Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University
This study describes student perspectives on the teaching and learning of a newly introduced University language acquisition course. It identifies three basic components of teaching and learning, namely teaching approaches, teaching and learning resources, and assessment of learning. The study focu...
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| Format: | Article |
| Language: | English |
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Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)
2023-07-01
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| Series: | African Journal of Teacher Education |
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| Online Access: | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/7521 |
| _version_ | 1797400697817268224 |
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| author | Lindiwe Tshuma Kgomotso Theledi |
| author_facet | Lindiwe Tshuma Kgomotso Theledi |
| author_sort | Lindiwe Tshuma |
| collection | DOAJ |
| description |
This study describes student perspectives on the teaching and learning of a newly introduced University language acquisition course. It identifies three basic components of teaching and learning, namely teaching approaches, teaching and learning resources, and assessment of learning. The study focuses on how students perceive these basic components of teaching and learning by investigating how 1st-year students at a university in South Africa perceive the teaching and learning of the Sesotho First Additional Language (FAL) course (a newly introduced course in the university). Hence the objectives of this study are to establish the views of 1st-year Sesotho FAL students regarding the teaching approaches used by the lecturers presenting the course; the teaching and learning resources used in the course; and the quality of assessments applied in the course. Guided by complex dynamic systems theory, the study employs a survey methodology. A questionnaire comprising both close-ended belief statements as well as open-ended statements for students to respond to was administered to 51 study participants purposefully selected. Quantitative data were analysed using IBM SPSS, while qualitative data were analysed by the researchers themselves. Results emerging from the data reveal that 1st-year students generally find their lecturers’ teaching approaches and assessment methods satisfactory; however, they perceive the teaching and learning resources used by their lecturers in teaching Sesotho as inadequate. This finding points to the need for further dialogue broadly on the quality of teaching and learning, quality of assessment criteria and the availability of teaching and learning resources provided for presenting newly introduced courses in higher education institutions (HEIs); and specifically on the level of preparation of lecturers in these courses tasked with the teaching and learning.
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| first_indexed | 2024-03-09T01:59:14Z |
| format | Article |
| id | doaj.art-f4968f6d5c4145b8aed78ddd4115f104 |
| institution | Directory Open Access Journal |
| issn | 1916-7822 |
| language | English |
| last_indexed | 2024-03-09T01:59:14Z |
| publishDate | 2023-07-01 |
| publisher | Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD) |
| record_format | Article |
| series | African Journal of Teacher Education |
| spelling | doaj.art-f4968f6d5c4145b8aed78ddd4115f1042023-12-08T10:00:03ZengSustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)African Journal of Teacher Education1916-78222023-07-0112210.21083/ajote.v12i2.7521Plurilingual practices in Higher Education: An analysis of student perceptions from a South African UniversityLindiwe Tshuma0Kgomotso Theledi1University of the WitwatersrandUniversity of the Witwatersrand This study describes student perspectives on the teaching and learning of a newly introduced University language acquisition course. It identifies three basic components of teaching and learning, namely teaching approaches, teaching and learning resources, and assessment of learning. The study focuses on how students perceive these basic components of teaching and learning by investigating how 1st-year students at a university in South Africa perceive the teaching and learning of the Sesotho First Additional Language (FAL) course (a newly introduced course in the university). Hence the objectives of this study are to establish the views of 1st-year Sesotho FAL students regarding the teaching approaches used by the lecturers presenting the course; the teaching and learning resources used in the course; and the quality of assessments applied in the course. Guided by complex dynamic systems theory, the study employs a survey methodology. A questionnaire comprising both close-ended belief statements as well as open-ended statements for students to respond to was administered to 51 study participants purposefully selected. Quantitative data were analysed using IBM SPSS, while qualitative data were analysed by the researchers themselves. Results emerging from the data reveal that 1st-year students generally find their lecturers’ teaching approaches and assessment methods satisfactory; however, they perceive the teaching and learning resources used by their lecturers in teaching Sesotho as inadequate. This finding points to the need for further dialogue broadly on the quality of teaching and learning, quality of assessment criteria and the availability of teaching and learning resources provided for presenting newly introduced courses in higher education institutions (HEIs); and specifically on the level of preparation of lecturers in these courses tasked with the teaching and learning. https://journal.lib.uoguelph.ca/index.php/ajote/article/view/7521Plurilingualismteaching approachesteaching and learning resourcesassessment in higher education |
| spellingShingle | Lindiwe Tshuma Kgomotso Theledi Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University African Journal of Teacher Education Plurilingualism teaching approaches teaching and learning resources assessment in higher education |
| title | Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University |
| title_full | Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University |
| title_fullStr | Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University |
| title_full_unstemmed | Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University |
| title_short | Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University |
| title_sort | plurilingual practices in higher education an analysis of student perceptions from a south african university |
| topic | Plurilingualism teaching approaches teaching and learning resources assessment in higher education |
| url | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/7521 |
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