Hlaviso Motlhaka - Academia.edu (original) (raw)
Papers by Hlaviso Motlhaka
The last half century has witnessed an explosive shift in language diversity involving a rapid sp... more The last half century has witnessed an explosive shift in language diversity involving a rapid spread of global languages and an associated threat to small languages. The diffusion of global languages, the stampede towards English, the counter-pressures in the form of ethnic efforts to reverse or slow the process, the continued determination of nation-states to assert national identity through language, and, in an opposite direction, the greater tolerance shown to multilingualism and the increasing concern for language rights, all these are working to make the study of the nature and possibilities of language policy and planning a field of swift growth. The series will publish empirical studies of general language policy or of language education policy, or monographs dealing with the theory and general nature of the field. We welcome detailed accounts of language policy-making-who is involved, what is done, how it develops, why it is attempted. We will publish research dealing with the development of policy under different conditions and the effect of implementation. We will be interested in accounts of policy development by governments and governmental agencies, by large international companies, foundations, and organizations, as well as the efforts of groups attempting to resist or modify governmental policies. We will also consider empirical studies that are relevant to policy of a general nature, e.g. the local effects of the developing European policy of starting language teaching earlier, the numbers of hours of instruction needed to achieve competence, selection and training of language teachers, the language effects of the Internet. Other possible topics include the legal basis for language policy, the role of social identity in policy development, the influence of political ideology on language policy, the role of economic factors, policy as a reflection of social change.
South African Journal of Education, May 31, 2022
Turkish Online Journal of Qualitative Inquiry, Aug 18, 2021
Drawing from social learning theory, this study aims to investigate the experiences of third-year... more Drawing from social learning theory, this study aims to investigate the experiences of third-year students regarding the use of WhatsApp group chat for teaching and learning. This is premised during a COVID-19 lockdown context at a rural South African university, wherein opportunities to learn socially from each other are created as students interact with their peers, educators and facilitators, and learning materials, objects and activities are collaboratively co-created, shared and disseminated through WhatsApp groups. Data were collected through focus group interview of eight third-year students registered for a Bachelor of Education in Senior Phase and FET degree majoring in English and Life Orientation. The study found that WhatsApp allows students to communicate, collaborate and encourage in remote learning to disseminate knowledge as a way of improving their academic performance. The results provide an insight into how WhatsApp plays a significant role in learning English in the development of reading, writing, speaking and listening skills, which consequently improves students’ academic literacy and interpersonal skills. The findings of this study further reveal a disparity of network connectivity, accessibility and electricity between those residing in the urban and rural areas.
The purpose of this study was to induct students' educators into the relevant communicative a... more The purpose of this study was to induct students' educators into the relevant communicative approach in teaching English in High schools and to find out about the impact of the method of teaching module on the practicum of completing students (English First Additional). The study adopted a qualitative explorative approach, and semi structured interviews were conducted on the purposefully sampled 50 Bachelor of Education students registered for Method of English module level 4. Students were requested to demonstrate their understanding of the current approach by designing activities which would best develop their learners’ communicative competence. Students’ lessons designed were presented during lecture interactions. The findings of the study were that students demonstrated a good understanding, relevance and application of the communicative approach in the teaching of English First Additional language. The study further recommends that for the students to be effective in curric...
BREAKING THE MONOLINGUAL CHAINS: TRANSLANGUAGING FOR ACADEMIC-LITERACY ACCESS AND SUCCESS, 2021
We question the validity of using one language for learning and teaching in our contemporary lite... more We question the validity of using one language for learning and teaching in our contemporary literacy and other classrooms. We argue in favour of linguistic and cultural diversity as a precondition for academic readingliteracy accomplishment in particular, and education in general. We lament that despite its harmful effects on educational achievement for multilinguals, monolingual bias is still among us and remains the biggest threat for identity assertion and epistemic access for mainstream multilingual students. The need to break the monolingual chains that shackle literacy and other pedagogy in the 21st C has never been more urgent. The paper reports on an academic reading intervention which draws from socio-cultural and translanguaging fluidity theories; it argues that students' own linguistic and cultural discursive resources can be valuable tools in academic reading pedagogy and concept uptake. Using the reading-development study as a proxy, we query the legitimacy of utilizing mono-language and or mono-culture for learning and teaching in our present-day reading classroom or tutorial room. Data was collected using qualitative methods. The results of this study support the premise that deep understanding ensues when students are actively involved in translanguaged academic reading. The study also found that cross-linguistic enquiry and procedures in academic reading and content uptake are beneficial. Moreover, pedagogy needs to be transformed translingually to democratise classrooms for academic access and success.
Journal of Critical Reviews, 2021
Solid State Technology, Nov 1, 2020
Psychology and Education Journal, Dec 30, 2020
This article addresses the issue of authentic learning as a pedagogical approach in South African... more This article addresses the issue of authentic learning as a pedagogical approach in South African university in the Free State Province to bridge the gap of knowledge and action for meaningful teaching and learning of English as a Second Language (ESL). The aim of the study was to investigate the connection between authentic learning and problem-based learning in the hope of establishing effective strategies of teaching ESL. The researcher used qualitative research approach with phenomenological research design. The research population of this study encompassed eight first-year students and eight ESL lecturers with less than six years teaching experience in the faculty of education at an institution of higher learning and information was gathered through the use of open-ended questionnaires and focus group interviews. The findings found that technology has a profound impact on authentic learning in Higher Education because it gives students access to reliable, firsthand information for investigation and analysis, as well as a larger real-world audience outside the classroom. This article also finds that authentic learning recognizes students as legitimate peripheral participants in a community of practice to be competitive in a global job market. Finally, it outlines the roles of the lecturer as a nurturer and innovator who strives to broaden student learning experiences through sharing with the world outside the school walls and provides recommendations to help lecturers and researchers in enhancing students' ESL learning through the use of authentic learning paradigm.
Thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy in App... more Thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy in Applied Language and Literacy Education Faculty of Humanities School of Education University of Witwatersrand, Johannesburg, South Africa July, 2018
This article addresses the issue of authentic learning as a pedagogical approach in South African... more This article addresses the issue of authentic learning as a pedagogical approach in South African university in the Free State Province to bridge the gap of knowledge and action for meaningful teaching and learning of English as a Second Language (ESL). The aim of the study was to investigate the connection between authentic learning and problem-based learning in the hope of establishing effective strategies of teaching ESL. The researcher used qualitative research approach with phenomenological research design. The research population of this study encompassed eight first-year students and eight ESL lecturers with less than six years teaching experience in the faculty of education at an institution of higher learning and information was gathered through the use of open-ended questionnaires and focus group interviews. The findings found that technology has a profound impact on authentic learning in Higher Education because it gives students access to reliable, first-hand information...
Electronic Journal of e-Learning, 2020
Academic writing in higher education involves acculturation of discourse characterised by new and... more Academic writing in higher education involves acculturation of discourse characterised by new and unfamiliar social, cultural and academic conventions which remain a huge challenge for instructors and students worldwide. This study aimed at investigating the use of Blackboard Collaborated‑Based Instruction to improve academic writing skills of second language writers. Drawing from Vygotsky’s sociocultural framework, this study is premised on online collaborative writing tasks which encourage peer feedback and the exchange of ideas that gives sense of an audience larger than one consisting only of the teacher. Data were collected through metacognitive reflective interview of eight first‑year students registered for a Bachelor of Education degree programme. The findings show that Blackboard Collaborated‑Based Instruction provided second language writers with an online learning community in which they collaborate and help each other in editing, revising, and improving their academic es...
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES
Inevitably, life in the twenty-first century globalised world brings people into contact with "ot... more Inevitably, life in the twenty-first century globalised world brings people into contact with "others". Through these contacts, the need for interactions demands that these people find different ways of understanding one another to generate knowledge. In order for them to achieve this objective, they need a strong and coherent medium. First additional language education has been developed in South Africa to unravel as well as address challenges posed to competence in intercultural communication, with the emphasis placed on how to communicate with a different "other" since the world now has become a small village. The study made use of a qualitative research methodology, revolving around an ethnographic design. The research population constituted lecturers, tutors and students from the University of Western Cape. The four principal tools used for data collection included: Interviews, Questionnaires, Naturally Occurring data and Participant Observation.
This article addresses the issue of authentic learning as a pedagogical approach in South African... more This article addresses the issue of authentic learning as a pedagogical approach in South African university in the Free State Province to bridge the gap of knowledge and action for meaningful teaching and learning of English as a Second Language (ESL). The aim of the study was to investigate the connection between authentic learning and problem-based learning in the hope of establishing effective strategies of teaching ESL. The researcher used qualitative research approach with phenomenological research design. The research population of this study encompassed eight first-year students and eight ESL lecturers with less than six years teaching experience in the faculty of education at an institution of higher learning and information was gathered through the use of open-ended questionnaires and focus group interviews. The findings found that technology has a profound impact on authentic learning in Higher Education because it gives students access to reliable, first-hand information...
This study investigated the willingness to initiate communication on the part of first-year stude... more This study investigated the willingness to initiate communication on the part of first-year students at one South African rural university. Quantitative data was collected through closed-ended questionnaires from 250 randomly selected students enrolled in the English Communication Skills module which was offered by the Department of English within the School of Human and Social Sciences during the 2018 academic year. The study relied upon Bandura’s social cognitive theory as a theoretical framework. Bandura’s theory acknowledges that a great deal of human thought is based on language proficiency. The results revealed that students’ willingness to communicate (WTC) in English was high with friends, but that they did not feel confident enough to initiate or continue communication in unfamiliar situations, like public speaking. Finally, the results demonstrate the reluctance of first-year students to communicate in English with strangers and in public, which restricts their opportunit...
Mediterranean Journal of Social Sciences
This article investigated the use postmethod pedagogy for professional growth of lecturers to imp... more This article investigated the use postmethod pedagogy for professional growth of lecturers to improve ESL students' English proficiency using qualitative approach with open-ended questionnaires and in-depth interviews to collect data. The research population of this study included twelve ESL lecturers (six females and six males) in the faculty of education at three institutions of higher education five to twenty years of teaching experience. The study found that postmethod pedagogy recognises the need for inclusivity of students and the empowerment of lecturers to ensure that what happens in the classroom is making a difference outside the classroom. The results suggest that lecturers recognize their own powers as great sources in creating methods for their professional growth and creation of a meaningful learning environment. This study recommends that lecturers should consider student choices and initiative as a fundamental factor for successful ESL learning and teaching, while striving for professional growth.
The last half century has witnessed an explosive shift in language diversity involving a rapid sp... more The last half century has witnessed an explosive shift in language diversity involving a rapid spread of global languages and an associated threat to small languages. The diffusion of global languages, the stampede towards English, the counter-pressures in the form of ethnic efforts to reverse or slow the process, the continued determination of nation-states to assert national identity through language, and, in an opposite direction, the greater tolerance shown to multilingualism and the increasing concern for language rights, all these are working to make the study of the nature and possibilities of language policy and planning a field of swift growth. The series will publish empirical studies of general language policy or of language education policy, or monographs dealing with the theory and general nature of the field. We welcome detailed accounts of language policy-making-who is involved, what is done, how it develops, why it is attempted. We will publish research dealing with the development of policy under different conditions and the effect of implementation. We will be interested in accounts of policy development by governments and governmental agencies, by large international companies, foundations, and organizations, as well as the efforts of groups attempting to resist or modify governmental policies. We will also consider empirical studies that are relevant to policy of a general nature, e.g. the local effects of the developing European policy of starting language teaching earlier, the numbers of hours of instruction needed to achieve competence, selection and training of language teachers, the language effects of the Internet. Other possible topics include the legal basis for language policy, the role of social identity in policy development, the influence of political ideology on language policy, the role of economic factors, policy as a reflection of social change.
South African Journal of Education, May 31, 2022
Turkish Online Journal of Qualitative Inquiry, Aug 18, 2021
Drawing from social learning theory, this study aims to investigate the experiences of third-year... more Drawing from social learning theory, this study aims to investigate the experiences of third-year students regarding the use of WhatsApp group chat for teaching and learning. This is premised during a COVID-19 lockdown context at a rural South African university, wherein opportunities to learn socially from each other are created as students interact with their peers, educators and facilitators, and learning materials, objects and activities are collaboratively co-created, shared and disseminated through WhatsApp groups. Data were collected through focus group interview of eight third-year students registered for a Bachelor of Education in Senior Phase and FET degree majoring in English and Life Orientation. The study found that WhatsApp allows students to communicate, collaborate and encourage in remote learning to disseminate knowledge as a way of improving their academic performance. The results provide an insight into how WhatsApp plays a significant role in learning English in the development of reading, writing, speaking and listening skills, which consequently improves students’ academic literacy and interpersonal skills. The findings of this study further reveal a disparity of network connectivity, accessibility and electricity between those residing in the urban and rural areas.
The purpose of this study was to induct students' educators into the relevant communicative a... more The purpose of this study was to induct students' educators into the relevant communicative approach in teaching English in High schools and to find out about the impact of the method of teaching module on the practicum of completing students (English First Additional). The study adopted a qualitative explorative approach, and semi structured interviews were conducted on the purposefully sampled 50 Bachelor of Education students registered for Method of English module level 4. Students were requested to demonstrate their understanding of the current approach by designing activities which would best develop their learners’ communicative competence. Students’ lessons designed were presented during lecture interactions. The findings of the study were that students demonstrated a good understanding, relevance and application of the communicative approach in the teaching of English First Additional language. The study further recommends that for the students to be effective in curric...
BREAKING THE MONOLINGUAL CHAINS: TRANSLANGUAGING FOR ACADEMIC-LITERACY ACCESS AND SUCCESS, 2021
We question the validity of using one language for learning and teaching in our contemporary lite... more We question the validity of using one language for learning and teaching in our contemporary literacy and other classrooms. We argue in favour of linguistic and cultural diversity as a precondition for academic readingliteracy accomplishment in particular, and education in general. We lament that despite its harmful effects on educational achievement for multilinguals, monolingual bias is still among us and remains the biggest threat for identity assertion and epistemic access for mainstream multilingual students. The need to break the monolingual chains that shackle literacy and other pedagogy in the 21st C has never been more urgent. The paper reports on an academic reading intervention which draws from socio-cultural and translanguaging fluidity theories; it argues that students' own linguistic and cultural discursive resources can be valuable tools in academic reading pedagogy and concept uptake. Using the reading-development study as a proxy, we query the legitimacy of utilizing mono-language and or mono-culture for learning and teaching in our present-day reading classroom or tutorial room. Data was collected using qualitative methods. The results of this study support the premise that deep understanding ensues when students are actively involved in translanguaged academic reading. The study also found that cross-linguistic enquiry and procedures in academic reading and content uptake are beneficial. Moreover, pedagogy needs to be transformed translingually to democratise classrooms for academic access and success.
Journal of Critical Reviews, 2021
Solid State Technology, Nov 1, 2020
Psychology and Education Journal, Dec 30, 2020
This article addresses the issue of authentic learning as a pedagogical approach in South African... more This article addresses the issue of authentic learning as a pedagogical approach in South African university in the Free State Province to bridge the gap of knowledge and action for meaningful teaching and learning of English as a Second Language (ESL). The aim of the study was to investigate the connection between authentic learning and problem-based learning in the hope of establishing effective strategies of teaching ESL. The researcher used qualitative research approach with phenomenological research design. The research population of this study encompassed eight first-year students and eight ESL lecturers with less than six years teaching experience in the faculty of education at an institution of higher learning and information was gathered through the use of open-ended questionnaires and focus group interviews. The findings found that technology has a profound impact on authentic learning in Higher Education because it gives students access to reliable, firsthand information for investigation and analysis, as well as a larger real-world audience outside the classroom. This article also finds that authentic learning recognizes students as legitimate peripheral participants in a community of practice to be competitive in a global job market. Finally, it outlines the roles of the lecturer as a nurturer and innovator who strives to broaden student learning experiences through sharing with the world outside the school walls and provides recommendations to help lecturers and researchers in enhancing students' ESL learning through the use of authentic learning paradigm.
Thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy in App... more Thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy in Applied Language and Literacy Education Faculty of Humanities School of Education University of Witwatersrand, Johannesburg, South Africa July, 2018
This article addresses the issue of authentic learning as a pedagogical approach in South African... more This article addresses the issue of authentic learning as a pedagogical approach in South African university in the Free State Province to bridge the gap of knowledge and action for meaningful teaching and learning of English as a Second Language (ESL). The aim of the study was to investigate the connection between authentic learning and problem-based learning in the hope of establishing effective strategies of teaching ESL. The researcher used qualitative research approach with phenomenological research design. The research population of this study encompassed eight first-year students and eight ESL lecturers with less than six years teaching experience in the faculty of education at an institution of higher learning and information was gathered through the use of open-ended questionnaires and focus group interviews. The findings found that technology has a profound impact on authentic learning in Higher Education because it gives students access to reliable, first-hand information...
Electronic Journal of e-Learning, 2020
Academic writing in higher education involves acculturation of discourse characterised by new and... more Academic writing in higher education involves acculturation of discourse characterised by new and unfamiliar social, cultural and academic conventions which remain a huge challenge for instructors and students worldwide. This study aimed at investigating the use of Blackboard Collaborated‑Based Instruction to improve academic writing skills of second language writers. Drawing from Vygotsky’s sociocultural framework, this study is premised on online collaborative writing tasks which encourage peer feedback and the exchange of ideas that gives sense of an audience larger than one consisting only of the teacher. Data were collected through metacognitive reflective interview of eight first‑year students registered for a Bachelor of Education degree programme. The findings show that Blackboard Collaborated‑Based Instruction provided second language writers with an online learning community in which they collaborate and help each other in editing, revising, and improving their academic es...
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES
Inevitably, life in the twenty-first century globalised world brings people into contact with "ot... more Inevitably, life in the twenty-first century globalised world brings people into contact with "others". Through these contacts, the need for interactions demands that these people find different ways of understanding one another to generate knowledge. In order for them to achieve this objective, they need a strong and coherent medium. First additional language education has been developed in South Africa to unravel as well as address challenges posed to competence in intercultural communication, with the emphasis placed on how to communicate with a different "other" since the world now has become a small village. The study made use of a qualitative research methodology, revolving around an ethnographic design. The research population constituted lecturers, tutors and students from the University of Western Cape. The four principal tools used for data collection included: Interviews, Questionnaires, Naturally Occurring data and Participant Observation.
This article addresses the issue of authentic learning as a pedagogical approach in South African... more This article addresses the issue of authentic learning as a pedagogical approach in South African university in the Free State Province to bridge the gap of knowledge and action for meaningful teaching and learning of English as a Second Language (ESL). The aim of the study was to investigate the connection between authentic learning and problem-based learning in the hope of establishing effective strategies of teaching ESL. The researcher used qualitative research approach with phenomenological research design. The research population of this study encompassed eight first-year students and eight ESL lecturers with less than six years teaching experience in the faculty of education at an institution of higher learning and information was gathered through the use of open-ended questionnaires and focus group interviews. The findings found that technology has a profound impact on authentic learning in Higher Education because it gives students access to reliable, first-hand information...
This study investigated the willingness to initiate communication on the part of first-year stude... more This study investigated the willingness to initiate communication on the part of first-year students at one South African rural university. Quantitative data was collected through closed-ended questionnaires from 250 randomly selected students enrolled in the English Communication Skills module which was offered by the Department of English within the School of Human and Social Sciences during the 2018 academic year. The study relied upon Bandura’s social cognitive theory as a theoretical framework. Bandura’s theory acknowledges that a great deal of human thought is based on language proficiency. The results revealed that students’ willingness to communicate (WTC) in English was high with friends, but that they did not feel confident enough to initiate or continue communication in unfamiliar situations, like public speaking. Finally, the results demonstrate the reluctance of first-year students to communicate in English with strangers and in public, which restricts their opportunit...
Mediterranean Journal of Social Sciences
This article investigated the use postmethod pedagogy for professional growth of lecturers to imp... more This article investigated the use postmethod pedagogy for professional growth of lecturers to improve ESL students' English proficiency using qualitative approach with open-ended questionnaires and in-depth interviews to collect data. The research population of this study included twelve ESL lecturers (six females and six males) in the faculty of education at three institutions of higher education five to twenty years of teaching experience. The study found that postmethod pedagogy recognises the need for inclusivity of students and the empowerment of lecturers to ensure that what happens in the classroom is making a difference outside the classroom. The results suggest that lecturers recognize their own powers as great sources in creating methods for their professional growth and creation of a meaningful learning environment. This study recommends that lecturers should consider student choices and initiative as a fundamental factor for successful ESL learning and teaching, while striving for professional growth.