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English Lingua Franca in the South African Tertiary Classroom: Recognising the Value of Diversity

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English Lingua Franca in the South African Tertiary Classroom: Recognising the Value of Diversity English lingua franca in the South African tertiary classroom: recognising the value of diversity Linda Scott Thesis presented in partial fulfilment of the requirements for the degree MA in Intercultural Communication at the University of Stellenbosch Supervisor: Dr K Huddlestone Faculty of Arts and Social Sciences Department of General Linguistics December 2015 Stellenbosch University https://scholar.sun.ac.za DECLARATION By submitting this thesis electronically, I declare that the entirety of the work contained therein is my original work, that I am the sole author thereof (save to the extent explicitly otherwise stated) and that I have not previously, in its entirety or in part, submitted it for obtaining any qualification. Linda Scott December 2015 Copyright © 2015 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za DEDICATION To my precious grandchildren, Kyle and Sheila, in recognition of your language challenges as CODA. Go forward and achieve success. I love you to the moon and back. ii Stellenbosch University https://scholar.sun.ac.za 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. iii Stellenbosch University https://scholar.sun.ac.za OPSOMMING Globalisasie het gelei tot die gebruik van Engelse lingua franca (ELF) in baie internasionale klaskamers, sowel as in die meerderheid van Suid-Afrika se tersiêre onderwysinsitute. Die Suid-Afrikaanse situasie en die gebruik van ELF is gegrond op die historiese ontwikkelings in die land. Elke student moet, om sy volle potensiaal te ontwikkel en volkome deel te wees van die Suid-Afrikaanse gemeenskap, Engels taalvaardig wees, wat in elk geval 'n internasionale vereiste is (CHE, 2002:4). Terwyl die ontwikkeling van Afrika-tale (wat voorheen nie so baie aandag gekry het nie) as 'n wetenskap- en akademiese taal steeds die voorkeur geniet, moet die ondersoek in die gebruik van ELF in die Suid Afrikaanse klaskamers gesien word as ʼn uiters belangrike onderwerp. Hierdie navorsing ondersoek die gebruik van ELF in die Suid-Afrikaanse tersiêre klaskamer. Die doel is dan om die rol van linguistieke diversiteit in die leeromgewing, naamlik die klaskamer, na te vors. Spesifieke aandag is gegee aan die studente se linguistieke vaardighede, kodewisseling en kommunikasiebreuke. Hierdie navorsing is gedoen by 'n universiteit van tegnologie en deelnemers is waargeneem tydens groepwerksessies. Die waarnemings is ten slotte saamgevat in 'n formele assessering. Vraelyste is ook gebruik om inligting te verkry vir verdere ontleding. Bevindings het bewys dat die rol van Engels as ʼn globale ekonomiese taal nie onderskat moet word nie. Alhoewel die bevordering van veeltaligheid bepleit word, moet aandag nie net gegee word aan die teorie van taalbeleide nie, maar ook aan die uitvoering hiervan. Buigsaamheid moet verder in taalonderrig aangemoedig word deur weg te beweeg van die tradisionele gebruik van slegs een taal vir onderrig en leer. Daar behoort dus meer as een taal in die klaskamer en op assesseringsgebiede gebruik te word; dit sal lei tot die versterking en beter verstandhouding tussen tale (Garcia & Wei, 2014:64). Dit sal leerders ondersteun om hulle volle potensiaal te bereik in ʼn tersiêre onderwys-omgewing. iv Stellenbosch University https://scholar.sun.ac.za LIST OF ABBREVIATIONS CHE : Council for Higher Education DoE : Department of Education ELF : English lingua franca L1 : First language/mother tongue L2 : Second language (in order of acquisition) NS : Native speaker NNS : Non-native speaker TL : Target language v Stellenbosch University https://scholar.sun.ac.za ACKNOWLEDGEMENTS I did not come to be in this place by accident. My journey has been one filled with many blessings and some of the most supportive family and friends I could wish to have by my side. There are too many to mention, but I know you are aware of the role you have played in my life; accept my everlasting appreciation. My eternal gratitude goes to my supervisor, Dr Kate Huddlestone, at Stellenbosch University for the ongoing support. You were unfailingly motivational and encouraging and I could not personally have chosen a more fitting supervisor. Thank you so much. The professionalism and welcoming nature of the staff at Stellenbosch University, Linguistic Department, did not go unnoticed and I am so appreciative to be afforded the opportunity to complete my studies with you. A special thanks goes to Christine Smit who was always ready to answer a query and quell a concern without hesitation. My children, Nicholas and Natasha, you are my inspiration, my motivation, and fill my heart with pride. Jenni, you always offered unwavering support and pushed me to succeed. I thank you for that. Thanks also go to the students who participated in this study; without you this would not have been possible. vi Stellenbosch University https://scholar.sun.ac.za TABLE OF CONTENTS DECLARATION ...................................................................................................................... i DEDICATION ......................................................................................................................... ii ABSTRACT ............................................................................................................................ iii OPSOMMING ........................................................................................................................ iv LIST OF ABBREVIATIONS .................................................................................................. v ACKNOWLEDGEMENTS .................................................................................................... vi LIST OF TABLES .................................................................................................................. xi LIST OF FIGURES ............................................................................................................... xii CHAPTER ONE: INTRODUCTION ...................................................................................... 1 1.1 Background ................................................................................................................ 1 1.3 Contextualising the problem ...................................................................................... 3 1.4 Research design ......................................................................................................... 7 1.5 Chapter Outline .......................................................................................................... 8 CHAPTER 2: LITERATURE REVIEW ................................................................................. 9 2.1 Introduction ................................................................................................................ 9 2.2 An overview of linguistic diversity within tertiary institutions ................................. 9 2.3 The South African tertiary education system .......................................................... 11 2.3.1 An historical overview of language in South Africa ............................................... 17 2.3.2 The rationale for English lingua franca in education in post-apartheid South Africa21 2.4 English lingua franca in tertiary education .............................................................. 23 2.4.1 Global English lingua franca ................................................................................... 23 2.4.2 English lingua franca in the South African classroom ............................................ 28 2.4.3 The danger of the practice of linguistic hegemony in education
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