Teaching Development

PROGRAMME OUTCOMES

The outcomes of the programme include:

  • Integrating multiple literacies and previous knowledge during reading and writing for a deeper level of the subject.
  • Developing coherent arguments using knowledge from diverse language backgrounds to achieve academic goals.
  • Generating new ideas easily during learning and teaching to achieve full academic potential.
  • Solving unseen complex problems through multilingualism in such a way that learning and teaching quality improves.
Contact Information
Dr Thoko Batyi
Dr Thoko Batyi
Position: Language Development Professional
Phone: +27 41 504 2663
Email: thoko.batyi@mandela.ac.za

The purpose of this programme is to support the implementation of the University’s Language Policy and multilingualism. It provides communicative empowerment and leads to equity of knowledge access during learning and teaching. This programme enhances the quality of learning and teaching as it provides strategies for the utilisation of established proficiency in the languages best known by both learners and academic staff.

As multilingualism features in all academic activities, this programme is offered to academic staff (at different levels of their career paths e.g. BYJ; TEP and ECAAP) and to senior students who participate as bilingual tutors. It is also offered to faculties and departments throughout the year on request.

Dr Thokozile T Batyi is a senior academic developer for language in the Teaching Development Unit (TDU) of the Learning & Teaching Collaboration for Success Department at Nelson Mandela University (NMU), South Africa. She received her PhD in Applied Language Studies from Nelson Mandela Metropolitan University (NMMU) in Port Elizabeth. Her research interests are focused on multilingualism in higher education learning and teaching, with a specific interest on the holistic view of multilingualism and translanguaging. At NMU she has been entrusted with the task of developing multilingual strategies to implement the language policy and develop students’ language and academic literacies. She supervises MA and PhD students in the Department of Applied Language Studies. In her recent work she believes multilingual speakers should use their whole linguistic repertoires in social contexts, which include academic contexts, instead of separating the languages that form their identity and are their resources. She also believes in the idea of fluid boundaries between languages. Her work has been published in Per Linguam, Journal of Language Teaching, South African Journal of Higher Education and will soon be in Language, Culture and Curriculum.


RESOURCES

Instruction-words-in-English,-isiXhosa-and-Afrikaans

DHET-Language-Policy-Framework-2-Nov-2020

Nelson Mandela University Multilingual Glossaries

Code meshing: Online bilingual tutoring in higher education Thelma Thokozile Batyi

Perlinguam Vol 32, No 2 (2016) 

Multilingual glossaries: a solution for epistemological access in higher education

TT Batyi Vol 52, No 2 (2018) www.ajol.info 

 

Older Resources

Language Policy for Higher Education Framework, 2017