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Participatory interventionist learning support for Isixhosa-speaking hospitality students at a technical and vocational education and training (TVET) college
Thesis (MEd)--Stellenbosch University, 2026.
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| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2026
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| _version_ | 1869484204445663232 |
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| access_status_str | Open Access |
| author | Truter, Elsje |
| author2 | Kese, Pamela Phumla |
| author_browse | Kese, Pamela Phumla Truter, Elsje |
| author_facet | Kese, Pamela Phumla Truter, Elsje |
| author_sort | Truter, Elsje |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2026. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/135764 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-07-01T04:11:10.707Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/135764 Participatory interventionist learning support for Isixhosa-speaking hospitality students at a technical and vocational education and training (TVET) college Truter, Elsje Kese, Pamela Phumla Van der Walt, Christa Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Hospitality industry -- Study and teaching (Higher) -- South Africa Technical education -- South Africa Xhosa language Second language acquisition -- Study and teaching Education, Bilingual -- South Africa Action research in education -- South Africa Vocational education -- South Africa Hospitality industry -- Vocational guidance UCTD Thesis (MEd)--Stellenbosch University, 2026. Truter, E. 2026. Participatory interventionist learning support for Isixhosa-speaking hospitality students at a technical and vocational education and training (TVET) college. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/6bc04e26-e6e8-4efb-ac09-30620c80fe8e ENGLISH ABSTRACT: In South Africa, Technical and Vocational Education and Training (TVET) colleges are seen as the solution to address skills shortages and the high youth unemployment rate. The National Certificate Vocational (NCV) programmes offer educational opportunities to many students who do not qualify for other Further Education and Training (FET) programmes or universities. While this is so, the Department of Higher Education and Training (DHET) established that throughput and student retention rates continued to be low, even as enrolment increased. One of the reasons for this is that the Language of Learning and Teaching (LoLT), which happens to be English, is not the mother tongue or first language for most TVET students in South Africa. Even though the language policy of the College where the study was conducted states that training programmes can be presented in other official languages of South Africa, national examinations are only conducted in English. This study was conducted at a TVET College in the West Coast area of the Western Cape. It was found that the language barrier created by the LoLT contributed to poor academic performance in different subjects of the TVET college students. Considering the students’ peri-urban placement, linguistic capital, schooling background and exposure to English, the conceptual framework of this study was formed. The use of other languages in the classroom would take advantage of students’ linguistic capital and build on those strengths. In order to determine which bilingual pedagogical actions were most productive to facilitate literacy in the Hospitality discourse at the TVET college, admission test results, student questionnaires, observations, a Flexible Bilingual Dictionary & Glossary of Terms tool and field notes were used. Through the Participatory Action Learning and Action Research (PALAR) methodology used, it was found that access to First Language (L1) support was the most productive in achieving academic literacy in the Hospitality discourse. This was discovered by means of real-time translations of content, including vocabulary building with the use of the Hospitality-specific dictionary and glossary tools. Findings also revealed that L1 support, in different creative forms, makes for a more engaging classroom experience for both students and lecturers. It also transpired through data analysis of the student questionnaire on language-related attitudes that students accept the hegemony of English as the LoLT but wanted to have access to and use isiXhosa alongside English in the classroom, as they believed this helped them to better understand Hospitality-specific discourse. The language of assessment is a crucial factor that needs to be included in the bi-/multilingual glossary tool, given the fact that national examinations are conducted in English only. However, because of limitations to the study, this could have been explored in more detail and could have led to further study, as to how bi-/multilingual pedagogical support could facilitate literacy in national examinations that are presented in English only. AFRIKAANSE OPSOMMING; In Suid-Afrika word Tegniese en Beroepsgerigte Onderwys en Opleiding (TVET) kolleges gesien as die oplossing om vaardigheidstekorte en die hoë jeugwerkloosheidsyfer aan te spreek. Die National Certificate Vocational (NCV)-programme bied opvoedkundige geleenthede aan baie studente wat nie vir ander Verdere Onderwys en Opleiding (VOO)-programme of universiteite kwalifiseer nie. Terwyl dit so is, het die Departement van Hoër Onderwys en Opleiding (DHOO) vasgestel dat deurvloei- en studentebehoudkoerse steeds laag was, selfs al het inskrywings toegeneem. Een van die redes hiervoor is dat die Taal van Leer en Onderrig (TLO), wat toevallig Engels is, nie die moedertaal of eerste taal vir die meeste TVET-studente in Suid-Afrika is nie. Alhoewel die taalbeleid van die kollege, waar die studie gedoen is, bepaal dat opleidingsprogramme in ander amptelike tale van Suid-Afrika aangebied kan word, word nasionale eksamens slegs in Engels afgeneem. Hierdie studie is by 'n TVET-kollege in die Weskus-area van die Wes-Kaap uitgevoer. Daar is gevind dat die taalversperring wat deur die TLO geskep is, bygedra het tot swak akademiese prestasie in verskillende vakke van die TVET-kollegestudente. Met inagneming van die studente se buitestedelike plasing, linguistiese kapitaal, skoolagtergrond en blootstelling aan Engels, is die konseptuele raamwerk van hierdie studie gevorm. Die gebruik van ander tale in die klaskamer sal voordeel trek uit die studente se linguistiese kapitaal en bou op daardie sterkpunte. Ten einde te bepaal watter tweetalige pedagogiese aksies die produktiefste was om geletterdheid in die Gasvryheidsdiskoers by die TVET-kollege te fasiliteer, is toelatingstoetsuitslae, studentevraelyste, waarnemings, 'n Flexible Bilingual Dictionary & Glossary of Terms-instrument en veldnotas gebruik. Deur die Deelnemende Aksie Leer en Aksie Navorsing (PALAR) metodologie wat gebruik is, is gevind dat toegang tot Eerste Taal (T1) ondersteuning die produktiefste was om geletterdheid in die Gasvryheidsdiskoers te fasiliteer. Dit is bereik deur middel van intydse vertalings van inhoud, insluitend woordeskatbou met die gebruik van die Gasvryheidspesifieke woordeboek en woordelyshulpmiddels. Bevindinge het ook aan die lig gebring dat T1-ondersteuning, in verskillende kreatiewe vorms, 'n meer innemende klaskamerervaring vir beide studente en dosente maak. Dit het ook geblyk deur data-ontleding van die studentevraelys oor taalverwante houdings dat studente die hegemonie van Engels as die TLO aanvaar, maar toegang tot isiXhosa saam met Engels in die klaskamer wou hê, aangesien hulle geglo het dat dit hulle gehelp het om Gasvryheidspesifieke diskoers beter te verstaan. Die taal van assessering is 'n deurslaggewende faktor wat in die twee-/veeltalige woordelyshulpmiddel ingesluit moes word, gegewe die feit dat nasionale eksamens slegs in Engels afgeneem word. As gevolg van beperkings op die studie kon dit egter in meer besonderhede ondersoek gewees het en kon gelei het tot verdere studie, oor hoe twee-/veeltalige pedagogiese ondersteuning geletterdheid in nasionale eksamens wat slegs in Engels aangebied word, kan fasiliteer. Masters 2026-04-09T14:06:08Z 2026-04-09T14:06:08Z 2026-03 Thesis https://scholar.sun.ac.za/handle/10019.1/135764 en_ZA Stellenbosch University 174 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Hospitality industry -- Study and teaching (Higher) -- South Africa Technical education -- South Africa Xhosa language Second language acquisition -- Study and teaching Education, Bilingual -- South Africa Action research in education -- South Africa Vocational education -- South Africa Hospitality industry -- Vocational guidance UCTD Truter, Elsje Participatory interventionist learning support for Isixhosa-speaking hospitality students at a technical and vocational education and training (TVET) college |
| title | Participatory interventionist learning support for Isixhosa-speaking hospitality students at a technical and vocational education and training (TVET) college |
| title_full | Participatory interventionist learning support for Isixhosa-speaking hospitality students at a technical and vocational education and training (TVET) college |
| title_fullStr | Participatory interventionist learning support for Isixhosa-speaking hospitality students at a technical and vocational education and training (TVET) college |
| title_full_unstemmed | Participatory interventionist learning support for Isixhosa-speaking hospitality students at a technical and vocational education and training (TVET) college |
| title_short | Participatory interventionist learning support for Isixhosa-speaking hospitality students at a technical and vocational education and training (TVET) college |
| title_sort | participatory interventionist learning support for isixhosa speaking hospitality students at a technical and vocational education and training tvet college |
| topic | Hospitality industry -- Study and teaching (Higher) -- South Africa Technical education -- South Africa Xhosa language Second language acquisition -- Study and teaching Education, Bilingual -- South Africa Action research in education -- South Africa Vocational education -- South Africa Hospitality industry -- Vocational guidance UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/135764 |
| work_keys_str_mv | AT truterelsje participatoryinterventionistlearningsupportforisixhosaspeakinghospitalitystudentsatatechnicalandvocationaleducationandtrainingtvetcollege |