Berrington Ntombela
Dados Biográficos
| ID | 4150163 |
|---|---|
| NOME | Berrington Ntombela |
| PRENOMES | Berrington |
| SOBRENOME | Ntombela |
| ASSINATURA | NTOMBELA B |
| AFILIAÇÕES | University of Limpopo |
| ORCID | 0000-0002-8099-402X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 0 |
| OBRAS COMO AUTOR | 9 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Perceptions of translanguaging pedagogy
Decolonial contestations of multilingualism and translanguaging in English for Academic Purposes
The historically disadvantaged University of Limpopo recognises only English as a medium of instruction. The offering of English for Academic Purposes (EAP) is still dominated by a monolingual ethos where other languages are viewed as diluting academic purity. The present article reports on the study that was carried out among lecturers and students who teach and learn EAP in the Faculty of Science and Agriculture at this university. The aim of t…
Languages without limits
Alasa Conference
Polokwane Royal Hotel, Polokwane, South Africa 08-11 July 2025 The 26th International Conference of the African Language Association of Southern Africa (ALASA) was held at Polokwane Royal Hotel, Polokwane, from Tuesday, 08 July to Friday, 11 July 2025. The theme, African Languages Beyond Expansion and Preservation in the Digital Age, highlighted the urgent need to advance African languages from mere preservation and expansion to active scholarshi…
Linguistic Repertoires in the Writing Experiences of Multilingual Postgraduate Students in a Higher Education Institution
The linguistic diversity that multilingual students bring into their postgraduate studies, combined with the persistent dominance of English as the sole language of instruction and assessment at postgraduate level, especially in South Africa, requires urgent attention. This study seeks to critically examine the writing experiences of multilingual postgraduate students in a specific higher education institution in South Africa. Using Bakhtin's the…
Equity and Epistemic Justice of English-Medium Instruction in the Middle East and North Africa
Higher institutions of learning are dominated by the English language. This paper interrogates equity and epistemic justice posed by the dominance of English-medium instruction in educational institutions. It argues that the processes of internationalisation and globalisation work in complicity with neocolonialism, perpetuating the subjugation of local languages and barring access to knowledge for the majority. The underpinning arguments are base…
Misconceptions, Misalignments, and Mismatches
There are mismatches between ontologies of language and languaging, on the one hand, and language policy or language teaching, on the other. South Africa has a proliferation of policies in both the Department of Basic Education and the Department of Higher Education and Training, with limited implementation and desired outcome, in other words, a misalignment of policies with curriculum. In addition, institutions tend to follow a populist and simp…
The voice of God and the voice of the State
When the government in South Africa announced restrictions on the number of people that could meet in the wake of COVID-19, churches started implementing those measures in order to comply. This happened during the build-up to Easter celebrations. Even over the radio, Christians started to pronounce measures that would address such restrictions during Easter celebrations. Those pronouncements carried with them insinuations on how even the governme…
Translanguaging pedagogy in selected English First Additional Language writing classrooms
Research shows that English language proficiency remains a barrier to learning among second language learners in South Africa. This article foregrounds the utility of translanguaging practices in teaching writing to English First Additional Language, Further Education and Training (FET) learners in South Africa. Five secondary schools in the Pinetown District participated in the study. Qualitative methodologies were adopted, using classroom obser…
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Translanguaging pedagogy in selected English First Additional Language writing classrooms
Research shows that English language proficiency remains a barrier to learning among second language learners in South Africa. This article foregrounds the utility of translanguaging practices in teaching writing to English First Additional Language, Further Education and Training (FET) learners in South Africa. Five secondary schools in the Pinetown District participated in the study. Qualitative methodologies were adopted, using classroom obser…
The voice of God and the voice of the State
When the government in South Africa announced restrictions on the number of people that could meet in the wake of COVID-19, churches started implementing those measures in order to comply. This happened during the build-up to Easter celebrations. Even over the radio, Christians started to pronounce measures that would address such restrictions during Easter celebrations. Those pronouncements carried with them insinuations on how even the governme…
Alasa Conference
Polokwane Royal Hotel, Polokwane, South Africa 08-11 July 2025 The 26th International Conference of the African Language Association of Southern Africa (ALASA) was held at Polokwane Royal Hotel, Polokwane, from Tuesday, 08 July to Friday, 11 July 2025. The theme, African Languages Beyond Expansion and Preservation in the Digital Age, highlighted the urgent need to advance African languages from mere preservation and expansion to active scholarshi…
Linguistic Repertoires in the Writing Experiences of Multilingual Postgraduate Students in a Higher Education Institution
The linguistic diversity that multilingual students bring into their postgraduate studies, combined with the persistent dominance of English as the sole language of instruction and assessment at postgraduate level, especially in South Africa, requires urgent attention. This study seeks to critically examine the writing experiences of multilingual postgraduate students in a specific higher education institution in South Africa. Using Bakhtin's the…
Equity and Epistemic Justice of English-Medium Instruction in the Middle East and North Africa
Higher institutions of learning are dominated by the English language. This paper interrogates equity and epistemic justice posed by the dominance of English-medium instruction in educational institutions. It argues that the processes of internationalisation and globalisation work in complicity with neocolonialism, perpetuating the subjugation of local languages and barring access to knowledge for the majority. The underpinning arguments are base…
Misconceptions, Misalignments, and Mismatches
There are mismatches between ontologies of language and languaging, on the one hand, and language policy or language teaching, on the other. South Africa has a proliferation of policies in both the Department of Basic Education and the Department of Higher Education and Training, with limited implementation and desired outcome, in other words, a misalignment of policies with curriculum. In addition, institutions tend to follow a populist and simp…
Perceptions of translanguaging pedagogy
Decolonial contestations of multilingualism and translanguaging in English for Academic Purposes
The historically disadvantaged University of Limpopo recognises only English as a medium of instruction. The offering of English for Academic Purposes (EAP) is still dominated by a monolingual ethos where other languages are viewed as diluting academic purity. The present article reports on the study that was carried out among lecturers and students who teach and learn EAP in the Faculty of Science and Agriculture at this university. The aim of t…
Languages without limits
Multilingual Education and Policy (7 obras) · Second Language Learning and Teaching (7 obras) · EFL/ESL Teaching and Learning (4 obras) · Translanguaging (4 obras) · Psychology (3 obras) · Sociology (3 obras) · Linguistics (2 obras) · Mathematics education (2 obras) · Multilingualism (2 obras) · Pedagogy (2 obras)