The Multilingual Nature of Higher Education

21 March 2017

This month we published Academic Biliteracies edited by David M. Palfreyman and Christa van der Walt. In this post, David and Christa discuss their experience of coediting the book. 

Christa: There were some initial signs that this book was not meant to be. Firstly, David’s e-mails to me disappeared in cyberspace and it was only when Nancy Hornberger contacted me to enquire very diplomatically whether I had received the e-mails, that we found out his institutional e-mails were not delivered, for some unfathomable reason. Secondly, this was an under-researched topic and we were not sure that we would get any contributions; and thirdly, both of us dealt with serious interruptions of a personal and professional nature. And yet, here we are, three years later, with chapters that showcase the multilingual nature of higher education in all its complexity.

Our first (academic) challenge was to agree on what we understand ‘literacy’ to mean, so that we can evaluate contributions on ‘biliteracy’. Going through our Skype notes, I’m struck by the terminology issues in every conversation. Is there a difference between ‘translanguaging’ and ‘translingual’; between ‘multiliteracies’ and ‘multilingual literacies’? Is ‘translanguaging’ the overarching concept in which ‘biliteracy’ needs to find its place, or should they be seen as separate phenomena in multilingual contexts? We still do not have a definite answer; or maybe it is better to say that we have many answers!

David: Yes, the email bug almost put a subtle end to the project before it started, and I’m very glad that Nancy intervened! I was keen to work with Christa on this book because her previous publications had focused on multilingual higher education in a way that I hadn’t come across before: questioning assumptions about English as the medium of instruction in so many universities worldwide.

Christa: We both wanted a variety of chapters from all corners of the world, but of course we had to be selective within the scope of one book.  We aimed to cover both majority and minority languages in contexts where language is a medium for developing knowledge rather than necessarily a focus of the course; in the end, the chapters highlight the use at university of literacy in Afrikaans, Arabic, Chinese, English, French, German, isiXhosa and other African languages, Korean, Maori, Polish, Spanish and Welsh.

David: Some of the contributors had already published in the area of biliteracy; some had been working with biliterate students and issues of biliteracy in university courses for some years, but came to engage with the issues in new ways through their involvement in the book. As the book developed, we encouraged contributors to read and comment on each other’s chapters, which brought some mutual adjustments and helped bring out common themes. All of us became aware of new perspectives to understand the experience of students and scholars, and fresh options for working with and for biliteracy. Guillaume Gentil, whose previous work provided inspiration for the book, kindly sprang into action once the rest of the book was complete, contributing a concluding chapter which draws themes together and points out some ways forward for research in academic biliteracies.

I’m grateful to Zayed University (UAE) for their support in travelling to Australia, Jordan and the UK in the course of preparing the book. Among many learning experiences along the way, I remember especially meeting up by coincidence with Christa at the AILA Congress in Brisbane – it was good to have a face to face meeting near the beginning as most of our later work together was by email or Skype. Another unforgettable and educative experience was taking part in a research conference at Cardiff University where most communication was in Welsh or Basque: having to rely on simultaneous interpreters and finding my usual language of academic/social communication suddenly minoritized, I suddenly found myself a ‘lurker’ in academic discussions!

Christa: For me, as a lecturer who code switches and uses two languages when teaching at Stellenbosch University, the active development of biliteracy in academic contexts is an important acknowledgement of the multilingual nature of twenty-first century higher education. Many students arrive at higher education institutions with a fully developed academic language that is not English and it would be a waste to ignore the enormous potential of that resource when making meaning of academic material.

We’ll look forward to hearing from readers of the book about how the issues relate to their own experiences as learners or teachers.

 

David M. Palfreyman: david.palfreyman@zu.ac.ae

Christa van der Walt: cvdwalt@sun.ac.za

 

For more information about this book, please see our website. If you found this interesting, you might also like Multilingual Higher Education, which Christa published with us previously.

 


Multilingual Universities in South Africa

8 April 2014

This month we are publishing Multilingual Universities in South Africa edited by Liesel Hibbert and Christa van der Walt. Here, one of Liesel’s colleagues, Carol Christie from the Department of Applied Language Studies, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa, gives us her view on the book as well as a bit of background on the complications of language and identity in South Africa.

Hibbert and Van der Walt have dedicated their book, to be released in April 2014, to Neville Alexander who believed that languages other than those of the original colonisers should be given power and status in South Africa and Africa more broadly. The reality that most of us who teach in South Africa experience, however, is one in which the Constitution provides for the equal status of eleven official languages but business and teaching is done in English (or, to a limited extent, Afrikaans). The parents of our students choose, when they can afford to do so, to send their children to English-medium schools, and most of our students tell us that they prefer to study in English because ‘it is the universal language’, ‘it will give me access to the job market’, ‘I have always studied in English’ or ‘Xhosa is just too difficult’.

Much has been written about the potential detriment to students of not being given the opportunity to develop literacies in their home language before being expected to study in a second or third language. However, those of us who teach in contemporary South Africa also know that terms such as ‘mother tongue’, ‘first language’ and ‘home language’ no longer mean the same thing (if they ever did) and cannot be used to allocate students to uncomplicated categories. A young person in South Africa may very easily have had a Xhosa-speaking mother but consider English to be her home language because it was the main language spoken in the home and Afrikaans to be a first language because she studied it at ‘first language’ level at school. And we all have students who consider themselves to be ethnically Xhosa (or Afrikaans or Venda or Zulu or Pedi etc.) while the primary language they use is English. We cannot return to apartheid-era ethnic and race categories which define us as having a particular ethnicity and therefore having to be taught a particular curriculum in a particular language.

The strength of the book is that it provides examples of how languages other than English can be used in university teaching in South Africa and can help students to learn even when the only language that all have in common is English. The book showcases current multilingual teaching and learning innovations in higher education in South Africa. Although language-in-education policies for multilingual contexts have been in place for some years, and have been discussed and critiqued, there is no overview which highlights the processes and success stories and the case studies conducted. This book fills this gap, by showcasing work done ‘on the ground’ by higher education practitioners and by examining how they develop ways of drawing on all available discourses and languages for strategic and systemically supported multilingual and biliteracy development in the formal tertiary education sector. The case studies presented by the next generation of up-and-coming mainstream academics are extremely valuable in terms of the blueprints they offer and in terms of the range of exemplary practices modelled. A very wide international audience is envisioned for this book, as similar contexts currently occur everywhere, due to global migration. In terms of the African continent, the book clearly testifies that the continent is inventing its own practices on an ongoing basis and that these are highly informative for language practitioners located anywhere.

The reality is that almost all of us are multilingual (or at least bilingual) and it is in this context that the editors’ use of the term ‘multilingual’ in the title must be considered. What is a multilingual university and are any universities in South Africa (as distinct from their teachers and students) truly multilingual? Hibbert is based at Nelson Mandela Metropolitan University in Port Elizabeth, where the management acknowledges Xhosa and Afrikaans, in addition to English, as the predominant languages in the area while almost all business and teaching is done in English and students will only submit work in Xhosa or Afrikaans in courses to do with these languages and their literatures. Van der Walt is based at the University of Stellenbosch, long considered the intellectual home of Afrikanerdom, where the taaldebat (language policy debate) continues and many staff, students and alumni continue to be anxious about it moving away from being an Afrikaans-medium university.

Bilingual education, at least in Afrikaans and English, has a long history in South Africa but the point is that it has only been done extensively in English and Afrikaans and not in the other South African languages. The status of Afrikaans was also an important aspect of Afrikaaner nationalism and it is arguably in this context that those in the taaldebat who bemoan a perceived move away from Afrikaans are campaigning for the rights of Afrikaans as a minority language. In contrast, however, most black South Africans, in spite of an often-asserted ethnic identity, do not appear to be asserting their right to be taught in ‘their own’ language. It is in this complicated context that Hibbert and Van der Walt present a number of case studies which describe and discuss attempts at and strategies for the use of multilingualism in university courses and classrooms in South Africa and this is a particular strength of the book: it provides examples of strategies that we can all consider using in our teaching.

Although, of course, being able to read and write in one or more languages does not necessarily make one critically literate. For instance, in the chapter titled “An exemplary astronomical lesson that could potentially show the benefits of multilingual content and language in higher education,” what is meant by an “astronomical lesson” (as opposed to an astronomy one) when it’s at home and surely if something “could” do something then it already has the potential to do so? This type of criticism from someone whose mother tongue, home language, first language and primary language of study have always been the same is, however, perhaps exactly what the authors and editors of this book are addressing: we gain much more from the use of a variety of languages and literacies (even if that use is nonstandard in semantics, syntax, register and idiom) than we stand to lose from the universal use of English. Multilingual Higher Education

For more information about this book please see our website. If you found this interesting you might also like Christa van der Walt’s previous book Multilingual Higher Education.


Multilingual Higher Education: Beyond English Medium Orientations

23 April 2013

This month we published Multilingual Higher Education by Christa van der Walt. Here, the author tells us how she came to write the book and the importance of research in this area.

Multilingual Higher EducationThe idea for this book was born when I first read Ofelia García’s impressive Bilingual Education in the 21st Century: A Global Perspective (2009). My impression was that much had been published on bilingual education at primary school level, much less at secondary school level and virtually nothing at higher education level. From my own work at school level and then in higher education, I knew that multilingual teaching and learning strategies are generally regarded with suspicion. Furthermore, I also knew that the status attached to higher education would militate against marginalised languages in its classrooms.

In my own multilingual context, the use of other languages in classrooms is ubiquitous (although not necessarily acknowledged!) but I really started to research higher education classrooms after my involvement with language policy development at Stellenbosch University in 2002. A research project in 2004 on bilingual universities worldwide, initiated by Prof Chris Brink who was then the rector of Stellenbosch University, made me realise that policy-level research says nothing about what is happening in multilingual classrooms. This impression was confirmed at various international conferences and in discussions with colleagues from European bi/multilingual universities, notably Michael Langner from the University of Fribourg, Ana Virkunnen-Vollenwider (now retired) from the University of Helsinki and Gudrun Ziegler from the University of Luxemburg. A sabbatical in Germany in 2010 led to discussions with Annelie Knapp of the University of Siegen and Hartmut Haberland at Roskilde University and these conversations increased my awareness of the problems of transnationally mobile students. The pervasive assumption that the use of English would solve all these problems made me connect the role of language in South African (and African) higher education institutions to efforts in Europe to establish English as a language of learning and teaching. The recent book CLIL in Higher Education by Fortanet-Gómez (2013) on the introduction of CLIL in European higher education institutions is a further valuable source in this regard.

Although higher education institutions differ widely, they seem to share the challenge of increasing student participation and throughput locally while managing the pressure to compete globally. It is self-evident that language is central to both efforts and in my book I try to show how it is possible to include more languages in the classroom, while acknowledging the role and status of English. I am not particularly interested in how multilingual language practices can be accommodated at policy level. For me there is a bigger issue at stake and that is the training of higher education practitioners. The fact that disciplinary specialisation is often the only qualification that academics require to become lecturers is, to my mind, the main reason why teaching and learning does not result in improved student success. In-service education and training of academic staff is needed because there is a level at which the proposed strategies that I mention constitute good teaching practice, whether we connect them to multilingual education or not. Mobilising students’ resources, including the languages that they use to support and develop learning, seems self-evident as part of a higher education pedagogy.  I can only agree with García (2009:11, her emphasis) when she says that “some form of bilingual education is good for all education, and therefore good for all children, as well as good for all adult learners”. This statement must be kept in mind in view of the increased introduction of CLIL, particularly in Europe, as Fortanet-Gómez (2013) shows.

I hope that this book will inspire more classroom-based research so that we can elaborate on these first steps towards a multilingual higher education pedagogy.       

References
Fortanet-Gómez, I. (2013) CLIL in Higher Education: Towards a Multilingual Language Policy. Bristol: Multilingual Matters
García, O. (2009) Bilingual Education in the 21st Century: A Global Perspective. Chichester: Wiley-Blackwell

Also available:

CLIL in Higher EducationCLIL in Higher Education by Inmaculada Fortanet-Gómez


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