The Internet in rural communities: unrestricted and contextualized
- Thinyane, Mamello, Dalvit, Lorenzo, Terzoli, Alfredo, Clayton, Peter G
- Authors: Thinyane, Mamello , Dalvit, Lorenzo , Terzoli, Alfredo , Clayton, Peter G
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/431344 , vital:72766 , https://www.researchgate.net/profile/Alfredo-Ter-zoli/publication/262259378_The_Internet_in_rural_communities_unrestricted_and_contextualized/links/6597ec140bb2c7472b35fcac/The-Internet-in-rural-communities-unrestricted-and-contextualized.pdf
- Description: The benefits of the Internet are still not available to many marginalized communities because of lack of connectivity, costs of infrastructure and scarcity of skills. Many ICTforDevelopment (ICT4D) projects offer piecemeal interventions relying either on restricted (and often decontex-tualised) access to the Internet or on isolated Local Area Networks (LANs). In this paper we argue that marginalized rural communities should have unrestricted access to the Internet in order to exploit its full potential. We also believe that the Internet could be contextualized through an optional adaptation layer which would facilitate access. We discuss an ICT4D project which was shaped from the very beginning according to these principles. It involves the deployment of an eCom-merce platform (soon to be integrated with eHealth, eLearning and eGovernment capabilities) in a rural community in South Africa. We re-port on how the various components of this intervention fit into the model, and the benefits for the community.
- Full Text:
- Date Issued: 2008
- Authors: Thinyane, Mamello , Dalvit, Lorenzo , Terzoli, Alfredo , Clayton, Peter G
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/431344 , vital:72766 , https://www.researchgate.net/profile/Alfredo-Ter-zoli/publication/262259378_The_Internet_in_rural_communities_unrestricted_and_contextualized/links/6597ec140bb2c7472b35fcac/The-Internet-in-rural-communities-unrestricted-and-contextualized.pdf
- Description: The benefits of the Internet are still not available to many marginalized communities because of lack of connectivity, costs of infrastructure and scarcity of skills. Many ICTforDevelopment (ICT4D) projects offer piecemeal interventions relying either on restricted (and often decontex-tualised) access to the Internet or on isolated Local Area Networks (LANs). In this paper we argue that marginalized rural communities should have unrestricted access to the Internet in order to exploit its full potential. We also believe that the Internet could be contextualized through an optional adaptation layer which would facilitate access. We discuss an ICT4D project which was shaped from the very beginning according to these principles. It involves the deployment of an eCom-merce platform (soon to be integrated with eHealth, eLearning and eGovernment capabilities) in a rural community in South Africa. We re-port on how the various components of this intervention fit into the model, and the benefits for the community.
- Full Text:
- Date Issued: 2008
The localisation into isiXhosa of the iLanga telephone system
- Dalvit, Lorenzo, Tsietsi, Mosiuoa, Terzoli, Alfredo, Maseko, Pamela, Sam, Msindisi S, Mapi, Thandeka
- Authors: Dalvit, Lorenzo , Tsietsi, Mosiuoa , Terzoli, Alfredo , Maseko, Pamela , Sam, Msindisi S , Mapi, Thandeka
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/431358 , vital:72767 , https://nru.uncst.go.ug/bitstream/handle/123456789/6552/Information Communica-tion Technologies page 410.pdf?sequence=1isAllowed=y#page=256
- Description: In this paper we describe the localisation of iLanga, a VoIP PBX sys-tem, into isiXhosa. In South Africa, for social and political reasons, mak-ing systems available in the African languages is becoming more and more important. On the one hand, it gives access to the use of technol-ogy to people who are not fluent in English. On the other hand, it has a strong symbolic value. Although a variety of software is already availa-ble in a number of African languages, localisation in such language is still in its early stage. The process presented interesting challenges both from the technical and the linguistic point of view.
- Full Text:
- Date Issued: 2008
- Authors: Dalvit, Lorenzo , Tsietsi, Mosiuoa , Terzoli, Alfredo , Maseko, Pamela , Sam, Msindisi S , Mapi, Thandeka
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/431358 , vital:72767 , https://nru.uncst.go.ug/bitstream/handle/123456789/6552/Information Communica-tion Technologies page 410.pdf?sequence=1isAllowed=y#page=256
- Description: In this paper we describe the localisation of iLanga, a VoIP PBX sys-tem, into isiXhosa. In South Africa, for social and political reasons, mak-ing systems available in the African languages is becoming more and more important. On the one hand, it gives access to the use of technol-ogy to people who are not fluent in English. On the other hand, it has a strong symbolic value. Although a variety of software is already availa-ble in a number of African languages, localisation in such language is still in its early stage. The process presented interesting challenges both from the technical and the linguistic point of view.
- Full Text:
- Date Issued: 2008
The role of indigenous knowledge in computer education in Africa
- Dalvit, Lorenzo, Murray, Sarah, Terzoli, Alfredo
- Authors: Dalvit, Lorenzo , Murray, Sarah , Terzoli, Alfredo
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/431033 , vital:72739 , https://doi.org/10.1007/978-0-387-09729-9_43
- Description: The integration of indigenous knowledge/languages in formal education is a contentious issue in post-colonial Africa. For historical and econom-ic reasons, these are devalued in the formal education system. We ar-gue that appropriate use of indigenous knowledge/languages can em-power African students academically even in typically “Western” disci-plines, such as Computer Science. We discuss the potential role of in-digenous languages/knowledge in ICT education and then describe an intervention, supporting students from marginalised communities, at a South African University.
- Full Text:
- Date Issued: 2008
- Authors: Dalvit, Lorenzo , Murray, Sarah , Terzoli, Alfredo
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/431033 , vital:72739 , https://doi.org/10.1007/978-0-387-09729-9_43
- Description: The integration of indigenous knowledge/languages in formal education is a contentious issue in post-colonial Africa. For historical and econom-ic reasons, these are devalued in the formal education system. We ar-gue that appropriate use of indigenous knowledge/languages can em-power African students academically even in typically “Western” disci-plines, such as Computer Science. We discuss the potential role of in-digenous languages/knowledge in ICT education and then describe an intervention, supporting students from marginalised communities, at a South African University.
- Full Text:
- Date Issued: 2008
An ontology-based, multi-modal platform for the inclusion of marginalized rural communities into the knowledge society
- Thinyane, Mamello, Dalvit, Lorenzo, Slay, Hannah, Mapi, Thandeka, Terzoli, Alfredo
- Authors: Thinyane, Mamello , Dalvit, Lorenzo , Slay, Hannah , Mapi, Thandeka , Terzoli, Alfredo
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/431218 , vital:72755 , https://doi.org/10.1145/1292491.1292508
- Description: With the information revolution that promises to shape the 21st century, knowledge has become the prime commodity, very much like land, means of production and capital have been at different times in the past. Access to information, made instantly available by the growth of the Internet, determines access to economic resources, social participa-tion and better quality of life. For this reason, the knowledge stored on the Web and the advantages offered by the spread of Information and Communication Technology (ICT) are equally important for rich socie-ties to prosper and for poor ones to develop. The only difference is that marginalised communities do not have access to the tools and have little control over the content found in the domain of ICTs. In this paper we describe an intervention to develop the potential of a typical rural community in South Africa through ICTs. This involves providing Inter-net connectivity and deploying a platform to support e-commerce, e-learning, e-government and e-health. The core of the platform is an on-tology-based model designed to integrate and respond to Indigenous Knowledge Systems. This has been achieved by combining a deep understanding of local knowledge and social networks with the use of authoring, communication and ontology-management tools. The prima-ry goal of this new approach is to find a way to make ICT solutions more sensitive to the local context, and therefore more effective. Sec-ondly, we hope to foster a sense of ownership of the project among the community, by capitalising on local knowledge and resources.
- Full Text:
- Date Issued: 2007
- Authors: Thinyane, Mamello , Dalvit, Lorenzo , Slay, Hannah , Mapi, Thandeka , Terzoli, Alfredo
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/431218 , vital:72755 , https://doi.org/10.1145/1292491.1292508
- Description: With the information revolution that promises to shape the 21st century, knowledge has become the prime commodity, very much like land, means of production and capital have been at different times in the past. Access to information, made instantly available by the growth of the Internet, determines access to economic resources, social participa-tion and better quality of life. For this reason, the knowledge stored on the Web and the advantages offered by the spread of Information and Communication Technology (ICT) are equally important for rich socie-ties to prosper and for poor ones to develop. The only difference is that marginalised communities do not have access to the tools and have little control over the content found in the domain of ICTs. In this paper we describe an intervention to develop the potential of a typical rural community in South Africa through ICTs. This involves providing Inter-net connectivity and deploying a platform to support e-commerce, e-learning, e-government and e-health. The core of the platform is an on-tology-based model designed to integrate and respond to Indigenous Knowledge Systems. This has been achieved by combining a deep understanding of local knowledge and social networks with the use of authoring, communication and ontology-management tools. The prima-ry goal of this new approach is to find a way to make ICT solutions more sensitive to the local context, and therefore more effective. Sec-ondly, we hope to foster a sense of ownership of the project among the community, by capitalising on local knowledge and resources.
- Full Text:
- Date Issued: 2007
The deployment of an e-commerce platform and related projects in a rural area in South Africa
- Dalvit, Lorenzo, Muyingi, H Hyppolite, Terzoli, Alfredo, Thinyane, Mamello
- Authors: Dalvit, Lorenzo , Muyingi, H Hyppolite , Terzoli, Alfredo , Thinyane, Mamello
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/428545 , vital:72519 , https://nru.uncst.go.ug/bitstream/handle/123456789/6552/Information%20Communica-tion%20Technologies%20%20page%20410.pdf?sequence=1andisAllowed=y#page=256
- Description: In our paper we describe the development and deployment of an ecommerce platform in Dwesa, a rural area in the former homeland of Transkei in South Africa. The system is designed to promote tourism and advertise local arts, crafts and music, and it entails a number of re-lated projects. Deployment of infrastructure, technical support, promo-tion of the initiative and teaching of computer literacy take place during monthly visits of approximately one week, and involve young research-ers from two universities (one previously disadvantaged; the other his-torically privileged). This ensures a synergy between technical exper-tise and understanding of the local context. Findings so far emphasise the importance of contextualising the intervention to suit local needs and adjust to the local context. The platform is currently being extended to include e-government, e-learning and e-health capabilities. If proven successful, this model can be exported to similar areas in South africa and in the rest of Africa. This could open up potential opportunities for the still unexplored market for ICT in rural Africa.
- Full Text:
- Date Issued: 2007
- Authors: Dalvit, Lorenzo , Muyingi, H Hyppolite , Terzoli, Alfredo , Thinyane, Mamello
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/428545 , vital:72519 , https://nru.uncst.go.ug/bitstream/handle/123456789/6552/Information%20Communica-tion%20Technologies%20%20page%20410.pdf?sequence=1andisAllowed=y#page=256
- Description: In our paper we describe the development and deployment of an ecommerce platform in Dwesa, a rural area in the former homeland of Transkei in South Africa. The system is designed to promote tourism and advertise local arts, crafts and music, and it entails a number of re-lated projects. Deployment of infrastructure, technical support, promo-tion of the initiative and teaching of computer literacy take place during monthly visits of approximately one week, and involve young research-ers from two universities (one previously disadvantaged; the other his-torically privileged). This ensures a synergy between technical exper-tise and understanding of the local context. Findings so far emphasise the importance of contextualising the intervention to suit local needs and adjust to the local context. The platform is currently being extended to include e-government, e-learning and e-health capabilities. If proven successful, this model can be exported to similar areas in South africa and in the rest of Africa. This could open up potential opportunities for the still unexplored market for ICT in rural Africa.
- Full Text:
- Date Issued: 2007
Attitudes of Xhosa-speaking students at the University of Fort Hare towards the use of Xhosa as a language of learning and teaching (LOLT)
- Dalvit, Lorenzo, De Klerk, Vivian A
- Authors: Dalvit, Lorenzo , De Klerk, Vivian A
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6100 , http://hdl.handle.net/10962/d1008664
- Description: This article presents and discusses the results of a survey of a sample of Xhosa-speaking students at the University of Fort Hare regarding their attitudes towards the possible introduction of Xhosa as a medium of instruction at this institution. The research takes into account, among other things, the students' attitudes towards English and Xhosa and their opinions and beliefs about the introduction of dual-mediumship and its possible consequences. The survey was conducted with questionnaires and interviews and the results were first analysed as a whole, and then split into different categories according to gender, year of study, subject studied etc. This analysis indicates that while English is recognised as the dominant language in South Africa and, more specifically, in the domain of education, some categories of respondents acknowledge the usefulness of Xhosa as an additional medium of instruction. This survey clearly shows that it would make little sense to present Xhosa-speaking students at Fort Hare with a rigid choice between the existing English-medium and a dual-medium (English and Xhosa) policy and that more nuanced options would need to be offered. For example, respondents seem to consider the use of Xhosa as a medium of instruction more appropriate in the first years of study, for selected subjects and in some domains within the academic context rather than others. This study can be fruitfully compared with similar research carried out at other South African institutions. Moreover, the results of the present research can be used to inform future decisions regarding language policy at the University of Fort Hare.
- Full Text:
- Date Issued: 2005
- Authors: Dalvit, Lorenzo , De Klerk, Vivian A
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6100 , http://hdl.handle.net/10962/d1008664
- Description: This article presents and discusses the results of a survey of a sample of Xhosa-speaking students at the University of Fort Hare regarding their attitudes towards the possible introduction of Xhosa as a medium of instruction at this institution. The research takes into account, among other things, the students' attitudes towards English and Xhosa and their opinions and beliefs about the introduction of dual-mediumship and its possible consequences. The survey was conducted with questionnaires and interviews and the results were first analysed as a whole, and then split into different categories according to gender, year of study, subject studied etc. This analysis indicates that while English is recognised as the dominant language in South Africa and, more specifically, in the domain of education, some categories of respondents acknowledge the usefulness of Xhosa as an additional medium of instruction. This survey clearly shows that it would make little sense to present Xhosa-speaking students at Fort Hare with a rigid choice between the existing English-medium and a dual-medium (English and Xhosa) policy and that more nuanced options would need to be offered. For example, respondents seem to consider the use of Xhosa as a medium of instruction more appropriate in the first years of study, for selected subjects and in some domains within the academic context rather than others. This study can be fruitfully compared with similar research carried out at other South African institutions. Moreover, the results of the present research can be used to inform future decisions regarding language policy at the University of Fort Hare.
- Full Text:
- Date Issued: 2005
Computers and African languages in education: an ICT tool for the promotion of multilingualism at a South African university: conversations
- Dalvit, Lorenzo, Murray, Sarah, Mini, Buyiswa, Terzoli, Alfredo, Zhao, Xiaogeng
- Authors: Dalvit, Lorenzo , Murray, Sarah , Mini, Buyiswa , Terzoli, Alfredo , Zhao, Xiaogeng
- Date: 2005
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/428911 , vital:72545 , https://hdl.handle.net/10520/EJC87340
- Description: This article describes a web-based application designed to provide meaningful access to the study of Computer Science to speakers of an African language who have limited experience of using English for ac-ademic purposes. Our research is focused upon students of Computer Skills in the Extended Studies Programme at Rhodes University who have studied English as a second language for the matriculation exam-ination. The intervention involves the cooperative production and shar-ing of multilingual support material in both English and the students' home languages. The article illustrates how the use of computers has the potential to solve some of the problems traditionally associated with the use of African languages as additional media of instruction in ter-tiary education (i.e. lack of terminology and resources in the African languages, stigma attached to their use, etc.). We maintain that learning about computers partly in their stronger language (i.e. their home lan-guage) could give students increased and more meaningful access to an educationally and economically empowering field of study.
- Full Text:
- Date Issued: 2005
- Authors: Dalvit, Lorenzo , Murray, Sarah , Mini, Buyiswa , Terzoli, Alfredo , Zhao, Xiaogeng
- Date: 2005
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/428911 , vital:72545 , https://hdl.handle.net/10520/EJC87340
- Description: This article describes a web-based application designed to provide meaningful access to the study of Computer Science to speakers of an African language who have limited experience of using English for ac-ademic purposes. Our research is focused upon students of Computer Skills in the Extended Studies Programme at Rhodes University who have studied English as a second language for the matriculation exam-ination. The intervention involves the cooperative production and shar-ing of multilingual support material in both English and the students' home languages. The article illustrates how the use of computers has the potential to solve some of the problems traditionally associated with the use of African languages as additional media of instruction in ter-tiary education (i.e. lack of terminology and resources in the African languages, stigma attached to their use, etc.). We maintain that learning about computers partly in their stronger language (i.e. their home lan-guage) could give students increased and more meaningful access to an educationally and economically empowering field of study.
- Full Text:
- Date Issued: 2005
Producing and sharing ICT-based knowledge through English and African languages at a South African university
- Terzoli, Alfredo, Dalvit, Lorenzo, Murray, Sarah, Mini, Buyiswa, Zhao, Xiaogeng
- Authors: Terzoli, Alfredo , Dalvit, Lorenzo , Murray, Sarah , Mini, Buyiswa , Zhao, Xiaogeng
- Date: 2005
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/428531 , vital:72518 , https://hdl.handle.net/10520/EJC37193
- Description: This article describes an intervention aimed at providing increased ac-cess to the study of information and communication technology (ICT) and computer literacy in Higher Education in South Africa. Our focus group is speakers of an African language from a previously disadvan-taged background in the extended studies programme at Rhodes Uni-versity. Preliminary investigation suggests that such students have dif-ficulties becoming computer literate partly because of their lack of Eng-lish proficiency. This might prevent them from furthering their studies of Computer Science (CS) up to the postgraduate level. Shifting away from the dominant approach to academic support in extended studies programmes in South Africa, in our research we focus primarily on the lexical rather than the discourse level. With the help of a web-based application, students collaboratively produce and share additional mate-rial in both English and the African languages. This allows them to inte-grate new concepts and knowledge about computers into their existing knowledge structures. With our intervention, we hope to improve the students' participation in the production and sharing of knowledge in the field of ICT.
- Full Text:
- Date Issued: 2005
- Authors: Terzoli, Alfredo , Dalvit, Lorenzo , Murray, Sarah , Mini, Buyiswa , Zhao, Xiaogeng
- Date: 2005
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/428531 , vital:72518 , https://hdl.handle.net/10520/EJC37193
- Description: This article describes an intervention aimed at providing increased ac-cess to the study of information and communication technology (ICT) and computer literacy in Higher Education in South Africa. Our focus group is speakers of an African language from a previously disadvan-taged background in the extended studies programme at Rhodes Uni-versity. Preliminary investigation suggests that such students have dif-ficulties becoming computer literate partly because of their lack of Eng-lish proficiency. This might prevent them from furthering their studies of Computer Science (CS) up to the postgraduate level. Shifting away from the dominant approach to academic support in extended studies programmes in South Africa, in our research we focus primarily on the lexical rather than the discourse level. With the help of a web-based application, students collaboratively produce and share additional mate-rial in both English and the African languages. This allows them to inte-grate new concepts and knowledge about computers into their existing knowledge structures. With our intervention, we hope to improve the students' participation in the production and sharing of knowledge in the field of ICT.
- Full Text:
- Date Issued: 2005
Attitudes of isiXhosa-speaking students at the University of Fort Hare towards the use of isiXhosa as a language of learning and teaching (LOLT)
- Authors: Dalvit, Lorenzo
- Date: 2004
- Subjects: Native language and education -- South Africa -- Eastern Cape , Xhosa language -- Study and teaching (Higher) -- South Africa , English language -- Study and teaching (Higher) -- South Africa , Education, Bilingual , Language and education -- South Africa , Language policy -- South Africa , University of Fort Hare -- Students -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2343 , http://hdl.handle.net/10962/d1002625 , Native language and education -- South Africa -- Eastern Cape , Xhosa language -- Study and teaching (Higher) -- South Africa , English language -- Study and teaching (Higher) -- South Africa , Education, Bilingual , Language and education -- South Africa , Language policy -- South Africa , University of Fort Hare -- Students -- Attitudes
- Description: The present work presents and discusses the results of a survey of a sample of isiXhosa-speaking students at the University of Fort Hare (Alice campus) and their attitudes towards the possible introduction of isiXhosa as a medium of instruction at this institution. More specifically, the research focuses on, among other things, the students’ attitudes towards English and isiXhosa and their opinions and beliefs about the introduction of dual-mediumship and its possible consequences. The survey methods used are a questionnaire survey as well as follow-up interviews, supplemented by on-campus observation. The results are first analysed as a whole, and then split into different categories according to a set of background variables (gender, year of study, subject studied etc). This analysis indicates that, while English is recognised as the dominant language in South Africa and, more specifically, in the domain of education, some categories of respondents acknowledge the usefulness of isiXhosa as an additional medium of instruction. This survey clearly shows that it makes little sense to present isiXhosa-speaking students with a rigid choice between the existing English-medium and a dual-medium (English and isiXhosa) policy. If dual-mediumship is ever to be implemented, respondents seem to consider the use of isiXhosa as a medium of instruction more appropriate in the first years of study, for selected subjects and in some domains within the academic context rather than others. This study is part of a growing set of surveys on the attitudes of university students towards the use of African languages in education, and can be fruitfully compared with similar research at other institutions. Moreover, the results of the present research can be used to inform future decisions regarding language policy at the University of Fort Hare.
- Full Text:
- Date Issued: 2004
- Authors: Dalvit, Lorenzo
- Date: 2004
- Subjects: Native language and education -- South Africa -- Eastern Cape , Xhosa language -- Study and teaching (Higher) -- South Africa , English language -- Study and teaching (Higher) -- South Africa , Education, Bilingual , Language and education -- South Africa , Language policy -- South Africa , University of Fort Hare -- Students -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2343 , http://hdl.handle.net/10962/d1002625 , Native language and education -- South Africa -- Eastern Cape , Xhosa language -- Study and teaching (Higher) -- South Africa , English language -- Study and teaching (Higher) -- South Africa , Education, Bilingual , Language and education -- South Africa , Language policy -- South Africa , University of Fort Hare -- Students -- Attitudes
- Description: The present work presents and discusses the results of a survey of a sample of isiXhosa-speaking students at the University of Fort Hare (Alice campus) and their attitudes towards the possible introduction of isiXhosa as a medium of instruction at this institution. More specifically, the research focuses on, among other things, the students’ attitudes towards English and isiXhosa and their opinions and beliefs about the introduction of dual-mediumship and its possible consequences. The survey methods used are a questionnaire survey as well as follow-up interviews, supplemented by on-campus observation. The results are first analysed as a whole, and then split into different categories according to a set of background variables (gender, year of study, subject studied etc). This analysis indicates that, while English is recognised as the dominant language in South Africa and, more specifically, in the domain of education, some categories of respondents acknowledge the usefulness of isiXhosa as an additional medium of instruction. This survey clearly shows that it makes little sense to present isiXhosa-speaking students with a rigid choice between the existing English-medium and a dual-medium (English and isiXhosa) policy. If dual-mediumship is ever to be implemented, respondents seem to consider the use of isiXhosa as a medium of instruction more appropriate in the first years of study, for selected subjects and in some domains within the academic context rather than others. This study is part of a growing set of surveys on the attitudes of university students towards the use of African languages in education, and can be fruitfully compared with similar research at other institutions. Moreover, the results of the present research can be used to inform future decisions regarding language policy at the University of Fort Hare.
- Full Text:
- Date Issued: 2004