z
dc.date.available2012-09-28T09:37:48Z
dc.date.issued2005
dc.descriptionCITATION: Leibowitz, B., et al. 2005. The relationship between identity, language and teaching and learning in higher education in South Africa. Per Linguam : a Journal of Language Learning, 21(2): 23-37, doi: http://dx.doi.org/10.5785/21-2-74.
dc.descriptionThe original publication is available at http://perlinguam.journals.ac.za
dc.description.abstractThe study on the relationship of identity, language and teaching and learning was conducted by a team of eight members at a higher education institution in the Western Cape. The aims of the research were to investigate the relationship between language, identity and learning, to show how this investigation can benefit dialogue about transformation, and to facilitate the research development of the team. The research design made use of narrative and educational biography in semi-structured interviews with 64 staff members and 100 students. The study supports views of identity as constructed and non-unitary. It shows how language, both as proficiency in the dominant medium of communication and as discourse, is a key component of identity in a higher education institution. The interviews demonstrated how, according to lecturers and students, language and discourse function as primary influences on individuals’ acculturation and integration into the academic community. According to the interviewees, language as a marker of identity is interwoven with other aspects of identity. It is both a resource and a source of identification and affiliation. The research demonstrated that dialogue and self reflection can be facilitated via research into identity, teaching and learning, and that this can be beneficial for both the interviewees and the research team.en_ZA
dc.description.urihttp://perlinguam.journals.ac.za/pub/article/view/74
dc.description.versionPublisher's versionen_ZA
dc.format.extent15 pages
dc.identifier.citationLeibowitz, B., et al. 2005. The relationship between identity, language and teaching and learning in higher education in South Africa. Per Linguam : a Journal of Language Learning, 21(2): 23-37, doi: http://dx.doi.org/10.5785/21-2-74en_ZA
dc.identifier.issn0259-2312 (print)
dc.identifier.issn2224-0012 (online)
dc.identifier.otherdoi: http://dx.doi.org/10.5785/21-2-74
dc.identifier.urihttp://hdl.handle.net/10019.1/70527
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch Universityen_ZA
dc.rights.holderPer Linguamen_ZA
dc.subjectUniversities and Colleges -- South Africa -- Western Capeen_ZA
dc.subjectIdentityen_ZA
dc.subjectTransformationen_ZA
dc.subjectAcculturationen_ZA
dc.subjectLanguage and educationen_ZA
dc.subjectLanguage and identityen_ZA
dc.titleThe relationship between identity, language and teaching and learning in higher education in South Africaen_ZA
dc.typeArticleen_ZA
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