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Remarkable PGCE student included in Deaf ICC Cricket World Cup Teamhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10494Remarkable PGCE student included in Deaf ICC Cricket World Cup TeamE Els<p style="text-align:justify;">​Tjaart van der Walt was born completely deaf in both ears. He also has severe tunnel vision that impacts his ability to see and has a third condition that causes very bad balance problems. He can't obtain his drivers' licence and struggles to read because of his bad eyesight and is completely dependent on his hearing aids. Living independantly with these challenges is an achievement in itself. However, Van der Walt had bigger dreams. He didn't let his challenges stand in his way and after many years of dreaming and working hard, he completed his degree, pursues a Postgraduate Certificate in Education (PGCE) and was included in the 2023 Deaf ICC Cricket World Cup Team. His life is an example of someone who perseveres with determination despite numerous challenges.<br></p><p style="text-align:justify;">Van der Walt got introduced to cricket when he was in pre-primary and he didn't know how cricket worked. He loved throwing and catching balls and when the teacher bowled the ball, he ran to try and catch it. The batsman then hit him with the bat. This was his first encounter with cricket, but instead of being scared away, his love for the sport developed ever since. From a young age Van der Walt wanted to play for the Proteas and didn't know about deaf cricket. As he got older, he realised that playing for the Proteas seemed impossible and he was not even playing in A teams on school level. He learned about deaf cricket when he came to Stellenbosch to study and immediately felt a deep spark inside himself. “I saw the deaf SA team and thought by myself: The dream is alive!" After five years of training and hard work he got called up to the squad in 2022. However, he did not make the touring squad, but was a step closer. Finally in 2023 Van der Walt made the touring squad as an opening bowler for the Deaf ICC World Cup which was postponed to March this year. “After so many years of trying and dreaming, this is a feeling that I won't forget" he said. The Deaf ICC Cricket World Cup takes place in Dubai from 2 – 14 March 2024.</p><p style="text-align:justify;">He completed his BComm Management Accounting degree in 2023 and decided to do a PGCE in 2024. “The question of doing a PGCE have always been in the background during my studies. I have a real love for children and for sport." In 2023 he had the privilege of being a net bowler at the Women's T20 World Cup and he realised that being part of a high performance environment as a manager, is his ultimate dream.  “My question was, how do I use the degree that I'm getting, to get to this job. The answer was school sports. I needed to go into the school environment and be part of the sport structure to gain experience to one day move up and achieve the goal of being a sport manager. Doing my PGCE was the logical option." </p><p style="text-align:justify;">A PGCE opens many doors and is one of the Faculty of Education's most popular postgraduate programmes. Students follow this programme after completing an appropriate Bachelor's degree such as BA, BSc or BComm, or after completing an appropriate Honours degree. </p><p style="text-align:justify;">Van der Walt's dream is to represent South Africa for as long as possible on the cricket field. He also wants to become involved with big sporting teams and be in the sport management division. His short-term goal is to go into schools, teach accounting and be a sport coach. “One thing is for sure and that is that my passion lies with sport and I will pursue a career and that direction." He doesn't have a specific sport hero but is inspired by Dale Steyn (cricket) and Rafael Nadal's (tennis) fighting spirits. In every challenge he clings to his life motto that everything will work out.<br></p><p style="text-align:justify;"><br></p>
Multilingual education enhances cognitive development, academic achievementhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10463Multilingual education enhances cognitive development, academic achievementNhlanhla Mpofu<p>​​International Mother Language Day is celebrated annually on 21 February. In an opinion piece for the <em>Daily Maverick</em>, Prof Nhlanhla Mpofu from the Department of Curriculum Studies writes that multilingual education has significant cognitive, academic and socio-cultural benefits.</p><ul><li><p>​Read the article below or click <a href="https://www.dailymaverick.co.za/article/2024-02-18-monolingual-education-undermines-sas-rich-linguistic-diversity/"><strong class="ms-rteThemeForeColor-5-0">here</strong></a><strong class="ms-rteThemeForeColor-5-0"> </strong>for the piece as published.</p></li></ul><p><strong>​Nhlanhla Mpofu*</strong><br></p><p>South Africa is blessed with a rich array of tongues and dialects weaving through the narratives of its people. From the rolling cadences of Sepedi to the lyrical rhythms of isiXhosa, each language carries with it a unique cultural heritage and identity. </p><p>The country's linguistic diversity is a source of pride and complexity. It reflects centuries of intertwined histories, traditions, and migrations, giving rise to a kaleidoscope of languages and dialects spoken across the nation. Yet, within the realm of formal education, the journey of multilingualism often encounters hurdles and hesitations, despite the evident benefits it offers. </p><p style="text-align:justify;">As someone who navigates five languages with varying proficiency, I am intimately acquainted with the profound impact of linguistic diversity on personal and educational development. My journey began with isiNdebele, my mother tongue, which not only shaped my earliest interactions with the world but also formed a deep bond with my mother. Together, we explored the pages of isiNdebele and isiZulu literature, traversing the moral landscapes painted by authors like Ndabezinhle Sibanda Sigogo, Cyril Lincoln Sibusiso Nyembezi, and Barbara Makhalisa. </p><p style="text-align:justify;">These shared moments nurtured not only language skills but also cultural understanding and familial connection. While the streets of eMakhandeni, my childhood neighbourhood, became the classroom for my immersion in ChiShona. Here, I found myself conversing in ChiShona with friends who had recently relocated from Harare and were unfamiliar with isiNdebele. </p><p style="text-align:justify;">Formal education further enriched my linguistic repertoire under the guidance of dedicated educators such as Mrs Bonomali, Dr Malusi Ngwenya, Mrs Chigweshe, and Prof Faith Mkwesha. Through their mentorship, I was exposed to a diverse array of literary works spanning from the adolescent adventures of Nancy Drew as well as the  Hardy Boys, to the African pacesetters to timeless classics such as “Hamlet," “So Long a Letter", “Twelfth Night", “Far from the Madding Crowd", “The Beautiful Ones Are Not Yet Born", “The Devil on the Cross", and “Pride and Prejudice".  Each encounter with a new language or literary tradition expanded my horizons and deepened my appreciation for linguistic diversity.</p><p style="text-align:justify;">Professional endeavours also propelled my linguistic journey, as I honed my proficiency in languages like isiSwati and Swahili to better connect with colleagues and communities. These narratives of multilingualism in my life extend beyond mere functional utility; they encapsulate the beauty of human interaction and communication. </p><p style="text-align:justify;">Yet, amidst these enriching experiences, a stark reality emerged – English stood as the privileged language of academia and professional discourse. This phenomenon is not unique to my own experience; rather, it reflects broader systemic biases within educational frameworks.</p><p style="text-align:justify;">Despite<a href="https://books.google.co.za/books?hl=en&lr=&id=pgeZEAAAQBAJ&oi=fnd&pg=PR1&dq=Despite+research+indicating+the+cognitive+and+socio-cultural+benefits+of+multilingual+pedagogy%2c+hesitancy+persists+in+its+integration+into+educational+systems&ots=Gsu4FuzX3s&sig=WeDFMEibDqcg5wfeercY6I5Ei08&redir_esc=y#v=onepage&q&f=false"> <strong class="ms-rteThemeForeColor-5-0">research</strong></a><strong class="ms-rteThemeForeColor-5-0"> </strong>indicating the cognitive and socio-cultural benefits of multilingual pedagogy, hesitancy persists in its integration into educational systems. This reluctance stems from various factors, including entrenched educational policies, logistical challenges, and misconceptions about the efficacy of multilingual education. However, clinging to monolingual paradigms undermines the linguistic diversity inherent in South Africa and perpetuates inequalities within the education system.</p><p style="text-align:justify;">On <a href="https://www.un.org/en/observances/mother-language-day"><strong class="ms-rteThemeForeColor-5-0">International Mother Language Day</strong></a> (21 February), it is important to emphasise that embracing multilingual pedagogy is not merely a matter of linguistic inclusivity; it is a decolonial stance that aligns with the objectives of <a href="https://sdgs.un.org/goals/goal4#targets_and_indicators"><strong class="ms-rteThemeForeColor-5-0">Sustainable Development Goal 4: Quality Education</strong></a>. It is, therefore, fitting that the 2024 theme is “Multilingual education – a pillar of learning and intergenerational learning". By valuing and affirming learners' linguistic identities, educators can create more equitable and empowering learning environments. <a href="https://muse.jhu.edu/article/798611"><strong class="ms-rteThemeForeColor-5-0">Research</strong></a><strong class="ms-rteThemeForeColor-5-0"> </strong>suggests that incorporating students' native languages into the curriculum enhances cognitive development, academic achievement, and overall engagement.</p><p style="text-align:justify;">The reluctance to adopt multilingual pedagogy can be attributed to political, economic, and practical concerns. Politically, there may be concerns about the perceived dominance of certain languages over others, particularly in the context of South Africa's complex history of colonialism and apartheid. Language has often been a sensitive and contentious issue, with tensions arising from debates about which languages should be prioritised in education. The fear of exacerbating linguistic inequalities or sparking cultural tensions may lead policymakers to hesitate in implementing multilingual pedagogy.</p><p style="text-align:justify;">Economically, there may be concerns about the costs associated with implementing multilingual education programmes. Developing and maintaining resources such as textbooks, teaching materials, and initial teacher programmes in multiple languages can be expensive. In a country with limited financial resources and competing educational priorities, the financial feasibility of multilingual pedagogy may be called into question.</p><p style="text-align:justify;">Practically, there may be logistical challenges involved in implementing multilingual education effectively. These challenges can include finding qualified teachers proficient in multiple languages, ensuring equitable access to educational resources in different languages, and navigating the complexities of curriculum development and assessment in a multilingual context. The sheer complexity of managing diverse linguistic needs within the education system may deter decision-makers from embracing multilingual pedagogy.</p><p style="text-align:justify;">Additionally, there may be concerns about the perceived efficiency of multilingual education in achieving educational outcomes. Some stakeholders may worry that teaching in multiple languages could dilute the quality of instruction or hinder students' academic progress. These concerns may stem from misconceptions about the cognitive benefits of multilingualism, as well as from a lack of evidence-based research on the effectiveness of multilingual pedagogy in improving learning outcomes.</p><p style="text-align:justify;">Despite the perceived challenges surrounding the implementation of multilingual pedagogy in teaching, learning, and assessment, this approach has persevered in its unofficial application. Instances abound where educators, faced with the task of explaining complex concepts, resort to using the learners' native languages. For instance, in Lephalale, educators are employing Sotho to describe difficult mathematical concepts, while in a primary school in Bloemhof, Afrikaans is being used to describe scientific processes. </p><p style="text-align:justify;">The clandestine usage of learners' native languages in such contexts can be perplexing to comprehend. This practice intentionally disregards the valuable cultural and linguistic resources that learners inherently possess and could contribute to the classroom environment. By neglecting to acknowledge and incorporate these assets, educators miss out on opportunities to enrich the learning experience and foster a more inclusive and supportive atmosphere for all learners.</p><p style="text-align:justify;">As South Africa strives to achieve its educational goals and aspirations, it is imperative that the country confronts the barriers to multilingual education head-on. This requires a concerted effort to dismantle linguistic hierarchies, invest in teacher training and resources, and promote the value of linguistic diversity within the broader society. Despite these challenges, there is an urgent need to reconceptualise the role of learners' multilingual abilities within the educational landscape. </p><p style="text-align:justify;">Even within the confines of monolingual instruction, integrating learners' mother tongues can enhance understanding and engagement with the curriculum. Language is not merely a tool for communication but a gateway to cultural heritage and cognitive development.</p><ul><li><strong>Photo by</strong> <strong>Tima Miroshnichenko at </strong><a href="https://www.pexels.com/photo/teacher-smiling-at-her-students-5427998/"><strong class="ms-rteThemeForeColor-5-0">Pexels</strong></a><strong>.</strong></li></ul><p><strong>*Prof Nhlanhla Mpofu is the chair for Curriculum Studies and an Associate Professor in Language Education at Stellenbosch University.</strong></p><p>​<br></p>
New, updated MobiLex app ready to usehttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10449New, updated MobiLex app ready to useJana Nel<p style="text-align:justify;">​​​​With the support of Stellenbosch University's IT Department, MobiLex (a multilingual web-based subject glossary) received new wings at the start of 2024. During 2023 the app had to undergo major changes to ensure that it is compatible with all electronic devices. It has been re-designed as a Progressive Web Application (PWA) and can be downloaded as an app on any electronic device. The link is: mobilex.sun.ac.za<br></p><p style="text-align:justify;">Due to the app being unavailable for a big part of 2023, the integration could not take place as planned, however students at the Faculty of Education received an orientation to explain the support that MobiLex can provide. <br></p><p style="text-align:justify;">A successful workshop, with Prof. Madiba (dean Faculty of Education) and Jana Nel (lecturer Curriculum Studies) as presenters, was hosted by the Faculty of Education for the Faculty of Natural Sciences and it was very well received. Term lists for Engineering were translated into Afrikaans and isiXhosa by the Language Centre. A term list for the Department of Physics was compiled and edited lexicographically during the second semester of 2023. Very exciting is that MobiLex is also expanding to isiZulu and the translations of language education terms in isiZulu were finalized.</p><p style="text-align:justify;">A general How to Guide for teaching staff at the university has been developed and is available in Afrikaans, English and isiXhosa. The guide provides information regarding the development of MobiLex, the theoretical foundation for a multilingual glossary such as MobiLex, the practical Q & A of the app as well as examples of activities for teaching and learning that can be used in different faculties. </p><p style="text-align:justify;">The integration of MobiLex will continue in 2024. At the Faculty of Education all First-Year and PGCE students will receive tutorials to assist and guide students on how to use MobiLex in their teaching and learning. The plan is to host a workshop to all the lecturers within the Faculty of Education to launch the How to Guide and to provide guidance on how lecturers can use MobiLex as part of their teaching and learning. </p><p style="text-align:justify;">The integration at the Faculty of Natural Sciences will continue during the first semester, with the support of Jana Nel. First-year students will write a pre-literacy test, receive a MobiLex workshop and will write a post-literacy test. <br></p><p style="text-align:justify;">MobiLex has received new wings, and it is ready to fly! <br></p><p style="text-align:justify;"><br></p><p style="text-align:justify;">Enquiries: </p><p style="text-align:justify;">Prof Michele van der Merwe <br></p><p style="text-align:justify;">Project Manager<br></p><p style="text-align:justify;">Email: michelevdm@sun.ac.za<br></p><p style="text-align:justify;">​<br></p>
Read aloud to a child on World Read-Aloud dayhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10444Read aloud to a child on World Read-Aloud dayShannon Bishop-Swart<p style="text-align:justify;">​In South Africa today, reading levels of learners are a massive concern requiring educators to prioritise reading by finding opportunities to highlight and explore literacy initiatives. According to the Department of Basic Education's PIRLS 2021: South African Preliminary Highlights Report detailing the 2021 Progress in International Reading Literacy Study (2023), 81% of Grade 4 and 56% of Grade 6 children were not able to reach the lowest benchmark, meaning they could not accurately locate obvious information or replicate necessary information from a text at their grade level. One literacy initiative is the annual World Read-Aloud Day, taking place on Wednesday 7<sup>th</sup> February this year. </p><p style="text-align:justify;"><strong>What is World Read-Aloud Day?</strong></p><p style="text-align:justify;">World Read-Aloud Day (WRAD) was introduced in 2010 by <a href="https://www.litworld.org/worldreadaloudday">LitWorld</a>, a non-profit organisation founded in New York by literacy specialist Pam Allyn in 2007. WRAD was created to celebrate the power of reading aloud as a way to amplify stories while creating community and advocating for literacy as a foundational human right. In the past fourteen years WRAD has become a worldwide movement of millions of readers, writers, and listeners from communities across the globe who have come together to honour the joy and power of reading and continue growing the definition of and opportunities for global literacy. </p><p style="text-align:justify;"><strong>The challenge:</strong></p><p style="text-align:justify;">While reading aloud for one day will not solve literacy issues in South Africa, or the world at large, perhaps the activity of reading aloud will assist in promoting reading communities, making available reading resources, and motivating adults and children alike to read regularly, thus providing a supportive environment for the improvement of literacy. Students, alumni, educators and colleagues are challenged to take the opportunity on Wednesday, 7<sup>th</sup> February to read aloud to a child.</p><p style="text-align:justify;"><strong>How to get started?</strong></p><p style="text-align:justify;">For educators (in and pre-service) who want to incorporate literacy-building activities in their classes, here are a few activity suggestions:</p><ul style="text-align:justify;"><li>An activity on WRAD that has an immensely powerful impact on those taking part and those observing is asking a group of learners to each read from a book for one minute aloud. Once you raise your hand/blow a whistle/give a signal, learners should stop reading and remain in silence for a minute. The minute of reading aloud is usually a noisy cacophony followed by a minute of deafening silence, highlighting the idea of literacy versus illiteracy. Use this opportunity to get feedback from the learners about their experience during this activity and to discuss with learners the power of reading and literacy.</li><li>For schools or classrooms that do not have a library, or have very small libraries and available books, start a book drive. This can be done across your school or within your grade or class by encouraging parents, the community, businesses and private donors to donate new or gently worn books. The donor's name can be stamped or stuck inside the cover.</li><li>Start a reading club where older learners read to younger learners, then switch it up.</li><li>Model for your learners that you are also a reader by having a book on your desk and being seen reading regularly. Ask learners what they are currently reading and tell them about some of your favourite books.</li><li>Start a 'Drop Everything And Read' (DEAR) initiative that could be 10 minutes at the start and/or end of every day in which you encourage learners to take out a book they are reading or from the class bookshelf and read it for 10 minutes. </li><li>Encourage learners to write their own stories and share them in class. Then encourage learners to illustrate the stories. In this way you and your learners create a learner library with self-made books. </li></ul><p style="text-align:justify;"> </p><p style="text-align:justify;"><strong>Personal anecdote:</strong></p><p style="text-align:justify;">From 2009-2011 I studied MA TESOL (Teaching English to Speakers of Other Languages) at Teachers College, Columbia University in New York through a Fulbright Scholarship. During my studies I came across LitWorld and was introduced to the inspiring Pam Allyn. She welcomed me into the organisation and, as a result, I was privileged to gain one of the most memorable and life-changing experiences leading a LitWorld Summer Literacy Programme for at-risk youth in Harlem. The Literacy programme required meticulous planning and careful organisation, including hiring exceptional interns who had an interest in community development, literacy and youth at risk. The interns were young adults, mostly students, who would support and alternate leading the planned activities daily. Books were sourced from a variety of bookstores, schools and through company and individual donations. The day's schedule was devoted to improving literacy skills through regular reading and writing activities, and, of course, reading aloud. Books were placed in baskets according to themes and/or reading levels, and the participants were encouraged to read whole baskets of books. Refreshments and snacks were provided for each participant daily, and an element of physical activity or play was also included, often linked to a story that had been read that day. At the end of the programme each participant received their favourite book and a certificate of attendance that was awarded to them at a final Literacy celebration ceremony attended by their families. At the Literacy celebration the participants each read aloud a section of their favourite story they had read or one they had written themselves. Parents and family members were in awe that these children, who had been identified as needing literacy interventions, were now confidently reading aloud to an audience of children and adults alike and had written or co-written and illustrated their own stories.</p><p style="text-align:justify;">Reference:<br></p><p style="text-align:justify;">Department of Basic Education (2023). <em>PIRLS 2021: South African Preliminary Highlights Report.</em> Department of Basic Education: Pretoria.</p><p style="text-align:justify;">Further reading:<br></p><p style="text-align:justify;">Van Staden, S., Roux, K., Tshele, M. (2023). <em>PIRLS 2021: South African Children's Literacy Achievement.</em> Centre for Evaluation and Assessment.</p><p style="text-align:justify;"><br></p><p style="text-align:justify;">​<br></p>
SU graduate swaps running for rugby, and represents SA within the first yearhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10417SU graduate swaps running for rugby, and represents SA within the first yearCorporate Communication and Marketing/Korporatiewe Kommunikasie & Bemarking [Anel Lewis]<div>Elitha Sylvester, from Bellville in Cape Town who graduated from Stellenbosch University (SU) on Friday 15 December with a Bachelor of Education, does not remember a time when she was not taking part in some form of sport. Since the age of seven, she has excelled in athletics, gymnastics, swimming, cross country, and netball.<br><br></div><div>But she never imagined that within less than a year of playing women’s rugby, she would represent her country at the Emirates Dubai 7s International Invitational Women’s Competition. <br><br></div><div>It was only at the end of 2022 that Sylvester decided to hang up her track shoes because she felt she had “outgrown” athletics. After a couple of weeks of indecision, the Maties athlete approached Maties Women’s rugby coach Johann Zeier about joining the squad.<br><br></div><div>“Elitha joined us from a multisport background, and this helped with a smooth transference to rugby. She has a natural sporting ability that facilitated fast growth in a multi-faceted sport. She is very coachable and willing to learn, which has accelerated her development in rugby,” says Zeier. <br><br></div><div>It did not take Sylvester long to find her feet on the field and she secured a spot in the Maties Women’s team that won the inaugural Women’s Varsity Cup. She also played for DHL Western Province Women this season, following in the footsteps of her father who also played for his province. But the highlight has been the opportunity to play for the South African Women’s Academy team in the tournament in Dubai. <br><br></div><div>Describing her first international rugby tournament as “an amazing experience”, she explains that encountering rugby players she had only ever seen on television in person, was an “unforgettable moment”. Unfortunately, Sylvester was ruled out of the tournament in the third game after suffering from a concussion. “But I was still able to support the girls from the sidelines.” <br><br></div><div>Coach Zeier has high hopes for Sylvester’s burgeoning rugby career. “She’s very quickly become a standout player in more than one team, Elitha has plenty of potential, and we are all excited to see just how far she can take her rugby. Soon we hope to see Elitha make her debut for the Springboks!"<br><br></div><div>New challenges beckon, and Sylvester leaves this month to teach in Hong Kong and play for the local rugby club, HKU Sandy Bay RFC. While she admits that when she completed high school, she did not really know what to study, she has no regrets about heeding her mother’s advice that “you can never go wrong with education”. </div><div>She has approached her studies with the same focus and dedication that has helped her shine as an athlete. “Sport has taught me valuable lessons about discipline, teamwork, and perseverance which I apply to my studies. In life, these lessons help me navigate challenges with resilience and a positive mindset.”</div><div><br></div><div><br><br></div>
Prof Fataar's book unravels the narratives of black students within the institutionhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10384Prof Fataar's book unravels the narratives of black students within the institutionDelecia Davids<p style="text-align:justify;">On November 22, 2023, Stellenbosch University became the stage for an enlightening discourse as the much-anticipated book, <em>The Educational Pathways and Practices of Black Students at Stellenbosch University</em>, was launched. Edited by Prof. Aslam Fataar, this compendium featured valuable insights from contributors such as Dr. Elzahn Rinquest, Dr. Jennifer Feldman, Dr. Jerome Joorst and Mrs. Delecia Davids, all hailing from the Faculty of Education.</p><p style="text-align:justify;">At the heart of this book, is a commitment to unravel the narratives of black students within the institution. Contributors delved into crucial findings and issues, striving to construct a language that not only recognises but also centres students who are often marginalised on campus. Prof. Fataar aptly described the book as a chronicle of these students, who are "always thinking, adapting, intellectualizing, strategizing" as they navigate the intricate terrain of Stellenbosch University.</p><p style="text-align:justify;">The chapters within this remarkable volume transcend the boundaries of academia, painting a nuanced and authentic portrayal of the students' lives. It stitches together a rich tapestry of stories, reflecting perseverance, resilience, and intellectual vigor as these students creatively manoeuvre through both the curricular and co-curricular landscape.</p><p style="text-align:justify;">The book launch was not a mere presentation; it transformed into a dynamic discussion forum. Attendees actively engaged with the contributors, posing questions that unearthed deeper layers of understanding. Moreover, the event became a space for collective sharing, with attendees recounting their own stories, creating a powerful dialogue that resonated with the book's themes. In this way, the launch event mirrored the experiences within the book, with audience members and respondents finding reflections of themselves in its pages.</p><p style="text-align:justify;">This transformative work, a mirror reflecting diverse narratives and experiences, stands as a testament to the power of qualitative research. It serves as a catalyst for change, challenging perspectives, and paving the way for a more transformed and inclusive educational landscape. In the spirit of critical reflection and constructive dialogue, The Educational Pathways and Practices of Black Students at Stellenbosch University lights the way towards a future where every student's journey is recognised, celebrated, and supported.<br></p><p style="text-align:justify;">​<br></p>
Exciting collaboration on teaching- and research-related initiatives in Curriculum Studieshttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10385Exciting collaboration on teaching- and research-related initiatives in Curriculum StudiesFaculty of Education<p style="text-align:justify;">​​Tom Smits, an Extraordinary Professor at the Department of Curriculum Studies visited Stellenbosch University in the week of 13 November 2023. Tom Smits has been collaborating with Professor Nhlanhla Mpofu since 2019 on both teaching- and research-related initiatives. Their most recent collaboration also includes the Stellenbosch Centre for Pedagogy (SUNCEP) in a three-year international research and capacity-building project funded by the European Education and Culture Executive Agency (EACEA), an agency of the European Commission located in Brussels, Belgium. <br></p><p style="text-align:justify;">Tom Smits is excited to spend part of his time at the Department of Curriculum Studies meeting with colleagues to jointly launch the EACEA-funded project, called ProTEEM, which stands for “Professionalisation of Teacher Educators in English and Mathematics". It is a collaboration between two European universities (University of Antwerp, Kaunas University of Technology), two South African universities (Stellenbosch University, Rhodes University) and four academic partner institutions from the DR Congo (Université Pédagogique Nationale, Université de Kinshasa, Université de Lubumbashi, Université de Bukavu).<br></p><p style="text-align:justify;">ProTEEM provides continuous professional development (CPD) of teacher educators in English and Mathematics for students' academic equity and success through quality literacy and numeracy education. More than 30 senior or junior teacher educators at the four universities across the DR Congo will profit from the other partners' expertise in scarce resource education. ProTEEM focuses on CPD in inclusive, autonomy-enhancing and blended learning environments for English and Maths to increase gender equality and reduce poverty through quality education.<br></p><p style="text-align:justify;">Next to teacher training, the DRC Inspectorate and teacher associations are also involved in the dissemination of project outputs: lesson plans and materials for flipped classrooms, blended learning, gender-responsive tasks, low-tech digital tools, etc. Research into the project outcomes has added capacity building value that all partners as education and research institutions with a community service mission benefit from: the partners collaborate in PhD projects on the effectiveness of the project's hybrid CPD approach in the specific context of low-income countries. Four female PhD students, affiliated to each DRC partner university, will collect and analyse CPD (transfer) data from the CPD participants and their students.<br></p><p style="text-align:justify;">ProTEEM will profit from the CPD experience of the SUNCEP team, aiming to improve both literacy and numeracy in the DR Congo, because quality English and Maths education is crucial for educational equity and socioeconomic emancipation. SUNCEP is also well-versed in implementing the project's sustainable hybrid on-site/online training approach, with evidence-informed modular blended learning. Last but not least, scientific capacity building is effectuated through the PhD co-supervisors from Stellenbosch, Rhodes and Antwerp University, Professor Nhlanhla Mpofu, Dr Kavish Jawahar, Dr Ellen Vandervieren and Professor Tom Smits, who will be teaming up with a DRC colleague to launch the careers of four young academics.<br></p><p style="text-align:justify;">Tom Smits' Alma Mater and home base is the University of Antwerp, Belgium. He is a Fulbright alumnus and a Professor of German variational linguistics at the Department of Linguistics, and of English, German and CLIL teaching methodology at the Antwerp School of Education (University of Antwerp), in combination with a position as Chief Researcher in the Faculty of Social Sciences, Arts and Humanities (Kaunas University of Technology, Lithuania). He received the German Agathe Lasch Prize for his PhD on sub-standard language variation in German and Dutch, and its influence on attitudes to regional language use in media and education. He developed additional expertise in differentiation and multiperspectivity, lecturing on urban education combined with Community Service Learning, awarded with the Antwerp University Teaching Award. His education and research cover language variation as well as foreign language education, including CALL, and intercultural competences with students in the EU, Asia and Africa.​<br></p><p style="text-align:justify;"><br></p>
Prof Waghid's scholarship celebratedhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10371Prof Waghid's scholarship celebratedFaculty of Education<h4>Prof Yusef Waghid's phenomenal scholarship was celebrated in a seminar by the Department Education Policy Studies at the Faculty of Education in November before his retirement at the end of 2023.<br></h4><p>​<br></p><h4>A video recording of the seminar can be viewed <span style="text-decoration:underline;"><a href="https://youtu.be/jLaZDuY7n7w">here</a></span>.<br></h4><p style="text-align:justify;"><br></p><p style="text-align:justify;">Prof Yusef Waghid, Distinguished Professor in the Faculty of Education, a leading African philosopher of education, holds three doctorates in the fields of education, policy, and philosophy from the University of the Western Cape and Stellenbosch University in South Africa, respectively. As a tenured professor since 2002 he was honoured with the title of distinguished professor (2014-2023) on the grounds of his research excellence at Stellenbosch University. He has been a prolific author with 419 publications to date of which 54 are academic books and edited collections and, 89 invited contributions to books. He promoted 35 PhD candidates to completion, examined 58 doctorates and received the Association for the Development of Education in Africa's prestigious Education Research in Africa Award: Outstanding Mentor of Education Researchers (2015). Throughout his tenure, he occupied leading management positions at Stellenbosch University, such as having been appointed Chair of the Department of Education Policy Studies (2003-2007, 2022); and Dean of the Faculty of Education (2007-2012; 2017-2018). In the main, his long-standing relationship with education began as a high school science teacher (1979-1996) before he joined higher education as a senior teaching advisor to advance his professional career in higher education (1996-).  </p><p style="text-align:justify;">Prof Nuraan Davids, Chair Department Education Policy Studies, shared about her study as PhD student with Prof Waghid as supervisor. She thanked him for the very high standards he has set and for the influence he had on many colleagues and students. “We can only aspire to do justice to the tone and expectations that you've set."</p><p style="text-align:justify;">Prof Madiba, Dean of the Faculty of Education, thanked Prof Waghid for his tireless dedication, transformative leadership, and unwavering commitment to the advancement of education.</p><p style="text-align:justify;">Prof Waghid said in his farewell message that he always knew there will come a day when he has to formally retire from an institution. He talked about three words which he thinks constitutes the platform which he used throughout his academic career. These words are <em>wonder, wander</em> and<em> whisper</em>. He said that wonder helps you because it transcends your human thinking capacity to go beyond the notions of reason and justification. “All the students that I've encountered they made me wonder because I would like to hope that I've done sufficiently enough for them to wonder themselves." </p><p style="text-align:justify;">He said that travelling is what makes you wander and meander. He and Prof Nuraan Davids collaborated on sixteen books, and he said that sometimes those books were conceptualised on an airport or in the streets of a big city. “Lots of the thinking that goes into our intellectual work, happened casually. You don't have to have a formal meeting to talk about an idea."</p><p style="text-align:justify;">He explained that the word whisper to him means that he doesn't have the answers so he doesn't say it out loud because there is the possibility that he might be wrong. “Whispering is your capacity to see your own faults."<br></p><p style="text-align:justify;">​<br></p>
Dr Koopman comments on extending teaching in African languageshttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10366Dr Koopman comments on extending teaching in African languagesFaculty of Education<p>​Dr Oscar Koopman, senior lecturer in the Department of Curriculum Studies, commented on the Department of Basic Education's plan of extending teaching in African languages for home language learners up to the end of Grade 6.<br></p><p>See the article which was published in The South African <a href="https://www.thesouthafrican.com/news/department-of-basic-education-extending-teaching-in-african-languages-27-november-2023/" style="text-decoration:underline;">here.​</a>​​<br></p>
Multilingualism in education discussedhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10311Multilingualism in education discussedFaculty of Education Prof Christa van der Walt<p style="text-align:justify;">​​​​​Prof David Lasagabaster, Professor Extraordinaire in the Department Curriculum Studies, delivered a public lecture on 6 November on a topic that is relevant to anybody who is interested in multilingual education. His topic, <em>Boosting multilingualism in Spain:  The trilingual educational system in the Basque Country under scrutiny</em>, highlighted the complexities of multilingual Europe with specific reference to <em>lesser-used languages</em> as they are called. He pointed to the situation in Spain, where 50% of the 20 million speakers of these lesser-used languages live. He pointed out,</p><p style="text-align:justify;">In the Spanish bilingual regions, the education system must guarantee that Spanish and the co-official language (be it Basque, Catalan or Galician) are taught at school and university. As a result of this language policy, minority languages are taught alongside Spanish, but English is also included in the linguistic equation because there is broad social agreement about the dire need to increase students' proficiency in the currently hegemonic foreign language.</p><p style="text-align:justify;">Despite the good intentions of regional and national governments, the overwhelming predominance of English is seen as a risk to the role of the local languages. This is the case specifically regarding the Basque language that was first banned during the Franco era and then was reintroduced as a language of learning and teaching. By critically analysing the situation, Prof Lasagabaster emphasized the importance of facilitating the coexistence of the different languages-in-contact by fostering the local language ecology.</p><p style="text-align:justify;">David Lasagabaster is Professor of Applied Linguistics at the University of the Basque Country (UPV/EHU). He lectures on multilingualism, language attitudes and motivation at the MA programme Language Acquisition in Multilingual Settings (<a href="https://eur03.safelinks.protection.outlook.com/?url=http://www.lams.ehu.es/&data=05%7c01%7c%7c4480ef9c51954b226bd508dbd92025a0%7ca6fa3b030a3c42588433a120dffcd348%7c0%7c0%7c638342504311457797%7cUnknown%7cTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7c3000%7c%7c%7c&sdata=um0ZedVTALtOX2tUZVZhcpRKC96hOY5X64DEP/ds1BI%3D&reserved=0">http://www.lams.ehu.es</a>) with access to doctoral studies (PhD), in which he supervises master's and PhD theses. His research revolves around EMI (English-Medium Instruction), CLIL (Content and Language Integrated Learning), attitudes and motivation, second/third language acquisition, and multilingualism. He has published widely in international journals and has also published books and edited books. He was included in the 2022 Stanford list of the world's top-2% most-cited linguists.<br></p><p style="text-align:justify;">​<br></p>