Development and initial validation of productive vocabulary tests for isiZulu, Siswati and English in South Africa

2022 ◽  
pp. 026553222110637
Author(s):  
Carien Wilsenach ◽  
Maxine Schaefer
Keyword(s):  
South Africa ◽  
Oral Language ◽  
First Language ◽  
Vocabulary Knowledge ◽  
African Languages ◽  
Initial Validation ◽  
African Context ◽  
Oral Language Skills ◽  
Early Primary ◽  
The Cost

Multilingualism in education is encouraged in South Africa, and children are expected to become bilingual and biliterate during the early primary grades. Much focus has been placed on measuring literacy in children’s first language, often the medium of instruction (MOI), and English, the language typically used as MOI from fourth grade. However, vocabulary development in African contexts is underexplored, owing to the cost of existing English standardized tests, and the comparatively fewer linguistically and contextually appropriate vocabulary assessments in African languages. To address this gap, we document the development of corpus-informed contextually appropriate tests of productive vocabulary in isiZulu, Siswati, and English, which were used for a project evaluation. The initial validation phase included 412 children. Both tests were reliable and were concurrently validated with reading comprehension tests in each language, and oral language skills in English. This study contributes to our understanding of the factors that affect the variation in vocabulary knowledge in an African context, including age, grade repetition, and vocabulary in the other language. Only English vocabulary was affected by the remote rural location of the school. We recommend some modifications to the tests before they are validated further in other populations.

scholarly journals Identifying phonological processing deficits in Northern Sotho-speaking children: The use of non-word repetition as a language assessment tool in the South African context

2016 ◽  
Vol 63 (2) ◽  
Author(s):  
Carien Wilsenach
Keyword(s):  
South Africa ◽  
South African ◽  
Phonological Processing ◽  
Language Assessment ◽  
South African Context ◽  
African Languages ◽  
Word Repetition ◽  
Northern Sotho ◽  
Language Tests ◽  
African Context

Diagnostic testing of speech/language skills in the African languages spoken in South Africa is a challenging task, as standardised language tests in the official languages of South Africa barely exist. Commercially available language tests are in English, and have been standardised in other parts of the world. Such tests are often translated into African languages, a practice that speech language therapists deem linguistically and culturally inappropriate. In response to the need for developing clinical language assessment instruments that could be used in South Africa, this article reports on data collected with a Northern Sotho non-word repetition task (NRT). Non-word repetition measures various aspects of phonological processing, including phonological working memory (PWM), and is used widely by speech language therapists, linguists, and educational psychologists in the Western world. The design of a novel Northern Sotho NRT is described, and it is argued that the task could be used successfully in the South African context to discriminate between children with weak and strong Northern Sotho phonological processing ability, regardless of the language of learning and teaching. The NRT was piloted with 120 third graders, and showed moderate to strong correlations with other measures of PWM, such as digit span and English non-word repetition. Furthermore, the task was positively associated with both word and fluent reading in Northern Sotho, and it reliably predicted reading outcomes in the tested population. Suggestions are made for improving the current version of the Northern Sotho NRT, whereafter it should be suitable to test learners from various age groups.

The use of tele-audiology in ototoxicity monitoring: A scoping review

2022 ◽  
pp. 1357633X2110682
Author(s):  
Nazeera Peerbhay ◽  
Danielle R Munsamy ◽  
Hombisa P Dlamini ◽  
Fisokuhle Langa ◽  
Jessica Paken
Keyword(s):  
South Africa ◽  
South African ◽  
Scoping Review ◽  
Network Connectivity ◽  
Cost Effective ◽  
Healthcare Facilities ◽  
Holistic Management ◽  
African Context ◽  
Meta Analyses ◽  
The Cost

Introduction Due to the growing burden of disease in South Africa, encompassing conditions such as tuberculosis, human immunodeficiency virus, and cancer, the holistic management of affected patients incorporating ototoxicity monitoring is a necessity. However, ototoxicity monitoring in developing countries may be limited due to a lack of resources and inadequate healthcare facilities. Subsequently, the use of tele-audiology may be a revolutionary technique with the potential to provide audiology services to under-served populations with limited access. Methods The study aimed to describe the use of tele-audiology services in ototoxicity monitoring through a scoping review of English peer-reviewed articles from June 2009 to June 2020. Seventeen articles were purposively selected from the following databases: PubMed, Science Direct, Taylor and Francis Online, WorldCat, and Google Scholar. Data was extracted as per the Preferred Reporting Items for Systematic Reviews and Meta-Analyses diagram and results were analyzed using deductive thematic analysis. Results and discussion While a minority of the studies indicated that the cost of implementation and network connectivity within a South African context pose as barriers, most researchers reported that tele-audiology provides a reliable, time-efficient, cost-effective, and easily accessible alternative for ototoxicity monitoring. Hardware including the WAHTS, KUDUwave, and OtoID, along with software such as the TabSINT, Otocalc, uHear, and the hearTest, have proven to be useful for ototoxicity monitoring. A need for further investigations regarding the feasibility of tele-audiology implementation in South Africa is evident. Despite this, it provides audiologists with an opportunity to offer contact-less services during COVID-19, thus, confirming its versatility as an augmentative method for ototoxicity monitoring.

scholarly journals Speech-language assessment in a linguistically diverse setting: Preliminary exploration of the possible impact of informal ‘solutions’ within the South African context

2012 ◽  
Vol 59 (1) ◽  
Author(s):  
Joanne Barratt ◽  
Katijah Khoza-Shangase ◽  
Kwandinjabulo Msimang
Keyword(s):  
South African ◽  
Linguistic Diversity ◽  
First Language ◽  
Linguistically Diverse ◽  
Language Therapy ◽  
African Languages ◽  
Therapy Services ◽  
African Context ◽  
Diverse Setting ◽  
Communication Impairments

Speech-language therapists (SLTs) working in the context of cultural and linguistic diversity face considerable challenges in providing equitable services to all clients. This is complicated by the fact that the majority of SLTs in South Africa are English or Afrikaans speakers, while the majority of the population have a home language other than English/Afrikaans. Consequently, SLTs are often forced to call on untrained personnel to act as interpreters or translators, and to utilise informally translated materials in the assessment and management of clients with communication impairments. However, variations in translation have the potential to considerably alter intervention plans. This study explored whether the linguistic complexity conveyed in translation of the Western Aphasia Battery (WAB) test changed when translated from English to isiZulu by five different first-language IsiZulu speakers. A qualitative comparative research design was adopted and results were analysed using comparative data analysis. Results revealed notable differences in the translations, with most differences relating to vocabulary and semantics. This finding holds clinical implications for the use of informal translators as well as for the utilisation of translated material in the provision of speech-language therapy services in multilingual contexts. This study highlights the need for cautious use of translators and/or translated materials that are not appropriately and systematically adapted for local usage. Further recommendations include a call for intensified efforts in the transformation of the profession within the country, specifically by attracting greater numbers of students who are fluent in African languages.

THE COST OF ENVIRONMENTAL IMPACT ASSESSMENT (EIA) IN SOUTH AFRICA

2009 ◽  
Vol 11 (01) ◽  
pp. 51-68 ◽  
Author(s):  
FRANCOIS RETIEF ◽  
BENNETT CHABALALA
Keyword(s):  
South Africa ◽  
South African ◽  
Small Scale ◽  
South African Context ◽  
The South ◽  
Project Cost ◽  
North West ◽  
Northern Cape ◽  
African Context ◽  
The Cost

The wide adoption of EIA internationally is implicitly or explicitly based on the assumption that the benefits of EIA outweigh the costs. However, there has been surprisingly little empirical research conducted on the "cost" of EIA. The latter has been mostly because of the difficult methodological challenges it presents, which include the difficulties associated with clarifying terminology and disentangling what is meant by "cost". South Africa has been a leading developing country in terms of the introduction of EIA. However, almost a decade of mandatory EIA practice has raised serious questions about unjustified and unnecessary time delays and monetary costs and a desperate need for improved efficiency and effectiveness. In light of the latter the urgent need to gain a better understanding of the "cost" of EIA is evident. This paper presents preliminary results of an empirical study on the "direct EIA cost" in relation to "overall project cost" in South Africa. The data was obtained from a detailed survey of 148 EIAs conducted in the Free State, North West and the Northern Cape Provinces. The research suggests that the average direct cost of EIA within this region of South Africa is particularly low compared to international EIA systems. However, as a percentage of total project cost, EIA in South Africa compares with the higher spectrum of international practice. The latter suggests that within the South African context a large number of EIAs are being conducted for relatively small scale projects and that the main cost burden is placed on small and medium economic enterprise. In conclusion the overall profile of EIA cost in the South African context is described in relation to four broad project categories. To take the debate forward and to allow for regional comparative analysis, it is proposed that the research be expanded to include other provinces.

scholarly journals BREAKING THE LANGUAGE BARRIER IN LEGAL EDUCATION: A METHOD FOR AFRICANISING LEGAL EDUCATION

2020 ◽  
Author(s):  
Thokozani Dladla
Keyword(s):  
South Africa ◽  
South African ◽  
First Language ◽  
Legal Education ◽  
African Language ◽  
Law Schools ◽  
African Languages ◽  
Chief Justice ◽  
The Law ◽  
The Republic

Section 6 of the Constitution of the Republic of South Africa, 1996 recognises eleven official languages of the Republic and further requires the State to take practical steps to advance the use of African languages. The Statistics South Africa 2017/18 report shows that most South Africans’ first language are African languages. Despite this reality and the constitutional imperatives, the South African Bachelor of Laws (LLB) curriculum does not prescribe any African language as a compulsory course, and very few sources of law are in an African language. Some law schools do offer some African languages as an elective. However, it is submitted that this is not sufficient. Experience has shown that the inability to articulate oneself in English can be a barrier to completing the LLB degree in regulation-time and admission to legal practice. Furthermore, it is submitted that the Chief Justice 2017 Directive, in which Chief Justice Mogoeng declared English as the only language of record in South African courts, does not address the language problems experienced by court staff. Instead it simply perpetuates the Eurocentric legal system. This is because it counters the advancement and use of African languages envisaged by the Constitution. This article investigates how the failure to advance multilingualism in the current LLB curriculum can disadvantage law students going to practice. It is proposed that law schools begin to address this issue by introducing two innovations. First, it is suggested that law schools make at least one African language a compulsory course. For English first language speakers in particular, this arrangement will strengthen their understanding of the sociological context in which the law operates. Second, it is proposed that each law school should choose an African language that is predominantly spoken in their geographical area and partner with schools of languages to translate sources of law. For African first language speakers in particular, this will assist them in understanding legal concepts better. Translations of legal texts may also allow for law schools to teach the law in the local African language.

scholarly journals Effective intervention to support oral language skills in English as an additional language in the early years

2019 ◽  
Vol 10 ◽  
pp. 1-18
Author(s):  
Victoria Murphy ◽  
J. Karemaker ◽  
K. Sylva ◽  
G. Kanji ◽  
F. Jelley
Keyword(s):  
Emergent Literacy ◽  
Oral Language ◽  
Literacy Development ◽  
English Language ◽  
Language Skills ◽  
Linguistically Diverse ◽  
Vocabulary Knowledge ◽  
Early Years ◽  
Education And Care ◽  
Oral Language Skills

Increasingly, children enter Early Childhood Education and Care (ECEC) settings with English as an additional language (EAL) and for many of these linguistically diverse children, their knowledge and skills in the English language is less-well developed than native-speaking (NS) peers.  Much research over the past few decades has indicated how important early language and emergent literacy development is within ECEC settings, as children’s skills in these domains underpins later literacy development and academic achievement. Furthermore, many children from linguistically diverse backgrounds tend to have less well-developed vocabulary knowledge and struggle with aspects of literacy later on.  In this paper we present the findings of a Professional Development (PD) intervention study aimed at helping teachers to develop and implement effective strategies that support oral language skills in both EAL and NS pupils. We discuss these findings in relation to two other oral language interventions where the focus was on working directly with pupils. We argue that whereas evidence suggests interventions working directly with pupils can be more effective on improved child language outcomes, we need to focus more energy on developing good PD for Early Years Practitioners to support them in their critical roles in children’s educational development.

Testing Oral Language Skills via the Computer

2013 ◽  
Vol 18 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Jerry W. Larson
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Oral Language Skills

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa

2021 ◽  
Author(s):  
Jacobus Cilliers ◽  
Brahm Fleisch ◽  
Janeli Kotzé ◽  
Nompumelelo Mohohlwane ◽  
Stephen Taylor ◽  
...  
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Language Proficiency ◽  
Oral Language ◽  
Low Cost ◽  
Reading Proficiency ◽  
Home Language ◽  
Oral Language Proficiency ◽  
Virtual Coaching ◽  
Negative Effect

Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

‘Limping, Yet Made to Climb a Mountain!’ Re-Reading the Vashti Character in the Hiv And Aids South African Context

2018 ◽  
Author(s):  
Madipoane Masenya (Ngwan’A Mphahlele)
Keyword(s):  
South Africa ◽  
South African ◽  
External Factor ◽  
Hiv And Aids ◽  
African Women ◽  
South African Context ◽  
Land Grabbing ◽  
The Bible ◽  
History Of ◽  
African Context

The history of the Christian Bible’s reception in South Africa was part of a package that included among others, the importation of European patriarchy, land grabbing and its impoverishment of Africans and challenged masculinities of African men. The preceding factors, together with the history of the marginalization of African women in bible and theology, and how the Bible was and continues to be used in our HIV and AIDS contexts, have only made the proverbial limping animal to climb a mountain. Wa re o e bona a e hlotša, wa e nametša thaba (while limping, you still let it climb a mountain) simply means that a certain situation is being aggravated (by an external factor). In this chapter the preceding Northern Sotho proverb is used as a hermeneutical lens to present an HIV and AIDS gender sensitive re-reading of the Vashti character in the Hebrew Bible within the South African context.

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