Abstract
Education in South Africa, mirroring the complexities of our nation, presents a tapestry of challenges and opportunities. This reality gains renewed prominence through the recent unveiling of the Progress in International Reading Literacy Study (PIRLS) report. This report serves as a clarion call, casting a spotlight on language in education and the imperative training of language educators. This focus assumes heightened significance as the past two decades have witnessed a substantial surge in the demand for bilingual and multilingual competencies. In a world characterised by globalisation and interconnectedness through digital communication channels, there is a growing eagerness among young individuals to acquire additional languages, recognising the value they hold for personal and professional growth. This heightened interest holds particular relevance considering the anticipated rise in postgraduate education enrolment, especially among those specialising in language studies. This increase in students pursuing language education carries broader implications for the national youth literacy rate. It highlights a crucial reality: the importance of language instruction is a substantial and pressing concern, necessitating prioritisation in both policy formulation and effective implementation within the higher education landscape.
This exploratory study aimed to comprehensively examine the academic body of work centred around the postgraduate training of language educators within the South African higher education context. The study delved into both the practical and theoretical challenges inherent in this field. Specifically, the research focused on the imperative for further training in language instruction, optimal methodologies for effective language teaching, the facilitation of language acquisition across diverse curricula, the intricate tapestry of multilingualism and diversity in local language pedagogy, the integration of information technology (IT) into language education, and the establishment of sound assessment practices that cater to various levels of learning within this domain.
A clear distinction was drawn between instructing in primary and secondary languages, with a primary emphasis on Afrikaans, English, and Sepedi. These lines of inquiry, along with their corresponding discoveries, pave the way for the conceptualisation of a viable and meaningful initiative – the Postgraduate Diploma (PGDip) in Language Education. This innovative program is slated for launch in 2024 at a private higher education institution situated in Pretoria.
The literature review revealed notable gaps in the realm of language education and teaching. These gaps encompass the insufficiency of current language education systems to meet the evolving demands of a technologically advanced and globally interconnected world. This deficiency highlights the need for educators to adeptly adapt to these changes and deliver pertinent and engaging education. Another gap pertained to the absence of innovative teaching methodologies, as emphasised by Jabbarov (2020), underscoring the necessity for educators to incorporate technology effectively to foster independent learning skills and learner engagement. Additionally, a dearth of high-quality teacher education programmes centred on practical pedagogy rather than theoretical frameworks is evident. This points to a potential mismatch between existing teacher education methods and the complexities of language teaching environments. The literature also underscores the need for further exploration of diverse language teaching models to ascertain their contextual effectiveness, and for strategies to enable educators to effectively harness multilingualism and cultural diversity within the classroom. Furthermore, gaps in the development of appropriate assessment tools for evaluating language proficiency and the strategies to manage and leverage linguistic diversity in multilingual classrooms are evident. Lastly, the integration of technology into language education and specific methods to achieve this integration require deeper exploration. These gaps collectively emphasise opportunities for advancing research, training, and development in the language education domain.
The foundation laid by this comprehensive exploration sets the stage for subsequent empirical investigations. These include an in-depth quantitative analysis through structured questionnaires and additional research reports that collectively contribute to the eventual execution of the envisaged language education programme. The study sought to answer three important questions. To what extent is there a need for further training in language teaching? What is the extent of the need for training to effectively operate in a multilingual language classroom? In what manner should the content of a postgraduate diploma in language education be structured?
The research utilised an embedded mixed-methods approach, combining qualitative and quantitative data within a larger research framework. The study focused on language educators, including teachers, lecturers, and researchers, specialising in language education. The sampling method involved convenient and snowball sampling to select easily accessible participants who could encourage others to join. Data were collected through a computerised self-administered questionnaire with both qualitative and quantitative questions. A total of 83 participants completed the questionnaire. Most participants were between 43 and 66 years old, primarily female, and from various South African provinces. They possessed qualifications ranging from bachelor’s to doctoral degrees and included both Afrikaans and English-speaking educators. The majority were currently teaching language in urban settings. Data analysis involved thematic analysis for qualitative data, identifying two main themes: characteristics of successful Afrikaans teachers and the content/structure of the proposed programme. Quantitative data were analysed by an independent statistician using descriptive and inferential methods.
The study highlighted three main findings. There is a clear demand for ongoing training in language education. This aligns with scholars’ consensus that teaching programmes should adapt to learners’ changing needs, especially as the demand for qualified language teachers grows. Training should address the complexities of diverse classrooms, emphasising cultural and language diversity awareness. Teachers need expertise in language structures, effective teaching methods, and language acquisition strategies for various linguistic backgrounds. A postgraduate curriculum should cover theoretical pedagogy, practical subject knowledge application, diversity management, academic skills, inclusive teaching, assessment strategies, and technology use. The integrated approach of theory and practice was recommended for effective teacher preparation.
In summary, the study underlines the need for continuous language education, emphasises training for multilingual classrooms, and recommends a comprehensive curriculum with an integrated teaching approach to address the dynamic landscape of language education. In conclusion, higher education institutions should urgently adjust language education programmes to meet evolving demands. The integrated model offers a well-rounded approach for producing capable language educators who can thrive in diverse settings.
Keywords: assessment; higher education; information technology; language teacher training; language teaching; language learning and acquisition; multilingualism