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Rhodes University

The impact of translanguaging and acculturation towards implementation of the Incremental Indigenous African Languages programme in former Model-C schools (Alfred Nzo West District, Eastern Cape)

This thesis explores the possibilities of multilingual language instruction within multi-ethnic classrooms in former Model-C schools shaped by multiple discursive practices. The researcher reviews current research on multilingualism and teaching and proposes strategies for overcoming the English prescriptivism, and monolingual mind-set in education.

Exploring teaching and learning German as a foreign language at a South African institution of higher education: blended learning and collocations.

German Studies students at Rhodes University have normally never studied the German language before enrolling for the first-year course and face the challenge of a fairly rapid linguistic advancement, in a context with very limited exposure to the foreign language outside the classroom. Free writing is an area which students find particularly challenging as it requires students to synthesise grammatical and vocabulary knowledge.

The impact of translanguaging and acculturation towards implementation of the Incremental Indigenous African Languages programme in former Model-C schools (Alfred Nzo West District, Eastern Cape)

This thesis explores the possibilities of multilingual language instruction within multi-ethnic classrooms in former Model-C schools shaped by multiple discursive practices. The researcher reviews current research on multilingualism and teaching and proposes strategies for overcoming the English prescriptivism, and monolingual mind-set in education.

The impact of translanguaging and acculturation towards implementation of the Incremental Indigenous African Languages programme in former Model-C schools (Alfred Nzo West District, Eastern Cape)

This thesis explores the possibilities of multilingual language instruction within multi-ethnic classrooms in former Model-C schools shaped by multiple discursive practices. The researcher reviews current research on multilingualism and teaching and proposes strategies for overcoming the English prescriptivism, and monolingual mind-set in education.