Research Articles (General Linguistics)

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Bilingualism and language shift in Western Cape communities
(Stellenbosch University, Department of General Linguistics, 2009) Anthonissen, Christine
This paper considers a number of pertinent sociolinguistic aspects of a distinct process of language shift recently noted in some historically Afrikaans first language (L1) communities established in the Cape Metropolitan area. Particularly, it considers qualitatively how a number of families made deliberate choices to change the family language from Afrikaans L1 to English L1. It elaborates on an exploratory study undertaken in 2003, adding data collected in 2008 and 2009, investigating linguistic repertoire and language choice in a number of families where there has been contact between English and Afrikaans over a number of generations. The aim, eventually, is to characterise the nature of the perceived process of language shift. The paper considers how widespread use of both English and Afrikaans in communities that until recently were predominantly Afrikaans, impacts on linguistic identities. It reports on structured interviews with members of three generations of families who currently exhibit English-Afrikaans bilingualism where members of the younger generation are more fluent in English. It finds that there is evidence of language shift, it reports on the circumstances that motivate such shift, and concludes that the third generation presents either a monolingual English identity where Afrikaans has a decidedly second language status, or a strong English-dominant bilingual identity.
Linguistic resources and strategies used in multilingual communication in HIV/AIDS care centres in Lesotho
(Stellenbosch University, Department of General Linguistics, 2013) Sobane, Konosoang; Anthonissen, Christine
This paper gives a description of multilingual practices in two HIV-care centres in Lesotho on the basis of interviews with both health care providers and some patients who make use of the services of these centres. It considers the importance of effective linguistic communication in HIV-care and the hazards posed to such communication when physicians do not share the first language of the patients and of others working in these health care facilities. It gives the insights gained in a recent study on the kinds of interventions developed to facilitate communication in such multilingual institutional settings. In one of the centres informal interpreters are appointed to assist in transfer of information during consultations; in the second centre interpreting is only casually available from bilingual staff members. Besides interpreting, participants reported engaging in a number of other mediating practices. Evidence gained from informal interpreting studies elsewhere suggests that more than literal translation is required to achieve the kind of communicative success that will ensure quality in the health care provided to a vulnerable community. This study agrees with such findings and has generated a number of suggestions for improving the management of the linguistic diversity in communication within such clinics. The paper focuses on the specific resources provided in the healthcare centres and on the strategies participants use to enhance medical communication.
Literacy development of English language learners: The outcomes of an intervention programme in grade R
(AOSIS OpenJournals, 2010-12) Olivier, Anna-Mari; Anthonissen, Christine; Southwood, Frenette
This study aims to contribute to the knowledge base on the status and development of emergent literacy skills of learners receiving formal education in their second or additional language. The focus is on young English language learners (ELLs), i.e. learners whose home language is not English but who have English as their language of teaching and learning. This article reports on a study that investigated ELLs’ emergent literacy skills prior to entering grade 1 and then evaluated the effectiveness of an evidence-based stimulation programme on early literacy skills in the South African context. Using a quasi-experimental design, ELLs’ emergent literacy skills were assessed with an adapted version of 8 of the subtests of the Emergent Literacy Assessment battery (Willenberg, 2004) and were compared to those of English first language (L1) and of ELL control groups, both before and after the 8-week purpose-designed programme. While learners showed significant improvement on 6 of the 8 subtests, the programme did not significantly improve ELLs’ skills in comparison to those of the control groups. Possible independent variables contributing to the dearth of intervention effect include socio-economic status, learners’ L1, and teacher- and classroom-specific characteristics, all of which were considered in this study. Clinical implications for speech-language therapists with regard to assessment, intervention, service delivery and outcome measures are highlighted.
Multiple voices in bilingual higher education : language choices of Afrikaans/English bilinguals at Stellenbosch University
(Stellenbosch University, 2014) Oostendorp, Marcelyn Camereldia Antonette; Anthonissen, Christine
This paper uses a sociocultural theory and heteroglossic approach to investigate the bilingual learning experience of seven Afrikaans/English bilinguals at Stellenbosch University. In particular these bilinguals were asked to reflect on the language choices they make when completing various assessment tasks and when they are internalising new information. These students were also asked to reflect on the ways in which a bilingual learning context has changed their language proficiency. It is evident from the data that the language choices are made for a multiplicity of reasons, and that the participants draw on a number of different voices, some contradictory, to articulate their experience. These findings are discussed especially in connection to the implications for policy makers, showing that methodologies such as surveys and questionnaires in which participants are requested to make a choice, do not reflect the heteroglossic and ambiguous nature of bilingualism.
On determining what counts while counting : aspects of language testing where diversity is the standard
(Stellenbosch University, 2006) Anthonissen, Christine
This article takes an interest in language testing where the tests are set to serve two purposes: (i) to decide whether the test taker is sufficiently proficient in the language of learning at a higher education institution to advise admission to a study programme at the institution, and (ii) to inform the development of language support programmes aimed at improving the academic literacy skills of students learning through medium of a second language at such an education institution. Examples of student work illustrate the kinds of concerns language teachers and testers have to deal with. Second language speakers of the language of learning at higher education institutions, and how they perceive their own proficiencies, are in focus. Positive self-assessment is often at odds with the scores achieved in academic work. Tests developed to gauge the test taker’s performance in tasks typical of the academic discourses s/he will encounter in higher education programmes, often show up difficulties that are not calculated in the planning of curricula or of classroom practices. Reference is made to recent research done in multilingual communities elsewhere, that may inform local teaching, testing, curriculum development and research.
Taalbewussyn as komponent van geletterdheidsvaardigheid : 'n ondersoek na narratiefvaardigheidontwikkeling by Graad 3-leerders
(LitNet, 2017) Brand, Irene; Anthonissen, Christine
Daar word wyd verwys na ondergemiddelde prestasie van jong leerders in geletterdheidsontwikkeling in Suid-Afrikaanse skole (Donald en Condy 2005; Klop 2011; Marais 2012). Terselfdertyd word toegewyd aandag gegee aan moontlike verklarings vir die betreklik lae sukseskoers in die ontwikkeling van kinders se lees- en skryfvaardighede, asook aan moontlike ingrypings wat sukseservaring in vroeë geletterdheidsontwikkeling sal verbeter (Pretorius en Machet 2004; Olivier, Anthonissen en Southwood 2010; Murray, De Pascalis e.a. 2016). Hierdie artikel verwys na ’n studie wat uitgevoer is in Graad 3-klaskamers in twee landelike laerskole in Wes-Kaap waar spesifiek aandag gegee is aan die begrip taalbewussyn en hoe dit in leerders se narratiefontwikkeling waargeneem word. ’n Buitekurrikulêre program, ’n sogenaamde narratiefverrykingsprogram, is ontwikkel en oor ’n periode van ses maande in die taalonderrigperiode as stimulasie en vir diagnostiese doeleindes vir leerders aangebied. Ons kom tot die gevolgtrekking dat aandag aan taalbewussyn by leerders, binne skoolverband en spesifiek met aanmoediging van verhalende lees-, vertel- en skryfwerk, ’n geleentheid bied om geletterdheidsontwikkeling binne skoolverband te bevorder.
Testing learners' attitudes - visual components of texts as bridges or barriers to learning
(Stellenbosch university, 2003) Anthonissen, Christine; Kirsten, Monica
This article considers how visual images in texts may enhance or inhibit language learning. It draws on Kress and Van Leeuwen’s (1996) work on the grammar of visual design, recognising that visual images form part of a powerful semiotic system that carries representational and connotative meanings in a manner comparable to that of words, sentences and larger textual units. It takes note of the ways in which new technologies have introduced more visual material in printed texts than was available before. And it reports on an investigation into the specific responses of Grade 10 learners to visuals of people featuring different characteristics. Eventually we need to develop learning materials where visuals facilitate and motivate language learning, and simultaneously facilitate the development of socially responsible values.
Transitions and translations from Afrikaans to English in schools of the Helderberg area
(Stellenbosch University, Department of General Linguistics, 2010) Farmer, Jean; Anthonissen, Christine
This paper reports on the findings of a project that profiled the linguistic resources of learners with an Afrikaans-English bilingual background in order to determine features of a perceived process of language shift. The language repertoire and decisions on school enrollment of learners from Afrikaans homes that are registered in the English first language classes were investigated in a historically white, Afrikaans-only High School where recently English medium classes were introduced. During the past couple of years the language of learning and teaching in this school has been adjusted to fit the educational requirements of learners from linguistically and racially diverse backgrounds. Considering also the link between language and ethnicity, the linguistic preferences and patterns of language choice and language use of a selected group of 15- to 18-year-old learners were traced. Reported uses of English and Afrikaans in domains beyond the school, notably at home with relatives, are taken as indicative of linguistic identities. The patterns and preferences of learners from "coloured" communities indicate an extensive process of marginalisation of Afrikaans in families that formerly had a decidedly Afrikaans identity.

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