Journal for Language Teaching

Editors’ note

Kabelo Sebolai, Avasha Rambiritch — Thu, 22 May 2025 00:00:00 +0000

No abstract.

Reflections on student agency through the use of voice notes in university English tutorials during Covid-19

Atiyyah Motala, Leila Kajee — Thu, 22 May 2025 00:00:00 +0000

Higher Education Institutions (HEIs) have had to reconsider and reshape their teaching and learning pedagogies overnight during the Covid-19 pandemic. The dramatic closure of education institutions in South Africa, and worldwide, gave rise to questions around our adaptability, readiness, and response to change in the HEI sector. While universities made the rapid move to emergency remote teaching and learning, it remained to be seen how students responded to this move. This study reports on the use of voice notes to promote student voice and agency in English tutorials at a university in Gauteng, South Africa. The main aim of this paper is to examine student reflections on the use of voice notes to foster agency in tutorials. Based on the inequalities present in South Africa’s education system, specifically HEIs, this paper is conceptually framed in critical theory. Through an examination of data elicited from student interviews, observations, and voice notes, this case study finds that participant reflections highlight the significance of a critical approach, in utilising voice notes in English tutorials, to assist students in being active participants in the teaching and learning process.

Impact of teachers’ linguistic choices on ESL students’ verbal participation in selected secondary schools in Ekiti state, Nigeria

Oladunni O. Deji-Afuye, Sindiso Zhou — Thu, 22 May 2025 00:00:00 +0000

This study investigated the linguistic choices made by teachers and their effects on students’ verbal participation in English as a second language classroom in selected secondary schools in Ekiti state in Nigeria. A mixed-methods approach was used involving a case study and descriptive research design. The methods were triangulated to analyse extracts from 20 recorded classroom lessons and teacher interviews. The findings show that the linguistic choices of teachers significantly affected the classroom discourse structure and students’ verbal participation. Teachers mainly used linguistic choices to teach content, initiate classroom exchanges, provide feedback, and maintain control, resulting in students giving limited verbal responses.

The analysis recommends teachers’ further professional training to enhance their discourse and pedagogical practices, as well as the provision of language resources and conducive classroom environments by the government. Suggestions include that the Ministry of Education should prioritise developing a language policy and curriculum to improve classroom interactions and students’ communication skills.

Fitting in, figuring it out: Attitudes to English at a South African university

Cathy O’Shea — Thu, 22 May 2025 00:00:00 +0000

Students at South African higher education institutions typically need to use English as their language of learning and teaching. One of the objectives of this study was to explore what students felt about this, and how their perceptions and practices were linked to their identities. Small focus group discussions were held with students at a South African university. A framework of New Literacy Studies was used, which views student learning as a process of mastering discipline-specific, socially constructed norms and values, and sees the adoption of any kind of literacy as including the adoption of an identity. Critical Discourse Analysis was then applied to the transcripts of these discussions. Two of the Discourses revealed in this way were the ‘Model C was better’ and the ‘English to fit in’ Discourse. The former was a Discourse of deficit, with students attributing academic success to those who experienced ‘good’ schooling from ex-Model C schools and so were proficient in English. ‘English to fit in’, by contrast, was a Discourse underpinned by quiet pride in the students’ own multilingualism. It is argued that deficit discourses need to be noted and, if possible, countered, if efforts to improve students’ levels of academic literacy are to succeed.

Deaf students and South African Sign Language in teacher training: Avoiding a Procrustean “BEd”

Colleen du Plessis — Thu, 22 May 2025 00:00:00 +0000

South African Sign Language (SASL) is the main language of learning and teaching (LoLT) of the Deaf2 in South Africa. To provide education of a high standard to the Deaf, suitably qualified teachers who are proficient in SASL are needed. However, teachers at schools for the Deaf are not required to be fluent in SASL or have any specialised training or qualification in Deaf education. This problematic situation is exacerbated by misconceptions about SASL, a deficit view of its capabilities in academic contexts and generic curricula that rely on English as the LoLT in teacher training. Appropriate pedagogies must be used with Deaf students to help them develop academic literacy in SASL and English. This case study of Deaf pre-service teacher training at the University of the Free State (UFS) uses document analysis as a research tool. The appraisal of institutional policies, plans and academic programmes aims to determine the alignment of policy and practice with the language and literacy needs of Deaf pre-service teachers.

The study identifies several principles that can enhance the inclusivity and quality of Deaf pre-service teachers’ training. At the same time, the case is argued for the further development of SASL as an academic language.

Integrating digital literacy into South African academic literacy: An autoethnographic exploration of evolving interventions

Mariska Nel — Thu, 22 May 2025 00:00:00 +0000

The rapid advancement of technology has transformed the educational landscape, prompting institutions worldwide to integrate technology into their curricula to enhance personalized learning and student engagement. However, this advancement has also exacerbated existing educational inequities, particularly in developing countries like South Africa. Academic literacy is an established intervention aimed to support first-time entering students in higher education with their academic acculturation (Alexander et al., 2005; Council on Higher Education, 2017; Nel & Janse van Rensburg, 2022). However, while current academic literacy interventions provide crucial support, these interventions lack the necessary components to fully equip students for success in this technologically driven era. Using an explorative auto-ethnographic research design the intersection of technological advancements and the pressing need for improved academic literacy interventions is investigated. Finally, the argument is made that the increasing digital divide necessitates a modernized approach to the development of literacy skills – one that seamlessly integrates digital literacy into existing academic literacy frameworks – to enhance student success and empower them to thrive in the digital age.

The foreign language classroom anxiety scale in the South African context: Drumming to a different beat?

Carina Grobler, Erika Fourie — Thu, 22 May 2025 00:00:00 +0000

Anxiety in language learning has been studied for decades. One of the most widely used instruments allowing researchers to investigate this phenomenon is the Foreign Language Classroom Anxiety Scale (FLCAS). Only a limited number of studies have investigated the psychometric properties of the questionnaire to gauge the validity (factor analyses) and reliability (Cronbach Alphas) of the indicated factors and items for their specific context. The present study adopted a wider approach by including Rasch analyses to adjust the FLCAS for use in the South African context. Before submitting the questionnaire to 124 first-year students in French a translated version was prepared to ensure cultural adaptability. The investigation was iterative and was conducted in two cycles which included exploratory and confirmatory factor analyses, Cronbach’s Alpha and Rasch analyses to arrive at a proposed model to ensure sound measure-ment of foreign language anxiety for the specific context. Results point to three factors with 25 relevant items. The original FLCAS was thus improved for the specific context by eliminating problematic items highlighted by the analyses and regrouping the remaining items into the three uniquely South African factors. This represents a first analysis from a Rasch analysis perspective in this context.

The use of isiZulu language as the strategy towards developing numerical literacy in correctional centre classrooms

Siphelele Mbatha, Xolani Khohliso, Sanele Nsele — Thu, 22 May 2025 00:00:00 +0000

Education is used to complete the offender education program. Offender formal education has been discussed at a generic lens, without focusing on the role played by each learning area in the rehabilitation process. Languages used in the learning, teaching and assessment of offenders has also been overlooked. In this paper, researchers sought to examine the teaching, learning and assesment of numerical literacy and the impact thereof of using isiZulu language in correctional centre classrooms. From the pragmatic epistemological stance, researchers collected qualitative and quantitative data through pre-tests, post-tests and semi-structured interviews. The study was framed within the QUANT-QUAL explanatory sequential mixed-methods design. The Andragogic theory was used to underpin the study. The findings revealed the statistically significant impact of isiZulu in the development of numerical literacy. Researchers discovered the role of isiZulu language in the development of mathematics understanding. IsiZulu language was further distinguished as the tool towards the decolonization of mathematics curriculum in correctional centre classrooms. Finally, researchers propose the use of learners’ Home Language in adult correctional centre classrooms.