Chaka Chaka
Biographic Data
| ID | 5053495 |
|---|---|
| NAME | Chaka Chaka |
| GIVEN NAMES | Chaka |
| FAMILY NAME | Chaka |
| SIGNATURE | CHAKA C |
| AFFILIATIONS | Tshwane University of Technology |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Stylised-facts view of fourth industrial revolution technologies impacting digital learning and workplace environments
When the 21st century was ushered in, and in the period following its inception, there was a lot of hype about how 21st-century skills, especially the 4Cs (critical thinking, collaboration, communication, and creativity), were going to play a pivotal role for digital learning and workplace environments. Two decades later, these environments are still grappling with the specific changes brought about and the actual role played by these skills in t…
The Geopolitics of Knowledge Production in Applied English Language Studies
This paper mapped out and explored the geopolitics of knowledge production in applied English language studies (AELS). It did so by employing a double judgmental sampling and by investigating four composite factors in volume 42 of the journal Applied Linguistics (AL), which comprised six issues and forty-three articles, as published in 2021. These composite factors were nationalities and institutional affiliations of the editor, the associate edi…
Is Education 4.0 a Sufficient Innovative, and Disruptive Educational Trend to Promote Sustainable Open Education for Higher Education Institutions? A Review of Literature Trends
The paper explored whether Education 4.0 is a sufficient innovative, and disruptive educational trend to promote sustainable open education for higher education institutions (HEIs). To investigate whether this is the case, the paper reviewed published journal articles that provide real-world, empirical applications of Education 4.0 in the higher education (HE) sector that are intended to promote and realize the United Nations’ (UN) sustainable de…
Situating Some Aspects of the Scholarship of Teaching and Learning (SoTL) in South African Higher Education Within Southern Theories
This paper discusses aspects of the scholarship of teaching and learning (SoTL) in South African higher education (HE) and locates it within what it calls Southern theories. Three examples of such theories that the paper advances are Southern decolonial theory, decoloniality, and transversality, which it frames from the Global South standpoint. Concerning the first theory, the paper argues that SoTL, both as a notion and as a practice, needs to b…
Relocating English Studies and SoTL in the Global South
South Africa has policies and frameworks for curriculum design, transformation, and quality assurance in each public institution of higher education (HE). These policies influence the scholarship of teaching and learning (SoTL), particularly at the departmental and disciplinary levels of English Studies. Despite the policy narratives and rhetoric, English Studies still carries vestiges of colonialism and apartheid in South Africa. Similarly, in o…
Alan Davies
This paper sets out to answer two questions by characterizing and deconstructing Alan Davies’s seminal views and concepts - especially his ostensive views and his native speakerism - within the context of applied linguistics. Arguing that these are some of Davies’s seminal views and concepts, it offers a philosophical framing of his ostensive views and his other views by maintaining that they entail elements of philosophizing and fragments of the…
English Language Learners, Labels, Purposes, Standard English, Whiteness, Deficit Views, and Unproblematic Framings
This paper argues for revisiting ways in which English Language Learners (ELLs), and the learner labels attributed to them, are negatively, racially, and pathologically framed and constructed based on, putatively, their English language competence, or their lack of it. It contends that this framing tends to give rise to a raciolinguistic profiling of these learners, as they end up being classified by their race, pan-ethnicity, nationality, immigr…
Theorizing an Africana Womanist’s Resistance to Patriarchy in Monyaise’s Bogosi Kupe
This article examines the resistance of an African woman to patriarchy in the Setswana novel, Bogosi Kupe. To illustrate this resistance, it analyzes a woman protagonist, Matlhodi, in this Setswana novel. The article contends that Matlhodi employs self-defining and authentic stratagems to counteract both patriarchal hegemony, and familial, cultural, and ideological hegemony. Employing Africana womanism and Africana critical theory, it argues that…
Teknonymy and Multi-Nominality as Multiple Identity Markers for Vhavenḓa
This paper investigates teknonymy and multi-nominality as multiple identity markers for Vhavenḓa from an autochthonic view. Employing an ethnographic research design, and locating its argument within a six-pronged theoretical framework, the paper gleaned its data from two sources − interviews and document reviews. Its participants comprised 100 respondents. From this standpoint, the paper has mounted a discussion of the Vhavenḓa teknonymy. With r…
Possible effects of text messaging on Grade 11 Efal learners’ written work
This study investigated the possible effects of text messaging on the written work of Grade 11 English first additional language learners at a public high school in Pretoria. It had 41 participants – 38 Grade 11 EFAL learners (n = 38, M = 10, F = 28, mean age = 17.4 years) and 3 female Grade 11 EFAL teachers. It used three sampling techniques to select participants: opportunistic purposeful, voluntary, and convenience sampling techniques. Some te…
Teknonymy and Multi-Nominality as Multiple Identity Markers for Vhavenḓa
This paper investigates teknonymy and multi-nominality as multiple identity markers for Vhavenḓa from an autochthonic view. Employing an ethnographic research design, and locating its argument within a six-pronged theoretical framework, the paper gleaned its data from two sources − interviews and document reviews. Its participants comprised 100 respondents. From this standpoint, the paper has mounted a discussion of the Vhavenḓa teknonymy. With r…
Possible effects of text messaging on Grade 11 Efal learners’ written work
This study investigated the possible effects of text messaging on the written work of Grade 11 English first additional language learners at a public high school in Pretoria. It had 41 participants – 38 Grade 11 EFAL learners (n = 38, M = 10, F = 28, mean age = 17.4 years) and 3 female Grade 11 EFAL teachers. It used three sampling techniques to select participants: opportunistic purposeful, voluntary, and convenience sampling techniques. Some te…
Teknonymy and Multi-Nominality as Multiple Identity Markers for Vhavenḓa
This paper investigates teknonymy and multi-nominality as multiple identity markers for Vhavenḓa from an autochthonic view. Employing an ethnographic research design, and locating its argument within a six-pronged theoretical framework, the paper gleaned its data from two sources − interviews and document reviews. Its participants comprised 100 respondents. From this standpoint, the paper has mounted a discussion of the Vhavenḓa teknonymy. With r…
Theorizing an Africana Womanist’s Resistance to Patriarchy in Monyaise’s Bogosi Kupe
This article examines the resistance of an African woman to patriarchy in the Setswana novel, Bogosi Kupe. To illustrate this resistance, it analyzes a woman protagonist, Matlhodi, in this Setswana novel. The article contends that Matlhodi employs self-defining and authentic stratagems to counteract both patriarchal hegemony, and familial, cultural, and ideological hegemony. Employing Africana womanism and Africana critical theory, it argues that…
Alan Davies
This paper sets out to answer two questions by characterizing and deconstructing Alan Davies’s seminal views and concepts - especially his ostensive views and his native speakerism - within the context of applied linguistics. Arguing that these are some of Davies’s seminal views and concepts, it offers a philosophical framing of his ostensive views and his other views by maintaining that they entail elements of philosophizing and fragments of the…
English Language Learners, Labels, Purposes, Standard English, Whiteness, Deficit Views, and Unproblematic Framings
This paper argues for revisiting ways in which English Language Learners (ELLs), and the learner labels attributed to them, are negatively, racially, and pathologically framed and constructed based on, putatively, their English language competence, or their lack of it. It contends that this framing tends to give rise to a raciolinguistic profiling of these learners, as they end up being classified by their race, pan-ethnicity, nationality, immigr…
Is Education 4.0 a Sufficient Innovative, and Disruptive Educational Trend to Promote Sustainable Open Education for Higher Education Institutions? A Review of Literature Trends
The paper explored whether Education 4.0 is a sufficient innovative, and disruptive educational trend to promote sustainable open education for higher education institutions (HEIs). To investigate whether this is the case, the paper reviewed published journal articles that provide real-world, empirical applications of Education 4.0 in the higher education (HE) sector that are intended to promote and realize the United Nations’ (UN) sustainable de…
Situating Some Aspects of the Scholarship of Teaching and Learning (SoTL) in South African Higher Education Within Southern Theories
This paper discusses aspects of the scholarship of teaching and learning (SoTL) in South African higher education (HE) and locates it within what it calls Southern theories. Three examples of such theories that the paper advances are Southern decolonial theory, decoloniality, and transversality, which it frames from the Global South standpoint. Concerning the first theory, the paper argues that SoTL, both as a notion and as a practice, needs to b…
Relocating English Studies and SoTL in the Global South
South Africa has policies and frameworks for curriculum design, transformation, and quality assurance in each public institution of higher education (HE). These policies influence the scholarship of teaching and learning (SoTL), particularly at the departmental and disciplinary levels of English Studies. Despite the policy narratives and rhetoric, English Studies still carries vestiges of colonialism and apartheid in South Africa. Similarly, in o…
Stylised-facts view of fourth industrial revolution technologies impacting digital learning and workplace environments
When the 21st century was ushered in, and in the period following its inception, there was a lot of hype about how 21st-century skills, especially the 4Cs (critical thinking, collaboration, communication, and creativity), were going to play a pivotal role for digital learning and workplace environments. Two decades later, these environments are still grappling with the specific changes brought about and the actual role played by these skills in t…
The Geopolitics of Knowledge Production in Applied English Language Studies
This paper mapped out and explored the geopolitics of knowledge production in applied English language studies (AELS). It did so by employing a double judgmental sampling and by investigating four composite factors in volume 42 of the journal Applied Linguistics (AL), which comprised six issues and forty-three articles, as published in 2021. These composite factors were nationalities and institutional affiliations of the editor, the associate edi…
Sociology (9 works) · Political science (8 works) · Law (5 works) · Linguistics (5 works) · Philosophy (5 works) · Epistemology (4 works) · Multilingual Education and Policy (4 works) · Psychology (4 works) · Second Language Learning and Teaching (4 works) · Computer Science (3 works)