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A sociolinguistic appraisal of an under-researched (higher) education setting : the heteroglossic realities of the South African technical vocational education and training sector
Thesis (DPhil)--Stellenbosch University, 2024.
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| Language: | English |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867613796399316992 |
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| access_status_str | Open Access |
| author | Anthonie, Alexa Nicole |
| author2 | Oostendorp, Marcelyn |
| author_browse | Anthonie, Alexa Nicole Oostendorp, Marcelyn |
| author_facet | Oostendorp, Marcelyn Anthonie, Alexa Nicole |
| author_sort | Anthonie, Alexa Nicole |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (DPhil)--Stellenbosch University, 2024.
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| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/131553 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:41:50.126Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University
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| publisherStr | Stellenbosch : Stellenbosch University
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| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/131553 A sociolinguistic appraisal of an under-researched (higher) education setting : the heteroglossic realities of the South African technical vocational education and training sector Anthonie, Alexa Nicole Oostendorp, Marcelyn Busch, Brigitta Busch, Brigitta, 1955- Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of General Linguistics. Technical education -- South Africa Vocational education -- South Africa Sociolinguistics Decolonization -- Education -- South Africa Language and languages -- Study and teaching UCTD Thesis (DPhil)--Stellenbosch University, 2024. ENGLISH ABSTRACT: This dissertation by publication explores the Technical Vocational Education and Training (TVET) sector in South Africa, delving into the critical issue of decolonisation as it relates to language. The TVET sector has been historically marginalised in the academic sphere and in relation to language research. Besides a dearth of language studies on TVET, there is no comprehensive language policy at the sector level and a lack of publically accessible language policies for either of the 50 TVET colleges in the country. This research argues that coloniality has deeply affected the South African TVET sector, but that language, specifically the diverse voices and perspectives of TVET students, holds the potential for decolonial change. By employing Linguistic Citizenship (Stroud 2001), a theoretical framework located within decolonial theory (Mignolo and Walsh 2018), the dissertation sheds light on how racialised and colonial understandings of ability, labour and language have and continue to shape the TVET sector. The dissertation utilises a nested single-case study made up of three sub-units of analysis. Each sub-unit is explored in a separate paper and the findings of all three papers are synthesised in the final chapter of the dissertation. Paper 1 is a document analysis of policies relevant to the definition of Higher Education and TVET institutions, the qualifications that each awards, and the requirements for accessing either of these institutions. Paper 2 is an arts-informed exploration of the lived language experiences of TVET students. Paper 3 is an autoethnography exploring the experiences of teaching English First Additional Language (FAL) in the sector. The research findings show that TVET is discursively constructed as a subaltern, that students’ narratives are a complex interplay between compliance with and resistance to colonial understandings of language, and that failure and vulnerability can be used productively in language teaching. The dissertation also contributes theoretically to Linguistic Citizenship by following recent trends to conceptualise Linguistic Citizenship in relation to vulnerability and failure (Stroud et al. 2020). It shows how the lived experience of language is at once a site of coloniality and decoloniality. This co-occurrence of coloniality and decoloniality is conceptualised as cracks of decoloniality that constitute a utopia and dystopia at the same time (Oostendorp 2022b). As decolonial theory and praxis are inseparable, a decolonial approach warrants a project – a commitment to social action. The researcher initially set out to create a language intervention that would shape National Certificate Vocational (NC(V)) classroom practices. To this end, she created a workbook for English FAL to use in her teaching practice. However, the lack of sociolinguistic research on the TVET sector compelled the researcher to abandon the objective of facilitating an intervention in order to prioritise the filling of that literature gap. The workbook nonetheless forms a significant part of this dissertation as the researcher explores her experiences of creating and using the workbook in Paper 3. Its use in the English FAL classroom unleashed students’ multivoicedness, affirmed their diversity and revealed cracks of decoloniality. It is included as a supplement to the dissertation so that it can be freely accessible through Stellenbosch University’s library depository. As an additional resource, this workbook will ease lecturers’ teaching burden and will, for the first time, enable students to draw on all their linguistic and cultural resources in the English FAL classroom. To ensure its usefulness, the researcher endeavours to promote this workbook through her professional and social network. AFRIKAANSE OPSOMMING: Hierdie verhandeling per publikasie verken die Tegniese Beroepsonderrig en Opleiding (TBOO)-sektor in Suid-Afrika, en ondersoek die kritieke kwessie van dekolonisasie soos dit verband hou met taal. Die TBOO-sektor is histories gemarginaliseer in die akademiese sfeer en met betrekking tot taalnavorsing. Benewens 'n gebrek aan taalstudies oor TBOO, is daar geen omvattende taalbeleid op sektorvlak nie en is daar ook 'n gebrek aan publiek toeganklike taalbeleide vir die land se 50 TBOO-kolleges. Hierdie navorsing argumenteer dat kolonialiteit die Suid-Afrikaanse TBOO-sektor diep geraak het, maar dat taal, spesifiek die diverse stemme en perspektiewe van TBOOstudente, die potensiaal vir dekoloniale verandering inhou. Deur die gebruik van Linguistiese Burgerskap (Stroud 2001), 'n teoretiese raamwerk wat onder dekoloniale teorie val (Mignolo en Walsh 2018), werp die proefskrif lig op hoe die gerasseerde en koloniale verstaan van menslike vermoë, arbeid en taal die TBOO-sektor beïnvloed het en steeds doen. Die proefskrif maak gebruik van 'n ingebedde enkelgevallestudie wat uit drie sub-eenhede van analise bestaan. Elke sub-eenheid word in 'n aparte akademiese referaat ondersoek en die bevindinge van al drie word in die laaste hoofstuk van die proefskrif gesintetiseer. Referaat 1 is 'n dokumentontleding van beleide relevant tot die definisie van Hoër Onderwys- en TBOO-instellings, die kwalifikasies wat hulle toeken, en die vereistes vir toegang daartoe. Referaat 2 is 'n kuns-ingeligte verkenning van die geleefde taalervarings van TBOO-studente. Referaat 3 is 'n outo-etnografie wat die ervarings van die onderrig van Engels Eerste Addisionele Taal in die sektor ondersoek. Die navorsingsbevindinge toon dat TBOO diskursief as 'n ondergeskikte gekonstrueer is, dat studente se narratiewe 'n komplekse wisselwerking is tussen medepligtigheid tot en weerstand teen die koloniale verstaan van taal, en dat mislukking en kwesbaarheid produktief in taalonderrig gebruik kan word. Die proefskrif dra ook teoreties by tot Linguistiese Burgerskap deur onlangse neigings te volg wat Linguistiese Burgerskap met betrekking tot kwesbaarheid en mislukking konseptualiseer (Stroud et al. 2020). Dit wys hoe die geleefde ervaring van taal tegelyk 'n terrein van kolonialiteit en dekolonialiteit is. Hierdie mede-voorkoms van kolonialiteit en dekolonialiteit word gekonseptualiseer as krake van dekolonialiteit wat tegelykertyd ’n utopie en distopie daarstel (Oostendorp 2022b). Aangesien dekoloniale teorie en praktyk onafskeidbaar is, regverdig 'n dekoloniale benadering tot 'n projek – 'n verbintenis tot sosiale aksie. Die navorser het aanvanklik beoog om 'n taalintervensie te skep wat NC(V) klaskamerpraktyke sou beïnvloed. Vir hierdie doel het sy 'n werkboek vir Engels Eerste Addisionele Taal geskep om in haar onderwyspraktyk te gebruik. Die gebrek aan sosiolinguistiese navorsing oor die TBOO-sektor het egter die navorser genoop om haar doelwit om 'n intervensie te fasiliteer te laat vaar ten einde die vul van daardie literatuurgaping te prioritiseer. Die werkboek vorm nietemin 'n beduidende deel van hierdie proefskrif, aangesien die navorser haar ervarings van die skep en gebruik van die werkboek in Referaat 3 ondersoek. Die gebruik daarvan in die Engelse Eerste Addisionele Taal-klaskamer het studente se veelstemmigheid ontketen, hul diversiteit bekragtig en krake van dekolonialiteit aan die lig gebring. Dit is ingesluit as 'n aanvulling tot die proefskrif sodat dit vryelik toeganklik kan wees deur die Universiteit Stellenbosch se biblioteekbewaarplek. As 'n bykomende hulpbron sal hierdie werkboek dosente se onderriglas verlig en studente in staat stel om vir die eerste keer al hul linguistiese en kulturele hulpbronne in die Engelse Eerste Addisionele Taalklaskamer te gebruik. Om die bruikbaarheid daarvan te verseker, poog die navorser om hierdie werkboek deur haar professionele en sosiale netwerk te promoveer. XHOSA ISISHWANKATHELO: Olu phando (dissertation) ngopapasho luphonononga icalendelo lezemfundo leTechnicalVocational Education and Training (TVET) eMzantsi Afika, kujongwa ngokubanzi umbaobalulekileyo webuyambo (decolonisation), ngokukodwa ngokunxulumene nolwimi. Oluphando lubalulekile njengoko ngokwembali eli candelo leTVET belikade lijongelwa phantsikwezemfundo nangokunxulumene nophando lweelwimi. Kweli candelo kukhoukunqongophala kwezifundo ezivavanya ulwimi, akukho mgaqo-nkqubo wolwimi ubanzi,kwaye akukho nemigaqo-nkqubo yolwimi efikelelekayo eluntwini yee-TVET ezingama-50eMzantsi Afrika. Owona mba ungundoqo kolu phando umalunga nempembelelo ethe gqolo yobukoloniyali nokuchaphazela kwayo ngokunzulu icandelo le-TVET loMzantsi Afrika, kwaye uqaqambisaamandla enguqu avela ngokwamazwi ahlukeneyo kunye neembono zabafundi ngaphakathikweli candelo. Ngokusebenzisa ubuMmi boLwimi (uStroud 2001), isakhelo sethiyoriesineengcambu kwithiyori yebuyambo (Mignolo noWalsh 2018). Olu phando lujoliseekukhanyiseni iindlela ezisekelwe kucalucalulo ngobuhlanga zokwenza, zokusebenza,nezokuqonda imiba yolwimi ezisekelwe kubukoloniyali zazihlala zinempembelelo kwayezisaqhubeka zibumba icandelo leTVET. Ezi ndlela zokwazi nokuqonda zimiliswa kukuhlalazidluliselwa. Doctoral 2025-01-24T12:49:46Z 2025-01-24T12:49:46Z 2024-12 Thesis https://scholar.sun.ac.za/handle/10019.1/131553 en Stellenbosch University xi, 188 pages : illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Technical education -- South Africa Vocational education -- South Africa Sociolinguistics Decolonization -- Education -- South Africa Language and languages -- Study and teaching UCTD Anthonie, Alexa Nicole A sociolinguistic appraisal of an under-researched (higher) education setting : the heteroglossic realities of the South African technical vocational education and training sector |
| title | A sociolinguistic appraisal of an under-researched (higher) education setting : the heteroglossic realities of the South African technical vocational education and training sector |
| title_full | A sociolinguistic appraisal of an under-researched (higher) education setting : the heteroglossic realities of the South African technical vocational education and training sector |
| title_fullStr | A sociolinguistic appraisal of an under-researched (higher) education setting : the heteroglossic realities of the South African technical vocational education and training sector |
| title_full_unstemmed | A sociolinguistic appraisal of an under-researched (higher) education setting : the heteroglossic realities of the South African technical vocational education and training sector |
| title_short | A sociolinguistic appraisal of an under-researched (higher) education setting : the heteroglossic realities of the South African technical vocational education and training sector |
| title_sort | sociolinguistic appraisal of an under researched higher education setting the heteroglossic realities of the south african technical vocational education and training sector |
| topic | Technical education -- South Africa Vocational education -- South Africa Sociolinguistics Decolonization -- Education -- South Africa Language and languages -- Study and teaching UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/131553 |
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