This is a follow-up to last year’s “work-in-progress” paper, which outlined the results of research involving written and oral assessments of student comprehension and writing ability in isiXhosa home-language as well as English written and oral ability within the academic context for Walter Sisulu University extended program students. Since then, extensive work in transformative curricula using integrated multilingual e-learning has been in progress. The key research question addressed is; can linguistic/cultural academic barriers for non-English home language students be successfully navigated by students when supported by an extended program curricula using an integrated multi-lingual e-learning platform? The challenges include significant differences in written and oral home language and English second language abilities among students entering the university system, including significant differences between students in rural and urban environments. These challenges have been addressed by constructing experiential study materials using language and conceptual input from student focus groups rather than professional translators. Their input is then filtered through bi-lingual subject lecturers and language experts. The development process of new material and student responses to their implementation will be presented.
|Keywords:||Second Language Learning, Computer-aided Language Learning, CALL, Multiliteracies, Language Learning|
Lecturer and Chair Academic Literacy Unit, Center for Learning and Teaching Development, Walter Sisulu University, East London, East Cape, South Africa
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