Browsing by Author "Scott, Linda"
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- ItemEnglish lingua franca in the South African tertiary classroom: recognising the value of diversity(Stellenbosch : Stellenbosch University, 2015-12) Scott, Linda; Huddlestone, Kate; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of General Linguistics.ENGLISH ABSTRACT: Globalisation has led to the use of English lingua franca (ELF) in many international classrooms and in the majority of the South African tertiary education institutions. The South African situation and use of ELF is grounded in the historic developments of the country and an understanding that it is an international requirement for individuals to have access to English language skills to enable them to realise their potential and participate fully within South African society (CHE, 2002:4). While the development of the previously neglected field of African languages as scientific and academic languages remains a priority, examining the use of ELF in the South African tertiary classroom is essential; therefore, this study explores the use of ELF in the South African tertiary education classroom to understand the role of linguistic diversity in the learning environment. Particular attention is directed to the linguistic repertoires of students, their codeswitching behaviour and instances of miscommunication. The study was conducted at a university of technology and participants were observed during group work sessions, which culminated in a formal assessment. Questionnaires were also utilised to gain further data for analysis. Findings indicate that the role of English as a global economic language should not be underestimated. However, the promotion of multilingualism is advocated and attention should be given to not only the promulgation of language policies, but also their implementation. Furthermore, flexibility in language should be encouraged, with a move away from the traditional use of one language for teaching and learning to a translanguaging classroom and an assessment environment, which brings to the forefront the benefits of translanguaging, where one language is used to reinforce and increase understanding in the other languages (Garcia & Wei, 2014:64). This will assist students to reach their full potential in the tertiary education environment.