Hloniphani Ndebele
Dados Biográficos
| ID | 4116359 |
|---|---|
| NOME | Hloniphani Ndebele |
| PRENOMES | Hloniphani |
| SOBRENOME | Ndebele |
| ASSINATURA | NDEBELE H |
| AFILIAÇÕES | University of the Free State |
| ORCID | 0000-0002-1063-1944 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
Insights into language management in the health sector
This article explores language management issues in South Africa’s multilingual context during the COVID-19 pandemic. Understanding the critical role of language as both an enabler of and impediment to access to health care is important for health care systems and governments that are characterised by linguistically and culturally diverse populations as in South Africa. A significant concern during the pandemic was the inadequate use of indigenou…
Lote in academic journals
The challenge of ‘linguistic imperialism’ prevails in Africa, perhaps to a greater extent than in other non-Anglophone areas, because African countries are often plurilingual and pluricultural. By default and design, English becomes a lingua franca. This scoping review investigates the use of languages other than English in open-access academic publications originating from Africa. The review quantifies the use of African languages in academic pu…
Transformation and Inclusivity in Translanguaging Through Transliteration
African students in South Africa, Africa, and the diaspora exhibit a multiplicity of linguistic repertoires. This multiplicity is captured, at macro level, through applying a translanguaging approach to the use of African languages as languages of learning and teaching. To capture this multiplicity at a micro level, University of KwaZulu-Natal (UKZN) employs translanguaging by transliterating English academic concepts into discipline-specific ter…
Strategically positioning African languages in the development of students’ academic literacies
Concerns are frequently raised about most students’ ability to handle academic discourse in the dominant language of teaching and learning, namely English. This is arguably a result of the fact that the majority of first-year students entering universities are largely African language speakers. However, literature on academic literacies shows that while the language issue is critical, there is also a need for students to be initiated into their a…
Demystifying student plagiarism in academic writing
Plagiarism has become a recurrent challenge in higher education institutions, threatening the integrity of universities and their academic standards. The exacerbation of this issue can be largely linked to the escalating presence of online resources, which are easily accessible to knowledge and information communities worldwide. Many universities have thus instituted reactive measures that focus on detecting and policing plagiarism with little co…
Exploring the challenges of information and communication technology localization in South African higher education
Over the past decades, the language management discourse in South Africa has focused on the development and intellectualization of the functional status of indigenous African languages in high-status domains. African languages are marginalized despite the existence of various empowering and restorative legislative provisions and policies of the new democratic dispensation. Of particular interest in this paper are the challenges that affect the lo…
The case of isiZulu for non-mother tongue speakers at the University of KwaZulu-Natal, South Africa – Is the compulsory language module promoting social cohesion
The Minister of Higher Education, Blade Nzimande's, call on the 5th of April 2011 for South African universities to implement a policy which saw all university graduates exiting with a credit in an African language was the catalyst for the University of KwaZulu-Natal's decision to implement a compulsory isiZulu module for all non-mother tongue speakers of the language. One of the goals motivating the University of KwaZulu-Natal decision was the p…
Social software as a tool of promoting indigenous African languages in Higher Education
Within the discourse of language planning and policy, there is an increasing realisation of the strategic role of information and communication technologies in the promotion of indigenous African languages. The article discusses the strategic role that social software, in particular blogs and wiki, can and should play in the development of African languages in South African Higher Education. The paper argues that while the colonial and apartheid …
Digging deep into IsiZulu-English code-switching in a peri-urban context
This article provides an overview of the social and cultural functions and motivations of IsiZulu-English code-switching among speakers living in Inanda, Ntuzuma and KwaMashu (hereafter INK) in eThekwini (Durban), in the province of KwaZulu-Natal. Following Myers-Scotton (1993), code-switching is defined as the mixing of different codes by speakers in the same conversation and this switch may take place at any level of language differentiation (l…
Demystifying student plagiarism in academic writing
Plagiarism has become a recurrent challenge in higher education institutions, threatening the integrity of universities and their academic standards. The exacerbation of this issue can be largely linked to the escalating presence of online resources, which are easily accessible to knowledge and information communities worldwide. Many universities have thus instituted reactive measures that focus on detecting and policing plagiarism with little co…
Digging deep into IsiZulu-English code-switching in a peri-urban context
This article provides an overview of the social and cultural functions and motivations of IsiZulu-English code-switching among speakers living in Inanda, Ntuzuma and KwaMashu (hereafter INK) in eThekwini (Durban), in the province of KwaZulu-Natal. Following Myers-Scotton (1993), code-switching is defined as the mixing of different codes by speakers in the same conversation and this switch may take place at any level of language differentiation (l…
Social software as a tool of promoting indigenous African languages in Higher Education
Within the discourse of language planning and policy, there is an increasing realisation of the strategic role of information and communication technologies in the promotion of indigenous African languages. The article discusses the strategic role that social software, in particular blogs and wiki, can and should play in the development of African languages in South African Higher Education. The paper argues that while the colonial and apartheid …
The case of isiZulu for non-mother tongue speakers at the University of KwaZulu-Natal, South Africa – Is the compulsory language module promoting social cohesion
The Minister of Higher Education, Blade Nzimande's, call on the 5th of April 2011 for South African universities to implement a policy which saw all university graduates exiting with a credit in an African language was the catalyst for the University of KwaZulu-Natal's decision to implement a compulsory isiZulu module for all non-mother tongue speakers of the language. One of the goals motivating the University of KwaZulu-Natal decision was the p…
Demystifying student plagiarism in academic writing
Plagiarism has become a recurrent challenge in higher education institutions, threatening the integrity of universities and their academic standards. The exacerbation of this issue can be largely linked to the escalating presence of online resources, which are easily accessible to knowledge and information communities worldwide. Many universities have thus instituted reactive measures that focus on detecting and policing plagiarism with little co…
Exploring the challenges of information and communication technology localization in South African higher education
Over the past decades, the language management discourse in South Africa has focused on the development and intellectualization of the functional status of indigenous African languages in high-status domains. African languages are marginalized despite the existence of various empowering and restorative legislative provisions and policies of the new democratic dispensation. Of particular interest in this paper are the challenges that affect the lo…
Strategically positioning African languages in the development of students’ academic literacies
Concerns are frequently raised about most students’ ability to handle academic discourse in the dominant language of teaching and learning, namely English. This is arguably a result of the fact that the majority of first-year students entering universities are largely African language speakers. However, literature on academic literacies shows that while the language issue is critical, there is also a need for students to be initiated into their a…
Insights into language management in the health sector
This article explores language management issues in South Africa’s multilingual context during the COVID-19 pandemic. Understanding the critical role of language as both an enabler of and impediment to access to health care is important for health care systems and governments that are characterised by linguistically and culturally diverse populations as in South Africa. A significant concern during the pandemic was the inadequate use of indigenou…
Lote in academic journals
The challenge of ‘linguistic imperialism’ prevails in Africa, perhaps to a greater extent than in other non-Anglophone areas, because African countries are often plurilingual and pluricultural. By default and design, English becomes a lingua franca. This scoping review investigates the use of languages other than English in open-access academic publications originating from Africa. The review quantifies the use of African languages in academic pu…
Transformation and Inclusivity in Translanguaging Through Transliteration
African students in South Africa, Africa, and the diaspora exhibit a multiplicity of linguistic repertoires. This multiplicity is captured, at macro level, through applying a translanguaging approach to the use of African languages as languages of learning and teaching. To capture this multiplicity at a micro level, University of KwaZulu-Natal (UKZN) employs translanguaging by transliterating English academic concepts into discipline-specific ter…
Sociology (7 obras) · Linguistics (6 obras) · Multilingual Education and Policy (6 obras) · Political science (6 obras) · Second Language Learning and Teaching (6 obras) · Languages of Africa (5 obras) · Computer Science (4 obras) · Pedagogy (4 obras) · Psychology (4 obras) · EFL/ESL Teaching and Learning (3 obras)