English as a Language of Learning, Teaching and Inclusivity explores South Africa's higher education crisis utilising case studies and first-hand experiences with English as the language of instruction.
English as a Language of Learning, Teaching and Inclusivity explores South Africa's higher education crisis utilising case studies and first-hand experiences with English as the language of instruction.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Liesel Hibbert is Professor of English Education in the Faculty of Education at Cape Peninsula University of Technology in Cape Town, South Africa. Before that she was Professor in the Department of Applied Language Studies at Nelson Mandela Metropolitan University. She received her PhD in Linguistics from the University of Cape Town in 2000. Her research has been mainly cross-disciplinary i.e. global trends in youth development, literacy and language policy, language development in higher education, political rhetoric, linguistic ethnography in the classroom and South African writing. Her work has been published in, among other journals, Journal of English as an International Language, the Review of Research in Education, the International Journal of the Sociology of Language, and in a variety of books and local journals. Her two previous books are Multilingual Universities in South Africa (a co-edited volume) and The Linguistic Landscape in Post-apartheid South Africa. In addition, Liesel Hibbert has designed numerous English Studies courses and a graduate course in language acquisition and has supervised student research on translanguaging as pedagogy for MA and PhD projects.
Inhaltsangabe
Foreword; Acknowledgements; 1. Introduction Liesel Hibbert; 2. A narrative account of the history of English in South Africa Liesel Hibbert; 3. Assessing student writing: 'A tangled situation' Liesel Hibbert and Anne Knott; 4. The complexity of curriculum design for English as a medium of instruction (EMI) Liesel Hibbert; 5. Students' self narratives of linguistic migration: Opportunities for relinking Liesel Hibbert and Thoko Batyi; 6. The benefits of collaborative bilingual reading Thoko Batyi; 7. The film Black Panther as catalyst for changing perceptions of Africa and/or 'being African' among students in South Africa and the UK Liesel Hibbert and Roberta Piazza; 8. Developing a transformative Critical Language Awareness focused curriculum Liesel Hibbert; 9. Cross disciplinary learning: Radical defamiliarisation in art teaching Liesel Hibbert and Gregory Kerr; 10. Reflections on teaching for social justice at a South African University of Technology Zayd Waghid; 11. Postscript Liesel Hibbert; Index
Foreword; Acknowledgements; 1. Introduction Liesel Hibbert; 2. A narrative account of the history of English in South Africa Liesel Hibbert; 3. Assessing student writing: 'A tangled situation' Liesel Hibbert and Anne Knott; 4. The complexity of curriculum design for English as a medium of instruction (EMI) Liesel Hibbert; 5. Students' self narratives of linguistic migration: Opportunities for relinking Liesel Hibbert and Thoko Batyi; 6. The benefits of collaborative bilingual reading Thoko Batyi; 7. The film Black Panther as catalyst for changing perceptions of Africa and/or 'being African' among students in South Africa and the UK Liesel Hibbert and Roberta Piazza; 8. Developing a transformative Critical Language Awareness focused curriculum Liesel Hibbert; 9. Cross disciplinary learning: Radical defamiliarisation in art teaching Liesel Hibbert and Gregory Kerr; 10. Reflections on teaching for social justice at a South African University of Technology Zayd Waghid; 11. Postscript Liesel Hibbert; Index
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