Vocational language learning and teaching at a South African university: Preparing professionals for multilingual contexts

  • Pamela Maseko Rhodes University, School of Languages: African Language Studies Section
  • Russell Kaschula Rhodes University, School of Languages: African Language Studies Section
DOI: https://doi.org/10.5842/38-0-60

Abstract

This paper highlights the methodology that has been used at Rhodes University and other SouthAfrican universities in implementing vocation-specific African language learning programmes.Essentially, the paper links the curriculum design to the theoretical paradigm of interculturalcommunication. Intercultural theory is used as a basis to develop vocation-specific courses wherelanguage and culture are taught, for example, to second language learners of isiXhosa at RhodesUniversity. These courses include courses for Pharmacy and Law students. This paper offers a newtheoretical paradigm for intercultural language teaching. Furthermore, examples from specific coursesare provided in order to illustrate how this theoretical paradigm can be implemented in a practicalway. The impact of multilingualism and intercultural communication in the wider legal and healthcarework environment in South Africa is also discussed.Keywords: vocational language learning, indigenous African languages, multilingualism, interculturalcommunication, cultural awareness, cultural sensitivity, legal professional, health-care professional,law, pharmacy

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Published
2012-05-16
How to Cite
Maseko, P., & Kaschula, R. (2012). Vocational language learning and teaching at a South African university: Preparing professionals for multilingual contexts. Stellenbosch Papers in Linguistics Plus, 38. https://doi.org/10.5842/38-0-60
Issue
Vol. 38 (2009): Multilingualism and language policies in Africa | Mehrsprachigkeit und Sprachenpolitik in Afrika
Section
III. Multilingualism and education in Africa and Europe | Mehrsprachigkeit und Bildung in Afrika und Europa
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