Category: Afrikaans courses

What has the Language Centre been up to from May to July 2025?

Each quarter, we submit content to be considered for the SU Management Report to Senate and Council. We thought we’d also share here what the Language Centre has been up to during the last quarter (from the beginning of May to the end of July)!

[us_separator]

1. A thriving Stellenbosch University

Promoting institutional multilingualism at SU

Stellenbosch University (SU) is committed to developing and maintaining Western Cape regional languages Afrikaans and isiXhosa as academic languages, and to give support to SASL. Promoting a multilingual mindset among students and staff forms part of the initiative to humanise the institutional culture at SU. Recent activities through the Language Centre during the reporting period are reported on below.

Interpreting into three languages available at new Chancellor’s installation

[us_image image=”33423″ size=”us_600_600_crop”][us_separator size=”small”]

SASL, isiXhosa and Afrikaans interpreters at the installation of SU’s new Chancellor.

Interpreting into isiXhosa, Afrikaans and South African Sign Language (SASL) was provided by the Language Centre at the installation of SU’s new Chancellor on 20 June. Lesetja Kganyago, Governor of the South African Reserve Bank, was formally installed as the institution’s 16th Chancellor, and has been serving in the position since January 2025. The installation ceremony took place at Endler Hall.

Interpreting at such high-profile events is an important element in welcoming a multilingual audience and acknowledging the worth of the languages used.

Say my name workshop

On 29 May 2025, the Language Centre successfully hosted the Say My Name workshop, attended by staff members from various departments/faculties. This engaging session aimed to create awareness around the importance of correct name pronunciation as a step towards mutual respect in multilingual spaces. Participants shared that the experience was enjoyable and meaningful, with lively interaction throughout. We hope that more staff will benefit from similar sessions in future.

[us_separator size=”small”][us_image image=”33387″ align=”center”]

Brand new Afrikaans Stylgids available to everyone at SU

The brand-new Afrikaans US Stylgids, aimed at SU staff and students, was released on 1 July and is available here. It is fitting for the Stylgids to be released in the year in which we celebrate the 100^th anniversary of Afrikaans as an official SA language.

The Afrikaans Stylgids is intended as an accessible resource on Afrikaans language usage for the whole of the SU community and anyone else who chooses to use it. The guide aims to ensure that the language we use for the content and communication we provide on behalf of the University is consistent with the image of the University and consonant with our vision and identity as a university. The Stylgids therefore represents guidelines and house rules rather than a comprehensive set of universal grammar rules, and the preferences reflected in the guide are those of the institution.

Like its English counterpart, the SU Style Guide, the Afrikaans Stylgids was commissioned by the Corporate Communication and Marketing Division (CCMD) of the University and compiled by the SU Language Centre in a university-wide consultative process. The Stylgids is meant to be used in combination with the Brand Toolkit, which gives more guidance on the unified SU brand in terms of how we present the University visually and how we speak of it.

[us_separator][us_image image=”33603″ align=”center”][us_separator size=”small”]

A screenshot of a page in the Afrikaans Stylgids.

Exploring belonging through language: Staff workshop fosters connection and inclusion at SU

On 17 June, the Language Centre successfully hosted the first Zive usekhaya: Language and Belonging at Stellenbosch University workshop, attended by 15 staff members. This reflective session forms part of the Language Centre’s multilingual mindset series and offered participants a space to explore belonging, language, and identity through storytelling, discussion and beading. The workshop fostered connection, intercultural awareness and meaningful dialogue around inclusion in our multilingual campus culture. Similar workshops are lined up for students later this year to support their experiences of belonging at SU.

[us_separator size=”small”]

[us_image image=”33411″ align=”right”]

[us_image image=”33399″ align=”left”]

[us_image image=”33351″ align=”center”]

2. A transformative student experience

SU Language Centre Writing Lab activities during the first semester

The Language Centre’s Writing Lab strives to create a safe, friendly and caring space which provides personal support to students from different faculties and campuses. Between January and May, just over 1 391 writing consultations were conducted. The Writing Lab consults during exam time and vacation periods, during which consultations are primarily with postgraduate writers. Consultations are conducted in-person at the Writing Lab, or online via MS Teams, which accommodates distance students and any other student at the venue of their choice.

During the reporting period, the Writing Lab has had ongoing writing consultation collaborations with the following groups:

Agricultural Economics 478 and 781
Economics 214
Curriculum Studies (Afrikaans Home language 1^st and 4^th year students) (Education)
Entrepreneurship and Innovation Management
Political Science 114
Technical Communication Skills (Engineering)
Scientific Communication Skills (Science, in collaboration with the Language Centre)
MBA
Sustainable Development
Research Assignment 743 (Business Management).

In addition, the Writing Lab worked with lecturers and student writers who make contact independently.

Consultant training happens continuously throughout the year. During May, the Writing Lab collaborated with the Centre for Learning Technologies to explore the topic of artificial intelligence to help consultants to be prepared for consultations with students using AI in their writing. Consultants also study Writing Centre pedagogy and engage with the differences and similarities in various Writing Centres’ methodologies in terms of writing consultations. This sensitises consultants to the different needs of multilingual students from varying educational backgrounds.

Quality was enhanced this year through the use of electronic observation and evaluation forms for easy and effective data capturing. Observations form part of consultant training and involve consultants observing another consultant and giving feedback about their consultations. Student feedback about their consultation experience is used to ensure that students’ and lecturers’ specific needs and expectations are being addressed, and that all student writers and lecturers at SU have a positive experience working with the Writing Lab.

Campus Courses

The Language Centre kicked off the year with more than 50 students joining its interactive language courses: Campus isiXhosa and Campus Afrikaans. Offered in a relaxed and engaging environment, the courses are free to all students who are keen to grow their language skills, meet like-minded peers, and join a vibrant network of language learners on campus. Here’s what two of our recent participants had to say: “Being able to hold even a small conversation with isiXhosa speakers has been incredibly rewarding”, and “The energy in class and the positive, supportive atmosphere among new friends who all wanted to learn Afrikaans made the experience truly enjoyable.”

[us_image image=”33339″ size=”us_600_600_crop” align=”left”][us_separator size=”small”]

One of the Campus isiXhosa groups

[us_image image=”33327″ align=”right”][us_separator size=”small”]

Presenter Nika Ndlela with a few of the isiXhosa course participants

Expanding access through South African Sign Language

In a significant step toward academic inclusion, the Language Centre, in partnership with the Faculty of Science, provided South African Sign Language (SASL) interpreting for a Deaf Honours student at the ISCB‑Africa ASBCB Conference on Bioinformatics, held from 14 to 17 April 2025, in Cape Town. The event, a gathering of researchers and students in computational biology, offered a rare opportunity for SASL interpreters to engage with specialised scientific terminology and discourse. The interpreting team described the experience as professionally enriching, underscoring the importance of inclusive access to high-level academic content. The Faculty of Science is commended for its proactive commitment to accessibility and for creating space for full academic participation in a highly specialised field.

[us_image image=”33489″]

[us_image image=”33447″]

The Language Centre has offered its South African Sign Language – Beginner Level A1 short course to 13 participants during the first semester. To enable participants who have completed the beginner course to expand their SASL knowledge further, a follow-up short course, South African Sign Language – Elementary Level A2, has been developed this year, and nine participants have completed the first offering.

In addition, a Teach South African Sign Language (SASL): Trainer short course has been developed and will be offered later during year. The course aims to equip first-language SASL users with the knowledge and skills to design, develop and teach a beginner SASL course to a broader audience. It introduces key elements of course creation, including basic structure and analysis, teaching methodology, assessment design and foundational business English.

3. Purposeful partnerships and inclusive networks

Internationalisation through multilingualism

SU is one of six global partner universities EUTOPIA associates with beyond its core alliance of 10 universities in Europe to create an international gateway for exchanging knowledge and culture. In May, Stellenbosch University was profiled as EUTOPIA’s University of the Month for its contribution to multilingualism through various activities on campus. In the feature article, Dr Kim Wallmach, Director of the Language Centre, comments:

[us_separator]

Stellenbosch – as a town and a campus – is a space where many conversations around identity, belonging and redress, intertwined as always with language, are taking place currently. One of the contributions SU can make […] is to provide a space where students from other countries can experience how a multilingual, yet divided, community is negotiating difference and finding commonalities.”

[us_separator]

The SU Language Centre has worked on developing courses and partnerships to enhance the experiences of international students visiting SU and on building student communities through a multilingual mindset. Some recent initiatives were:

University of Georgia Students learn Afrikaans and isiXhosa

In May, the Language Centre had the privilege of hosting a group of 16 students from the University of Georgia (USA) for a short language acquisition course in Afrikaans and isiXhosa. The students thoroughly enjoyed the opportunity to engage with both languages and gain a brief but meaningful introduction to the linguistic and cultural diversity of our region. The Language Centre looks forward to welcoming the University of Georgia again in future and continuing to share the richness of Afrikaans and isiXhosa language and culture with international visitors.

[us_separator size=”small”][us_image image=”33510″ align=”center”]

Afrikaans language and culture course for Dutch-speaking students celebrates 10 years

The Language Centre’s celebrated 10 years of language and cultural learning at the end of the first semester this year. This milestone is being celebrated with a series of social media and blog posts shared on the LC’s social media platforms in collaboration with SU International.

[us_image image=”33522″ size=”us_600_600_crop” align=”left”]

[us_image image=”33534″ size=”us_600_600_crop” align=”right”]

A highlight included an interview with Sen Joostens, a former student from Belgium who is currently facilitating Afrikaans language learning at KU Leuven. Over the years, the course has drawn more than 200 students from Belgium and the Netherlands.

Stellenbosch University expands its partnerships with Côte d’Ivoire

The Language Centre hosted a group of 28 students from the Institut National Polytechnique Félix Houphouët-Boigny (INP-) INP-HB (Côte d’Ivoire) from 4 July until 1 August. This is the fourth cohort since 2023 and the second cohort for 2025. The students are master’s level students aiming to improve their general and business English skills. Previous students have commented that one of the benefits of coming to SU is the opportunity for immersion, where they are able to use English in everyday interactions in and around Stellenbosch to enhance their communicative competence.

Then, in a new collaboration with the Chamber of Commerce and Industry of Côte d’Ivoire, a group of 9 participants has completed a two-week block of the Intensive English Programme (IEP) at the Language Centre from 4 to 18 July. These students are professionals from the language department from the Chamber of Commerce. This collaboration was initiated by the 1^st Secretary (Department of International Relations and Cooperation (DIRCO)) of the South African Embassy in Abidjan, Côte d’Ivoire.

Intensive English Programme (IEP) 2025

[us_image image=”33621″ size=”us_600_600_crop”][us_separator size=”small”]

IEP students and their teacher (Ammie) in the classroom

In addition, fifteen international students (from Germany, South Korea, Japan, Madagascar, DRC, Benin, Saudi Arabia, Russia and Italy) enrolled for Intensive English Programme blocks during June and July.

Hazendal Wine Estate trilingual creative writing workshops

The Language Centre offered bespoke creative writing workshops in English, Afrikaans, and isiXhosa to a cohort of 15 participants in the first semester on-site at Hazendal wine estate.

One of the main aims of the workshops was to upskill and empower the Hazendal staff at various levels, and to bring the team together.

[us_image image=”33706″ size=”us_600_600_crop”][us_separator size=”small”]

Bongiwe Dlutu (isiXhosa Language Centre presenter) with four of the Hazendal Wine Estate staff participants

[us_separator]

4. Networked and collaborative teaching and learning

EQUiiP Summer School fosters growth and inclusivity

[us_image image=”33658″][us_separator size=”small”]

Estelle Meima of the University of Groningen and Vernita Beukes of the SU Language Centre, presenters of the Intercultural Group Dynamics module in the EQUiiP Summer school in Groningen.

Dr Vernita Beukes, a lecturer at the Language Centre, was part of an international panel of five who presented the EQUiiP Summer School at the University of Groningen in the Netherlands from 16 to 20 June this year. The EQUiiP programme is a collaborative summer school that encourages peer learning and sharing teaching practices to professionally develop practitioners. Participants hailed from Iran, Croatia, Latvia, South Africa and the Netherlands, which gave both presenters and participants the opportunity to network with educators from around the world.

The programme explored the concept of internationalising the curriculum, identified effective strategies for creating inclusive classrooms, and developed practical skills on utilising the principles of universal design for learning to meet the diverse needs of students.

The diverse backgrounds and experiences of the participants enriched the discussions and provided multiple perspectives on the challenges and opportunities of internationalising curriculum and creating inclusive classrooms. Collaborative activities and group discussions facilitated the exchange of ideas and best practices, fostering a sense of community and mutual support.

5. Research for impact

The Language Centre does ongoing targeted research to inform best practice.

6. Employer of choice

Strengthening intercultural practice in language teaching

Colleagues involved in teaching Afrikaans and isiXhosa at the Language Centre participated in a two-part professional development series focused on the book Developing the Intercultural Dimension in Language Teaching (Council of Europe, 2002). The sessions, held in March and June 2025, created a space for staff to engage critically with foundational concepts and practical strategies for fostering intercultural competence in multilingual classrooms. Presenters and participants reflected on how these ideas resonate within the South African context and shared insights grounded in current teaching practice.

Language Centre Comms Lab short course offerings strengthen professional communication at SU

The Language Centre’s Comms Lab has continued its efforts to streamline professional communication at SU during the reporting period. Courses presented include:

Effective Communication in a Digital World

[us_image image=”33375″ align=”left”]

The Deputy Director of Internal Communications from the Department of Planning, Monitoring and Evaluation in the Presidency, Tshwane, was one of the participants attending this course. Staff from Student Recruitment, Maties Gymnasium and other environments also attended.

Crafting Confident Presentations

The popular course was presented on 20 and 21 May. A total of 13 participants, six marketing experts from table grape exporter EXSA, and staff from Residence Services, Corporate Communication and Marketing Division, Bureau for Economic Research and the Language Centre, attended the course.

Some feedback: “Excellent course. Surpassed my expectations. Good balance of theory and practical application. Constructive feedback at all times. As facilitator, Eduard created a safe space in which to learn. Perfect and enough to cover the content. There was nothing to fault with this course. Will highly recommend it.”

Communication par excellence

Five staff members and two external professionals, a medical doctor with her own practice and a senior superintendent from City of CT Municipality, attended this course during May and June. This is what one of our participants had to say:

[us_separator]

Great course, the presenter made everyone feel part and comfortable to share. It gave me confidence and the feedback on assignments were valuable.”

Contributors:

Vernita Beukes
Arné Binneman
Sanet de Jager
Bongiwe Dlutu
Fatima Halday
Christine Joubert
Anne-Mari Lackay
Susan Lotz
Andréa Müller
Helga Sykstus
Kim Wallmach
René Wheeler

[us_separator]

17 July 2025Tags: English courses, English support, internationalisation, partnership, Writing Lab

ŉ Kykie in van die Taalsentrum se werksaamhede: Mei, Junie en Julie 2025

Ons dien kwartaalliks inligting in vir moontlike plasing in die Universiteit Stellenbosch (US) se Bestuursverslag aan die Senaat en Raad. Ons vertel graag ook hier waarmee die Taalsentrum in die laaste kwartaal, van die begin van Mei tot die einde van Julie, besig was.

[us_separator]

1. ’n Florerende Universiteit Stellenbosch

Die bevordering van institusionele meertaligheid by die US

Die SU het hom daartoe verbind om die Wes-Kaapse streektale, Afrikaans en Xhosa, as akademiese tale te ontwikkel en te onderhou, en om die Suid-Afrikaanse Gebaretaal (SASL) te ondersteun. Die bevordering van ŉ meertalige ingesteldheid onder studente en personeel maak deel uit van die inisiatief om die institusionele kultuur aan die US te vermenslik. Ons doen hier onder verslag oor die Taalsentrum se bedrywighede in die tweede kwartaal van 2026.

Tolking in drie tale tydens die nuwe Kanselier se inhuldiging

[us_image image=”33423″ size=”us_600_600_crop”][us_separator size=”small”]

SASL-, Xhosa- en Afrikaanstolke by die inhuldiging van die US se nuwe Kansellier

Die Taalsentrum het tydens die inhuldiging van die US se nuwe Kanselier op 20 Junie tolking in Xhosa, Afrikaans en Suid-Afrikaanse Gebaretaal (SASL) voorsien. Lesetja Kganyago, Goewerneur van die Suid-Afrikaanse Reserwebank, is amptelik ingehuldig as die instansie se 16de Kansellier, nadat hy reeds sedert Januarie 2025 in daardie amp dien. Die inhuldigingseremonie het in die Endlersaal plaasgevind.

Tolking by sulke hoëprofielgeleenthede is ŉ belangrike aspek van die verwelkoming van ŉ meertalige gehoor en van die erkenning van die waarde van die tale wat gebruik word.

Say My Name-werksessie

Die Taalsentrum het op 29 Mei 2025 die Say My Name-werksessie, wat deur personeel van verskeie departemente en fakulteite bygewoon is, met groot sukses aangebied. Die doel daarvan was om bewustheid van die korrekte uitspraak van name te verskerp as ŉ stap in die rigting van wedersydse respek in meertalige ruimtes. Die deelnemers het laat weet dat dié ervaring genotvol en betekenisvol was en dat daar deurgaans lewendige deelname was. Ons hoop dat meer personeel in die toekoms by soortgelyke sessies sal baat.

[us_separator size=”small”][us_image image=”33387″ align=”center”]

Splinternuwe Afrikaanse Stylgids vir almal by US beskikbaar

Die US se splinternuwe Afrikaanse Stylgids, gemik op US-personeel en studente, is op 1 Julie vrygestel en is hier beskikbaar. Dit is heel gepas dat die Stylgids die lig sien in die jaar waartydens ons die 100ste bestaansjaar van Afrikaans as ŉ amptelike Suid-Afrikaanse taal vier.

Die Stylgids vir Afrikaans is bedoel om ŉ toeganklike hulpbron te wees oor die gebruik van Afrikaans vir die hele US-gemeenskap en enige iemand anders wat dit wil gebruik. Ons hoop dat hierdie gids sal verseker dat die taal wat ons gebruik om namens die Universiteit inligting oor te dra en te kommunikeer, by die US se beeld pas en ooreenstem met ons visie en identiteit as ŉ universiteit. Derhalwe bevat die Stylgids riglyne en interne reëls eerder as ŉ volledige stel universele grammatikareëls, en die voorkeure wat in die Stylgids weerspieël word, is dié van die instansie.

Net soos sy Engelse eweknie, die SU Style Guide, is die Stylgids vir Afrikaans deur die Universiteit se Afdeling Korporatiewe Kommunikasie en Bemarking aangevra en ná ŉ konsultasieproses waarby die hele US betrek is, deur die Taalsentrum saamgestel. Die Stylgids moet saam met die Handelsmerkgereedskapstel gebruik word, wat meer leiding verskaf oor die eenvormige US-handelsmerk se toepassing in die manier waarop ons die Universiteit visueel aanbied en hoe ons daarvan praat.

[us_separator][us_image image=”33603″ align=”center”][us_separator size=”small”]

ŉ Skermskoot van ŉ bladsy in die Stylgids vir Afrikaans

Verkenning van geborgenheid deur taal: Personeelwerksessie bevorder verbintenis en insluiting by US

Op 17 Junie het die Taalsentrum die eerste Zive usekhaya: Language and Belonging at Stellenbosch University-werksessie, wat deur 15 personeellede bygewoon is, suksesvol aangebied. Hierdie sessie wat ruimte bied vir nadenke maak deel uit van die Taalsentrum se meertalige ingesteldheid-reeks. Die inisiatief het aan deelnemers ŉ ruimte gebied om hulle tuishoortgevoel te versterk en taal en identiteit te verken deur stories te vertel, en deur besprekings en kralewerk. Die werksessie het verbintenis, interkulturele bewustheid en betekenisvolle dialoogvoering oor insluiting by ons meertalige kampuskultuur bevorder. Soortgelyke werksessies vir studente word vir later vanjaar beplan om hulle ervarings daarvan om by die US tuis te hoort, te versterk.

[us_separator size=”small”]

[us_image image=”33411″ align=”right”]

[us_image image=”33399″ align=”left”]

[us_image image=”33351″ align=”center”]

2. ŉ Transformerende studente-ervaring

Die US Taalsentrum se Skryflabaktiwiteite in die eerste semester

Die Taalsentrum se Skryflab het dit ten doel om ŉ veilige, vriendelike omgeeruimte te skep wat persoonlike ondersteuning bied aan studente van verskillende fakulteite en kampusse. Tussen Januarie en Mei het net meer as 1 391 skryfkonsultasies plaasgevind. Die Skryflab konsulteer in eksamentye en gedurende vakansies, wanneer konsultasies hoofsaaklik met nagraadse skrywers is. Konsultasies vind van aangesig tot aangesig in die Skryflab plaas, of aanlyn in MS Teams met afstandstudente en enige ander studente op die plek van hul keuse.

Gedurende die verslagtydperk het die Skryflab deurlopend deur skryfkonsultasies met die volgende groepe saamgewerk:

Landbou-ekonomie 478 en 781
Ekonomie 214
Kurrikulumstudies (Afrikaans Huistaal eerstejaar- en vierdejaarstudente) (Opvoedkunde)
Entrepreneurskap en Innoveringsbestuur
Politieke Wetenskap 114
Tegniese Kommunikasievaardighede (Ingenieurswese)
Wetenskaplike Kommunikasievaardighede (Natuurwetenskappe, in samewerking met die Taalsentrum)
MBA
Volhoubare Ontwikkeling
Navorsingsopdrag 743 (Sakebestuur)

Dan het die Skryflab ook gewerk met dosente en studenteskrywers wat onafhanklik navraag gedoen het.

Die Skryflab lei konsultante deurlopend op. In Mei het die Skryflab met die Sentrum vir Leertegnologieë saamgewerk om die konsep van kunsmatige intelligensie (KI) te ondersoek ten einde konsultante te help om voorbereid te wees wanneer hulle konsultasies het met studente wat KI in hulle skryfwerk gebruik. Konsultante bestudeer ook skryfsentrumpedagogiek en die verskille en ooreenkomste tussen verskillende skryfsentrums se metodologieë wat betref skryfkonsultasies. Dit maak konsultante sensitief vir die verskillende behoeftes van meertalige studente uit verskillende opvoedkundige agtergronde.

Gehalte is vanjaar verbeter deur die gebruik van elektroniese waarnemings- en evalueringsvorms vir maklike en effektiewe datavaslegging. Waarnemings maak deel uit van konsultante se opleiding en behels dat konsultante mekaar waarneem en terugvoer oor mekaar se konsultasies gee. Studente se terugvoer oor hul konsultasie-ervarings word gebruik om te verseker dat daar in studente en dosente se spesifieke behoeftes voorsien word, en dat dit vir alle studenteskrywers en dosente aan die US ŉ positiewe ervaring is om met die Skryflab te werk.

Kampuskursusse

Die Taalsentrum het die jaar afgeskop met meer as 50 studente wat ingeskryf het vir die interaktiewe taalkursusse, Kampus-Xhosa en Kampusafrikaans. Hierdie kursusse word gratis aangebied vir alle studente wat hulle taalvaardighede graag wil verbeter, en word in ŉ ontspanne en stimulerende omgewing aangebied waar studente enersdenkende eweknieë kan ontmoet en by ŉ dinamiese netwerk van taalleerders op die kampus kan aansluit. Twee van ons onlangse deelnemers het dit só gestel: “Dit was ŉ ongelooflike ervaring om in staat te wees om selfs net ŉ kort gesprekkie met Xhosa-sprekers te voer”, en “Die energie in die klas en die positiewe, ondersteunende atmosfeer tussen nuwe vriende wat almal Afrikaans wil leer, het vir ŉ werklik genotvolle ervaring gesorg.”

[us_image image=”33339″ size=”us_600_600_crop” align=”left”][us_separator size=”small”]

Een van die Kampus-Xhosa-groepe

[us_image image=”33327″ align=”right”][us_separator size=”small”]

Aanbieder Nika Ndlela met ŉ paar van die deelnemers aan die Xhosa-kursus

Die uitbreiding van toegang deur Suid-Afrikaanse Gebaretaal

In ’n betekenisvolle stap na akademiese insluiting het die Taalsentrum, in vennootskap met die Fakulteit Natuurwetenskappe, by die ISCB‑Africa ASBCB-konferensie oor Bioinformatika, wat van 14 tot 17 April 2025 in Kaapstad plaasgevind het, tolking in Suid-Afrikaanse Gebaretaal (SASL) voorsien aan ’n Dowe honneursstudent. Hierdie geleentheid, wat navorsers en studente in rekenaarbiologie byeengebring het, het ’n seldsame geleentheid gebied vir SASL-tolke om betrokke te raak by gespesialiseerde wetenskaplike terminologie en diskoers. Die span tolke, wat as van die beste in Suid-Afrika beskou word, het die ervaring as professioneel verrykend beskryf en die belangrikheid van inklusiewe toegang tot akademiese inhoud op hoë vlak beklemtoon. Die Fakulteit Natuurwetenskappe word geloof vir sy proaktiewe toewyding tot toegang en vir die skep van ruimte vir volle akademiese deelname in ’n hoogs gespesialiseerde veld.

[us_image image=”33489″]

[us_image image=”33447″]

Die Taalsentrum het in die eerste semester die -kortkursus vir 13 deelnemers aangebied. Om deelnemers wat die beginnerskursus voltooi het in staat te stel om hul SASL-kennis verder uit te brei, is ’n opvolgkortkursus, SASL – Elementêre vlak A2, vanjaar ontwikkel en nege deelnemers het die eerste aanbieding voltooi.

Nog ŉ kortkursus, die SASL-Opleierskursus, is ontwikkel en sal later vanjaar aangebied word. Dié kursus is daarop gemik om eerstetaalgebruikers van SASL toe te rus met die kennis en vaardighede om ŉ beginnerskursus in SASL vir ’n breër gehoor te ontwerp, te ontwikkel en aan te bied. Dit stel kernkomponente van kursusontwikkeling bekend, met inbegrip van basiese struktuur en analise, onderrigmetodologie, assesseringsontwerp en grondbeginsels van sake-Engels.

3. Doelgerigte vennootskappe en inklusiewe netwerke

Internasionalisering deur meertaligheid

Die US is een van ses wêreldwye vennootuniversiteite waarmee EUTOPIA – buiten sy kernalliansie van tien Europese universiteite – saamwerk om ’n internasionale ruimte vir die uitruil van taal- en kultuurkennis te skep. In Mei is die US aangewys as EUTOPIA se Universiteit van die Maand danksy die instansie se bevordering van meertaligheid deur verskeie aktiwiteite op kampus. In die hoofartikel het dr Kim Wallmach, Direkteur van die Taalsentrum, opgemerk:

[us_separator]

Stellenbosch – as ŉ dorp en as ŉ kampus – is ŉ plek waar baie gesprekke tans plaasvind oor identiteit, ŉ tuishoortgevoel en regstelling; vervleg met taal, soos altyd. Een van die bydraes wat die US kan maak […], is om ŉ ruimte te voorsien waar studente van ander lande kan ervaar hoe ’n meertalige, dog verdeelde, gemeenskap oor verskille onderhandel en ooreenkomste vind.”

[us_separator]

Deur die bevordering van ŉ meertalige ingesteldheid werk die Taalsentrum aan die uitbou van studentegemeenskappe, asook aan die ontwikkeling van kursusse en vennootskappe om die ervarings van internasionale studente wat die US besoek, te verbeter. Onlangse inisiatiewe sluit in:

Studente van die Universiteit van Georgia leer Afrikaans en Xhosa

In Mei het die Taalsentrum die voorreg gehad om ŉ groep van 16 studente van die Universiteit van Georgia in die VSA te ontvang vir ŉ kort taalverwerwingskursus in Afrikaans en Xhosa. Die studente het dit terdeë geniet om met dié twee tale om te gaan en ’n kort maar betekenisvolle kennismaking met die taalkundige en kulturele diversiteit van ons streek te beleef. Die Taalsentrum sien uit daarna om die Universiteit van Georgia weer in die toekoms te verwelkom en om die rykdom van Afrikaans en Xhosa – die tale en kulture – verder met internasionale besoekers te deel.

[us_separator size=”small”][us_image image=”33510″ align=”center”]

Afrikaanse taal- en kultuurkursus vir Nederlandssprekende studente vier tien jaar

Die Taalsentrum se Afrikaanse taal- en kultuurkursus vir Nederlandssprekende studente het aan die einde van die eerste semester vanjaar tien jaar se taal- en kultuurleer gevier. Hierdie mylpaal word gevier met ŉ reeks sosialemedia- en blogplasings op die Taalsentrum se sosialemediaplatforms in samewerking met US Internasionaal.

[us_image image=”33522″ size=”us_600_600_crop” align=”left”]

[us_image image=”33534″ size=”us_600_600_crop” align=”right”]

ŉ Hoogtepunt was ŉ onderhoud met Sen Joostens, ŉ oudstudent uit België wat studente van die KU Leuven tans ondersteun om Afrikaans te leer. Deur die jare het reeds meer as 200 studente uit België en Nederland die kursus bygewoon.

Die Universiteit Stellenbosch brei sy vennootskap met die Ivoorkus uit

Tussen 4 Julie en 1 Augustus het ŉ groep van 28 meestersgraadstudente van die Institut National Polytechnique Félix Houphouët-Boigny (INP-HB) in die Ivoorkus die Taalsentrum besoek. Dit was die vierde groep sedert 2023 en die tweede groep in 2025. Die doel van hulle besoek was om hulle vaardigheid in algemene en sake-Engels te verbeter. Vorige studente het genoem dat een van die voordele van hulle verblyf by die US die geleentheid was om dikwels Engels te praat – hulle kon in hulle daaglikse handel en wandel in en om Stellenbosch Engels praat en sodoende leer om veel beter in Engels te kommunikeer.

As deel van ŉ nuwe samewerkingsooreenkoms met die Kamer van Koophandel van die Ivoorkus sal ŉ groep van nege lede van 4 tot 18 Julie ŉ Intensiewe Engels-program (IEP) van twee weke deurloop. Hierdie studente is professionele lede van die Kamer van Koophandel se taaldepartement, en hierdie ooreenkoms is deur die Eerste Sekretaris van die Departement Internasionale Betrekkinge en Kommunikasie (DIRCO) van die Suid-Afrikaanse Ambassade in Abidjan in die Ivoorkus geïnisieer.

Intensiewe Engels-program (IEP) 2025

[us_image image=”33621″ size=”us_600_600_crop”][us_separator size=”small”]

IEP-studente en hulle onderwyser (Ammie) in die klaskamer

Verder het 15 internasionale studente (uit Duitsland, Suid-Korea, Japan, Madagaskar, DRK, Benin, Saudi- Arabië, Rusland en Italië) in Julie ingeskryf vir IEP-blokke.

Drietalige kreatieweskryfwerksessies vir personeel van Hazendal-wynlandgoed

In die eerste semester het die Taalsentrum doelgemaakte werksessies vir kreatiewe skryf in Engels, Afrikaans en Xhosa op die Hazendal-wynlandgoed vir ŉ groep van 15 deelnemers aangebied.

Een van die hoofdoelstellings van die werksessies was om die Hazendal-personeel se vaardighede op verskeie vlakke op te skerp en hulle te bemagtig, en om hulle samehorigheidsgevoel as ŉ span te versterk.

[us_image image=”33706″ size=”us_600_600_crop”][us_separator size=”small”]

Bongiwe Dlutu (Xhosa-Taalsentrumaanbieder) met vier van die Hazendal-personeellede wat die sessies bygewoon het

[us_separator]

4. Genetwerkte en samewerkende onderrig

EQUiiP-somerskool bevorder groei en insluiting

[us_image image=”33658″][us_separator size=”small”]

Estelle Meima van die Universiteit van Groningen en Vernita Beukes van die SU se Taalsentrum, aanbieders van die Interkulturele Groepsdinamika-module by die EQUiiP-somerskool in Groningen.

Dr Vernita Beukes, ŉ dosent by die Taalsentrum, was een van die vyf lede van ŉ internasionale paneel wat die EQUiiP-somerskool aan die Universiteit van Groningen van 16 tot 20 Junie vanjaar aangebied het. Die EQUiiP-program is ŉ samewerkende somerskool wat eweknieleer en die deel van onderrigpraktyke aanmoedig vir die professionele ontwikkeling van praktisyns. Deelnemers het van Iran, Kroasië, Letland, Suid-Afrika en Nederland gekom, wat aan sowel aanbieders as deelnemers die geleentheid gebied het om met opvoeders van regoor die wêreld te netwerk.

Die program het gefokus op die internasionalisering van die kurrikulum, die identifisering van effektiewe strategieë om inklusiewe klaskamers te skep, en die ontwikkeling van praktiese vaardighede om die beginsels van universele ontwerp vir leer te gebruik om in studente se uiteenlopende behoeftes te voorsien.

Die uiteenlopende agtergronde en ervarings van die deelnemers het die besprekings verryk en veelvoudige perspektiewe verskaf op die uitdagings en geleenthede in die internasionalisering van leerplanne en die skep van inklusiewe klaskamers. Samewerkende aktiwiteite en groepbesprekings het die uitruil van gedagtes en beste praktyke gefasiliteer, en ŉ gemeenskapsgevoel en wedersydse ondersteuning bevorder.

5. Navorsing vir impak

Die Taalsentrum doen deurlopend geteikende navorsing om beste praktyk toe te pas.

6. Voorkeurwerkgewer

Verbetering van interkulturele praktyke in taalonderrig

Kollegas wat betrokke is by die onderrig van Afrikaans en Xhosa by dieTaalsentrum het aan ’n tweedelige professionele ontwikkelingsreeks deelgeneem wat gefokus het op die boek, Developing the Intercultural Dimension in Language Teaching (Council of Europe, 2002). Die sessies, aangebied in Maart en Junie 2025, het ruimte geskep vir personeel om krities in gesprek te tree met grondliggende konsepte en praktiese strategieë om interkulturele bevoegdheid in meertalige klaskamers te bevorder. Aanbieders en deelnemers het nagedink oor hoe hierdie idees met die Suid-Afrikaanse konteks resoneer, en insigte gedeel wat in huidige onderrigpraktyke gegrond is.

Taalsentrum se Kommunikasielab-kortkursusse versterk professionele kommunikasie by die US

Die Taalsentrum se Kommunikasielab het in die verslagtydperk voortgegaan met sy werk om professionele kommunikasie aan die US meer vaartbelynd te maak. Een van die kortkursusse wat aangebied is, is:

Aanlyn kommunikasie met skop in ’n digitale wêreld.

[us_image image=”33375″ align=”left”]

Die Adjunkdirekteur van Interne Kommunikasie by die Departement van Beplanning, Monitering en Evaluering in die Presidensie, Tshwane, was een van die deelnemers aan hierdie kursus. Personeel van Studentewerwing, Maties Gimnasium en ander omgewings het dit ook bygewoon.

Skep aanbiedings met selfvertroue

Hierdie gewilde kursus is op 20 en 21 Mei aangebied. ŉ Totaal van 13 deelnemers, ses bemarkingskundiges van die tafeldruifuitvoerder EXSA, en personeel van Koshuisdienste, die Afdeling Korporatiewe Kommunikasie en Bemarking, die Buro vir Ekonomiese Navorsing en die Taalsentrum het dit bygewoon.

Terugvoer wat ontvang is: “Uitstekende kursus wat my verwagtinge oortref het met die goeie balans tussen teorie en praktiese toepassing. Die terugvoer was altyd konstruktief, en as fasiliteerder het Eduard ŉ veilige ruimte geskep waar ons kon leer met genoeg tyd om die inhoud te dek. Ek kon geen fout vind met hierdie kursus nie en beveel dit sterk aan.”

Uitnemende kommunikasie

Vyf personeellede en twee eksterne professionele persone, ŉ mediese dokter met haar eie praktyk en ŉ senior superintendent van die Stad Kaapstad se munisipaliteit, het hierdie kursus in Mei en Junie bygewoon. Een van ons deelnemers het die volgende te sê gehad daaroor:

[us_separator]

Uitstekende kursus. Die aanbieder het almal deel van die groep laat voel en dit vir ons maklik gemaak om te deel. Dit het my selfvertroue gegee, en die terugvoer oor werkopdragte was waardevol.”

Bydraers:

Vernita Beukes
Arne Binneman
Sanet de Jager
Bongiwe Dlutu
Fatima Halday
Christine Joubert
Anne-Mari Lackay
Susan Lotz
Andréa Müller
Helga Sykstus
Kim Wallmach
René Wheeler

[us_separator]

17 July 2025Tags: Engels-kursusse, Engels-ondersteuning, internasionalisering, Skryflab, vennootskap

Q and A with Dr Schalk van der Merwe in celebration of 10 years of Afrikaans language and culture for Dutch-speaking exchange students

Dr Schalk van der Merwe, extraordinary senior lecturer at Stellenbosch University (SU), is a published author and an experienced bass guitarist. He balances his academic career with his work as a professional musician and often draws on his own musical experiences to enrich his research. He taught history at SU from 2005 to 2017, with a focus on African history. Since 2019, he has been involved in the University’s International Office, where he teaches in various fields, ranging from South African political history to popular culture and identity.

In his doctoral research, which he completed in 2015, he examined the political and cultural dynamics of Afrikaans music from early in the 20th century up to the post-apartheid era.

That study led to his book, On Record: Popular Afrikaans Music and Society, 1900–2017, which covers themes like Afrikaner nationalism, censure during apartheid, class differences and racial politics on the post-apartheid pop music scene. Van der Merwe has contributed to various academic publications, including Fuck off! Fokofpolisiekar’s Afrikaans Punk in the Postcolony and Ghosts of the Popular: The Hidden Years Music Archive and the Interstices of South African Popular Music History (with Lizabé Lambrecht).

He has been a regular guest lecturer at the Afrikaans language and culture course for Dutch-speaking students for several years, where he shares and discusses key events from South African history with students in a narrative style. As part of the 10-year celebrations of the course, we asked him a few questions.

[us_separator]

Schalk, you offer two courses at Stellenbosch International as part of the Global Education Programme. Please tell us more about these courses.

The one is Overview of South African History, which is an exploration of the important themes in our history, from the first people to the Government of National Unity (GNU). The other course is South African Popular Culture and Identity, which is more interdisciplinary, and explores, for example, how the intersections of language, race and culture are expressed in cultural practices. We quite often listen to music in class, from hip-hop, kwaito and amapiano to Afrikaans pop music. We also look at things like sites of memory, with specific reference to Sophiatown and District Six.

You have been a regular guest for about three years at the Afrikaans language and culture course, where you present a guest lecture that focuses on an overview of the history of South Africa. In your opinion, what is the relationship between history and origins when it comes to the formation of a specific culture and identity? Why, do you think, can one form a better understanding of a culture by learning more about the history of that culture?

It feels like I’ve been involved much longer! Oh, I think the two go hand in hand. Narratives like ‘who I am/who we are’ are formed in, and in reaction to, specific historical circumstances. One has to understand these circumstances if you want to understand culture and identity. A good local example – and South Africa has an abundance of such examples – is the development of an Afrikaner national identity (that is, their identity as a volk) and the concomitant Afrikaner culture. The way in which most of us interpret/understand these terms was never a given outcome. The idea of a ‘volk’ was deliberately created under the banner of Afrikaner nationalism as it took hold in the politics of the early twentieth century. There were other ideologies going around as well, but they started having less influence as time went by. The fact that so much was invested in, particularly, white Afrikaans school curricula primarily focused on national identity was instrumental in its fairly robust continued existence today.

[us_separator][us_image image=”32998″ align=”center”][us_separator size=”small”]

Dr Van der Merwe with exchange students from Belgium and the Netherlands in the Afrikaans language and culture for Dutch speaking students course in 2017.

[us_separator]

What would you say are the most important aspects of our complex history that international students should understand – particularly as far as the history and origins of Afrikaans-speaking people are concerned?

When I work with international students – who mostly come from Europe – it is important to take care to explain colonialism and its consequences to them. They do not come from colonial and post-colonial worlds. In their world, the construction of, for example, race is not such a central historical factor, whereas it is a core element of the history of South Africa. As far as the history and origins of Afrikaans is concerned, it is essential to portray the language’s diversity, as well as how it was utilised in service of social change. I usually highlight the slaves’ influence to clarify the development of the language and its cultural elements that are still visible today. The fact that Afrikaans came into existence in unique circumstances and that it is one of only four languages that were standardised in the twentieth century are also important talking points. Finally, I feel that, for a young language, Afrikaans has already seen a lot of life. It has been a language of conflict and a language of oppression, but also one of protest and hope. The Afrikaans literature is rich, and the realms of the Afrikaans imagination are deep and beautiful.

Finally, I feel that, for a young language, Afrikaans has already seen a lot of life. It has been a language of conflict and a language of oppression, but also one of protest and hope. The Afrikaans literature is rich, and the realms of the Afrikaans imagination are deep and beautiful.

[us_separator][us_image image=”32986″ align=”center”][us_separator size=”small”]

Dr Van der Merwe (left) with course lecturer Helga Sykstus (second from left) and a group of students from Belgium and the Netherlands at the ‘Eet Kreef Herleef!’ concert at Woordfees, 2022.

[us_separator size=”large”][us_btn label=”Interested in the Afrikaans courses the Language Centre is offering? Click here!” link=”url:https%3A%2F%2Flanguagecentre.sun.ac.za%2Fafrikaans-courses%2F”][us_separator]

– by Helga Sykstus

[us_separator size=”large”]

15 July 2025Tags: Afrikaans, culture, diversity, Exchange students at SU, intercultural learning, multilingual mindset, South African languages

V en A met dr Schalk van der Merwe ter viering van tien jaar van Afrikaanse taal en kultuur vir Nederlandssprekende uitruilstudente

Dr Schalk van der Merwe, buitengewone senior lektor aan die Universiteit Stellenbosch (US), is ’n gepubliseerde outeur en ’n ervare baskitaarspeler. Hy balanseer sy akademiese loopbaan met sy werk as professionele musikant, en put dikwels uit sy eie musiekervarings om sy navorsing te verryk. Van 2005 tot 2017 doseer hy geskiedenis aan die Universiteit Stellenbosch, met die fokus op Afrika-geskiedenis. Sedert 2019 is hy betrokke by die US se Internasionale Kantoor waar hy in verskeie vakgebiede doseer, van Suid-Afrikaanse politieke geskiedenis tot populêre kultuur en identiteit.

In sy doktorale navorsing wat hy in 2015 afgehandel het, het hy die politieke en kulturele dinamika van Afrikaanse musiek van die vroeë 20ste eeu tot in die post-apartheidsera ondersoek.

Hierdie studie het aanleiding gegee tot sy boek, On Record: Popular Afrikaans Music and Society, 1900–2017, wat temas dek soos Afrikanernasionalisme, sensuur tydens apartheid, klasseverskille, en rassepolitiek op die postapartheidspopmusiektoneel. Van der Merwe het tot dusvertot verskeie akademiese publikasies bygedra, met inbegrip van Fuck off! Fokofpolisiekar’s Afrikaans Punk in the Postcolony en Ghosts of the Popular: The Hidden Years Music Archive and the Interstices of South African Popular Music History (saam met Lizabé Lambrecht).

Hy is reeds vir ‘n aantal jaar ‘n gereelde gasbesoeker by die Afrikaanse taal- en kultuurkursus vir Nederlandssprekende studente, waar hy op verhalende wyse sleutelgebeure uit die Suid-Afrikaanse geskiedenis met studente deel en bespreek. As deel van die kursus se tienjaarviering het ons hom ŉ paar vrae gevra.

[us_separator]

Schalk, jy bied self twee kursusse aan by Stellenbosch Internasionaal as deel van die globleonderwysprogram (Global Education Programme). Vertel ons asseblief kortliks waaroor jou kursusse handel?

Die een is “Overview of South African History”, wat ’n verkenning is van die groot temas in ons geskiedenis, van die eerste mense tot die Regering van Nasionale Eenheid (RNA). Die ander kursus is “South African Popular Culture and Identity”, wat meer interdissiplinêr is en byvoorbeeld kyk hoe die raakpunte van taal, ras en klas uitdrukking kry in kultuurpraktyke. Ons luister nogal baie na musiek in die klas, van hiphop, kwaito en amapiano tot Afrikaanse popmusiek. Ons kyk ook na dinge soos “sites of memory”, met spesifieke verwysing na Sophiatown en Distrik Ses.

Jy is nou al vir omtrent drie jaar ‘n gereelde gas by die Afrikaanse taal- en kultuurkursus, waar jy ’n gaslesing aanbied wat fokus op ’n oorsig van die Suid-Afrikaanse geskiedenis. Wat dink jy is die verband tussen geskiedenis en herkoms wanneer dit kom by die vorming van ’n spesifieke kultuur en identiteit? Hoekom, sou jy sê, kan ’n mens ‘n beter begrip van ‘n kultuur kry deur meer van daardie kultuur se geskiedenis te leer?

Dit voel of ek al langer betrokke is! O, ek dink die twee loop hand aan hand. Narratiewe soos ‘wie ek/ons is’ word gevorm onder, en in reaksie op, spesifieke historiese omstandighede. ŉ Mens moet hierdie omstandighede verstaan as jy kultuur en identiteit wil verstaan. ’n Goeie plaaslike voorbeeld – en Suid-Afrika is ryk aan sulke voorbeelde – is die ontwikkeling van ’n Afrikanervolksidentiteit en die gepaardgaande Afrikanerkultuur. Dit wat die meeste van ons waarskynlik onder hierdie terme verstaan, was nooit ’n gegewe uitkoms nie. Die idee van ’n ‘volk’ is iets wat doelbewus geskep is onder die vaandel van Afrikanernasionalisme namate dit vastrapplek gekry het in die politiek van die vroeë twintigste eeu. Daar was ook ander ideologieë in omloop, maar dié het mettertyd al hoe minder invloed gehad. Die feit dat daar so baie belê is in veral wit Afrikaanse skoolleerplanne wat sterk klem gelê het op volksidentiteit, het bygedra daartoe dat dit vandag nog redelik sterk voortbestaan.

[us_separator][us_image image=”32998″ align=”center”][us_separator size=”small”]

Dr Van der Merwe met uitruilstudente uit België en Nederland in die Afrikaanse taal- en kultuurkursus vir Nederlandssprekende studente in 2017.

[us_separator]

Wat sou jy sê is die belangrikste aspekte van ons komplekse geskiedenis wat internasionale studente behoort te verstaan – veral wanneer dit kom by die geskiedenis en herkoms van Afrikaanssprekendes?

Wanneer ek werk met internasionale studente – wat meestal uit Europa afkomstig is – is dit belangrik om kolonialisme en die impak daarvan noukeurig uit te stip. Hulle kom nie van koloniale en postkoloniale wêrelde af nie. In hulle wêreld is die konstruksie van byvoorbeeld ras nie so ’n sentrale historiese faktor nie, terwyl dit baie sentraal staan in Suid-Afrika se geskiedenis. Wanneer dit kom by die geskiedenis en herkoms van Afrikaans, is dit noodsaaklik om die taal se diversiteit uit te beeld, asook hoe dit in diens gestaan het van prosesse van sosiale verandering. Ek belig gewoonlik die slawe se invloed om die ontwikkeling van die taal en die kulturele elemente daarvan wat ons nog vandag kan raaksien, duidelik te maak. Die feit dat Afrikaans onder unieke omstandighede ontstaan het, en dat dit een van net vier tale is wat tydens die twintigste eeu gestandaardiseer is, is ook belangrike gesprekpunte. Uiteindelik voel ek dat Afrikaans, vir ’n jong taal, al baie lewenservaring opgedoen het. Dit was byvoorbeeld ’n taal van konflik en ’n taal van onderdrukking, maar ook een van verset en hoop. Afrikaanse literatuur is ryk, en die Afrikaanse verbeeldingswêreld is diep en mooi.

Uiteindelik voel ek dat Afrikaans, vir ’n jong taal, al baie lewenservaring opgedoen het. Dit was byvoorbeeld ’n taal van konflik en ’n taal van onderdrukking, maar ook een van verset en hoop. Afrikaanse literatuur is ryk, en die Afrikaanse verbeeldingswêreld is diep en mooi.

[us_separator][us_image image=”32986″ align=”center”][us_separator size=”small”]

Dr Van der Merwe (links) met dosent Helga Sykstus (tweede van links) en ‘n groep studente van België en Nederland by die ‘Eet Kreef Herleef!’-musiekkonsert by Woordfees, 2022.

[us_separator size=”large”][us_btn label=”Nuuskierig oor die Afrikaans-kursusse wat die Taalsentrum aanbied? Klik gerus hier!” link=”url:https%3A%2F%2Flanguagecentre.sun.ac.za%2Fafrikaans-courses%2F|”][us_separator]

– deur Helga Sykstus

[us_separator size=”large”]

15 July 2025Tags: Afrikaans, diversiteit, interkulturele leer, kultuur, multilingual mindset, Suid-Afrikaanse tale, Uitruilstudente aan die US

Feel at home in South Africa. Learn the language. Live the culture.

Each semester, the SU Language Centre partners with the International Office’s Global Education Programme to offer three flagship language courses to visiting international students.

During the first semester of 2025, around 30 international students attended language courses at the Language Centre. They learnt the basics of Afrikaans or isiXhosa — and gained more than just language skills. They’re heading home with new perspectives, meaningful connections and a deeper appreciation of local culture.

A joyful Afrikaans journey

From February to May 2025, the Beginner Afrikaans Level 1 course was once again in full swing. Running over the semester with four hours of class per week, the course gave students a solid start in the language. But according to lecturer Vernita Beukes, it’s the students’ feedback that really tells the story. Here’s what some of them had to say:

“I always tried my hardest when it came to this class because of how you taught it. You made me want to learn and be engaged in everything the class had to offer. I would 100% recommend this class to others. I have learned a lot from this class and not just language.”

“It has been an absolute pleasure taking your class. You are a wonderful professor and my personal favourite thus far. Thank you for teaching so passionately. You will be missed.”
“I definitely made progress from when I started the course in February. Really appreciated the lecturer’s industrious positive nature and ability to help students learn the language when they felt uncomfortable not knowing all the answers. Good experience overall!”

The Beginner Afrikaans Level 1 students with lecturer Vernita Beukes (third from front).

An experience of Afrikaans tailored to Dutch-speaking students

This year marks the 10-year anniversary of the Afrikaans language and culture course for Dutch-speaking students – a milestone worth celebrating!

Although the first semester saw a much smaller group due to fewer international students visiting SU, neither lecturer Helga Sykstus nor her students let that dampen the experience. In fact, the smaller group created space for more focused discussions, meaningful interactions, and a more personal experience of Afrikaans language and culture.

Here’s what some of the students had to say:

“Thank you so much for all the fun and valuable lessons you gave us! I’m really glad I got to take this course, and especially that you decided to go ahead with it even though there were only five sign-ups. Everything that you, the guest speakers, the films, and the excursions showed us and let us experience made my time here in Stellenbosch extra special. I’m taking all those experiences and stories back to the Netherlands with me. Thank you for all the effort you put into the lessons and for the delicious, typically South African snacks — and as the cherry on top, the braai at your home was truly the perfect ending! I hope you continue doing this for a long time and that many more people get to enjoy your classes.”
“I want to thank you, Helga, for all the insights you gave us about the Afrikaans language, culture and identity. Moreover, in this course you not only showed how the Afrikaans language and culture came into being and developed into what it is today, but you also included the broader context of South Africa as a whole. You taught us that the complexity of this country is immense, but that this is exactly what makes South Africa so special. Thank you for all the interesting lessons and excursions!”

Discovering isiXhosa language and culture

During the first semester, students in the isiXhosa Language and Culture course were introduced not only to basic communication skills, but also to the spirit of isiXhosa culture – through language, music, customs, and meaningful conversation. The smaller class created a comfortable space where students could ask questions, practise speaking, and explore everyday expressions used in the Western Cape. The course gave them practical tools to connect with isiXhosa-speaking communities and to better understand South Africa’s cultural landscape.

Here’s what a few students had to say:

“The isiXhosa language course was very helpful to me as it gave me an understanding of the language basics and cultural aspects that are prevalent in the Western Cape. I learned to communicate in crucial situations, say basic phrases, and ask questions.”

“I really enjoyed the class atmosphere. Learning isiXhosa was a highlight of my stay in South Africa!”
“This course gave me confidence to greet and talk to locals. I appreciated the kind and patient way the class was taught – it made learning a new language fun.”

The isiXhosa language and culture course group enjoy an outing.

Our three semester courses will again be offered from July to October 2025. If you are interested to register or would like more information, please contact the course coordinators:

Beginner Afrikaans Level 1: vernita@sun.ac.za

Afrikaanse taal- en kultuurkursus vir Nederlandsprekendes: hbuys@sun.ac.za

isiXhosa language and culture: bdlutu@sun.ac.za

– by Helga Sykstus, Vernita Beukes & Bongiwe Dlutu

7 July 2025Tags: multilingualism; Afrikaans courses; isiXhosa courses; language; culture; exchange students at SU; South African languages

Ten years of Afrikaans language and culture for Dutch speaking exchange students: An interview with Sen Joostens

Sen Joostens completed our Afrikaans language and culture course for Dutch-speaking students in 2020 while he was an exchange student at SU from Belgium. Today, he facilitates Afrikaans language learning to students and staff at KU Leuven. He also recently co-wrote a textbook, Baie Afrikaans, for which he won the Afrikaanse Taalraad’s Junior Koker Trophy for Afrikaans.

We caught up with Sen on his recent visit to SU to ask him about his experience of our Afrikaans language and culture course for Dutch-speaking students, which celebrates ten years of facilitating cultural learning this year. “Afrikaans is a warm language … a language that creates opportunities, a language that can create a lot of opportunities,” Sen explained. “Yes, there are many reasons why one would want to learn Afrikaans.”

Watch the whole interview on our YouTube channel.

21 May 2025Tags: Afrikaans, culture, diversity, Exchange students at SU, intercultural learning, multilingual mindset, South African languages

Tien jaar van Afrikaanse taal en kultuur vir Nederlands-sprekende uitruilstudente: ’n Onderhoud met Sen Joostens

Sen Joostens het in 2020 die Afrikaanse taal– en kultuurkursus vir Nederlanssprekende studente as Belgiese uitruilstudent aan die US voltooi. Vandag fasiliteer hy die aanleer van Afrikaans aan studente en personeel aan KU Leuven. Hy is ook een van die samestellers van ’n handboek, Baie Afrikaans, wat onlangs in België verskyn het, en waarvoor hy die Afrikaanse Taalraad se Junior Koker vir Afrikaans gewen het.

Ons het met Sen gesels tydens sy onlangse besoek aan die US om hom te vra oor sy ervaring van ons Afrikaanse taal- en kultuurkursus vir Nederlandssprekende studente, wat vanjaar tien jaar se fasilitering van kulturele leer vier. “Afrikaans is ’n warm taal … ’n taal wat moontlikhede skep, wat ’n mens baie geleenthede kan gee”, vertel Sen. “Ja, daar is baie redes hoekom ’n mens Afrikaans wil leer.”

Kyk gerus die hele onderhoud op ons YouTube-kanaal.

21 May 2025Tags: Afrikaans, diversiteit, interkulturele leer, kultuur, multilingual mindset, Suid-Afrikaanse tale, Uitruilstudente aan die US

Ten years of Afrikaans language and culture for Dutch-speaking students at SU: An interview with lecturer, Helga Sykstus

This year, it will be ten years since Helga Sykstus, lecturer and coordinator at the SU Language Centre with more than 20 years of experience, had launched the Afrikaans language and culture for Dutch-speaking students. This course offers exchange students from the Netherlands or Belgium the opportunity to develop a deeper understanding and appreciation of the Afrikaans language and culture. It is, therefore, so much more than just a language course – it is more of a 3D experience of Afrikaans within the South African context: from the literature, history and politics, to the arts, music, recipes and ‘false friends’ that make Afrikaans so diverse, rich and lekker to listen to, read and speak.

In celebration of the tenth year of existence of this unique course – which attracts many interested students from the Low Counties – we talked to Helga about this special offering.

[us_separator size=”small” show_line=”1″]

Why did you decide to start this very specific course in 2015, now ten years ago? How does this course differ from the Language Centre’s courses for local and international participants from countries other than the Netherlands or Belgium, who do not speak Afrikaans at all?

The courses in Afrikaans offered to foreign students as part of the Global Education Programme (GEP) by SU International, the international office of the University, have been an institution for more than two decades. A course specifically aimed at Dutch speakers had, therefore, existed before 2015, but the course was focused more on literature, and we had to suspend the course for about three years, due to costs and the lack of a presenter. At the start of 2015, a former colleague, Karlien Cillie, and I then decided that we would like to start the course once more, but with a somewhat different approach and flavour. Both of us spent some time in the Netherlands and Belgium as part of our studies, so we didn’t just know the language, but also had the privilege to experience some aspects of the cultures. We felt that simply offering a traditional language course for Dutch speakers would be too limiting and that we could achieve so much more with a course that also has a strong focus on the culture of the people who speak the language. The seed was planted, our proposal was accepted and in Julie 2015, we had our first group of students from the Netherlands and Belgium.

What are the main differences between Dutch and Afrikaans?

The differences we deal with in the course are mainly differences in the meaning of words and concepts, as well as grammatical structures such as pronouns, articles, verbs and tenses. I love showing students that despite Afrikaans seemingly being so similar to Dutch, there are many differences between the languages. They are not only learning a ‘new’ language by acquiring these words and concepts, but are also learning something about the culture. This opens up a new world to them. Students are exposed to loan-words such as “gogga”, “kierie”, “piesang”, “baklei”, “sambreel” and “kombers”, and then we also focus on the many ‘false friends’ between Afrikaans and Nederlands such as “amper”, “boodskappe”, “mug”, “geit”, “kaal”, “motor”, “stoep”, “vies” and “vaak”. And then there are the many words that we use differently or that do not exist in Dutch; for example, “besig”, “oplaai”, “vervelend”, “bobbejaan”, “spookasem” and “hoendervleis”. The list is extremely long!

To what extent (and how) is culture involved in this course? How does this connect with your view on the role of the language lecturer?

I believe that, if one chooses to live in another country for some time, one should make the effort to be able to communicate, on a basic level at least, with the local people in their language. After all, you want to become part of the community and one of the best ways of doing so is through language – even more so if you are a Dutch speaker living in an Afrikaans community. However, it is not just about communication. By learning the language, you also start becoming part of the culture, a culture that is much, much more than braai and rugby and the big five. Language is the key to culture, especially in a country such as South Africa.

[us_separator]

[us_image image=”31739″ size=”us_600_600_crop”][us_separator size=”small”]

A visit to the Afrikaans Language Monument in Paarl.

[us_separator]

Language is the key to culture, especially in a country such as South Africa.

[us_image image=”31679″ size=”us_600_600_crop” align=”center”][us_separator size=”small”]

A tour of the colourful Bo-Kaap, where a number of variations of Afrikaans can be heard, and Cape Malay foods like koesisters and bobotie rule.

[us_separator]

Which themes and activities do you involve in this course?

Apart from the language component, I focus on topics such as the origins of Afrikaans, the communities that speak Afrikaans and the various forms of Afrikaans. Students are also given a synopsis of South African history, with reference to specific important moments in our history. We look at Afrikaans music and how music may be used as cultural text. Another theme is our relationship with the land and earth. All these themes are used to gain a deeper understanding of South African culture, but more specifically, the complex and diverse Afrikaans culture and identity. Apart from these critical discussions, we also go on a number of outings. I take students on guided tours to the Stellenbosch Village Museum, the Afrikaans Language Monument and the District Six Museum. And I always invite a stalwart guest speaker to come and speak to the students about their field or experiences. Everything in Afrikaans, of course.

[us_separator]

All these themes are used to gain a deeper understanding of South African culture, but more specifically, the complex and diverse Afrikaans culture and identity.

The course places a lot of emphasis on identity. Why? And how do you tackle explaining to your students what is generally regarded as characteristic of the Afrikaans culture?

Well, we are all born into a certain culture or cultures, but identity is something that is then formed and influenced by various factors. And I think that it is problematic to just talk about culture without involving identity. It is important to me that students are able to distinguish between something like Afrikaans culture (quite complex in its own right), and how it differs from identity.

I encourage students to reflect on their own identities and the factors that play a role in the formation of and possible changes to identity.

[us_image image=”31727″ size=”us_600_600_crop” align=”center”][us_separator size=”small”]

The 2023 group visiting Vergelegen Wine Estate.

[us_separator]

For example, language constitutes a large part of the identity of many South Africans and Afrikaans speakers in particular, while this is not necessarily the case for the average person from the Netherlands or Belgium. Belgians who speak Flemish also generally have a stronger relationship with language than people from the Netherlands. Similarly, your origin, or where you grew up, also plays a role in the formation of identity. Students say time and again that the conversations about culture and identity we have in the course are often the first time they are asked to reflect on those topics.

It is important to me that students are able to distinguish between something like Afrikaans culture (quite complex in its own right), and how it differs from identity. I encourage students to reflect on their own identities and the factors that play a role in the formation of and possible changes to identity. […] Students say time and again that the conversations about culture and identity we have in the course are often the first time they are asked to reflect on those topics.

[us_separator]

What, in your opinion, are the most important outcomes of the Afrikaans language and culture course for students from the Netherlands and Belgium?

Developing an understanding and appreciation of the diverse and complex Afrikaans culture in all its forms within the broader context of South Africa.

[us_separator]

Have you experienced that international students have been able to achieve these outcomes over the past ten years? Are there other insights and experiences that you have noticed students who complete this course take with them to the Netherlands or Belgium?

Yes, I think the outcomes are definitely achieved!

A number of years ago, Liselotte Voets, a Belgian exchange student from the Catholic University Leuven (KU Leuven), who was at SU as part of her master’s degree in philosophy, took the Afrikaans course for Dutch-speaking students while she was in South Africa. After the course, she shared her thoughts about freedom in Afrikaans in a Language Centre blog and it warmed my heart that she was also one of my students.

I also received the following in writing from one of my other students last year. This more or less sums up the feedback I regularly receive: “Baie dankie vir al die moeite en toewyding wat jy in ons Afrikaanse klasse insit. Ek het nie net soveel oor Suid-Afrika en sy kultuur geleer nie, maar ook baie oor myself. Die lesse en aktiwiteite het my gehelp om dinge op ’n nuwe manier in perspektief te sien en my wêreldbeskouing te verbreed. Ek waardeer die ruimte wat jy skep vir openhartige gesprekke en vir die geleenthede wat ons het gehad om die land en sy mense op so ’n unieke manier te ervaar. Met opregte waardering.” (Thank you so much for all the effort and commitment you put into our Afrikaans classes. I not only learned so much about South Africa and its culture, but also much about myself. The lessons and activities helped me to see things in perspective in a new way and to broaden my world view. I appreciate the space you create for frank discussions and for the opportunities we had to experience the country and its people in such a unique manner. With sincere gratitude.)

Read more about the Afrikaans language and culture course for Dutch-speaking students at SU here.

[us_separator][us_image image=”31715″][us_separator size=”small”]

Musician Frazer Barry (right) is one of the regular guests that Helga (centre) invites to talk to students about Afrikaans music, culture and identity.

[us_separator show_line=”1″]

[us_cta title=”But what if you are not Dutch-speaking and still want to learn Afrikaans?” title_size=”21px” btn_label=”Click here for more info” btn_link=”url:https%3A%2F%2Flanguagecentre.sun.ac.za%2Fafrikaans-courses%2F|title:Afrikaans%20courses%20at%20the%20SU%20Language%20Centre|target:_blank” btn_style=”2″]There are a number of options. If you are an exchange student, you may take the Beginner Afrikaans level 1 course through SU International. If you are a local SU student, then the Campus Afrikaans course is just the thing for you and if you are not connected to the University, Afrikaans 123 is the appropriate course to take. If you prefer learning at your own pace, then you could also consider our EdX course to start learning Afrikaans. And if you are unsure where to begin, feel free to send an e-mail to Helga at hbuys@sun.ac.za. [/us_cta][us_separator]

[us_cta title=”Did you know?” title_size=”21px” controls=”bottom” btn_label=”Find out more about our isiXhosa courses here” btn_link=”url:https%3A%2F%2Flanguagecentre.sun.ac.za%2Fisixhosa-courses%2F|title:isiXhosa%20courses|target:_blank” btn_style=”2″ second_button=”1″ btn2_label=”Find out more about our SASL course here” btn2_link=”url:https%3A%2F%2Flanguagecentre.sun.ac.za%2Fproduct%2Fsouth-african-sign-language-beginner-level-1a%2F|target:_blank” btn2_style=”2″]You can also learn isiXhosa or South African Sign Language (SASL) through the Language Centre. The courses are interactive and lots of fun.[/us_cta]

[us_cta title=”Want to do your own thing with us at your side?” title_size=”21px” controls=”bottom” btn_label=”Learn more about our EdX courses here” btn_link=”url:https%3A%2F%2Fwww.edx.org%2Fcertificates%2Fprofessional-certificate%2Fstellenboschx-multilingual-mastery-embracing-linguistic-diversity|title:EdX|target:_blank” btn_style=”2″]Also consider our EdX courses to start learning Afrikaans, isiXhosa or SASL independently and at your own pace.[/us_cta]

– by Andréa Müller and Helga Sykstus

[us_separator size=”large”]

14 April 2025Tags: Afrikaans, culture, diversity, Exchange students at SU, intercultural learning, multilingual mindset, South African languages

Tien jaar van Afrikaanse taal en kultuur vir Nederlandssprekende studente aan die US: ’n Onderhoud met dosent Helga Sykstus

Vanjaar is dit tien jaar sedert Helga Sykstus, ’n dosent en koördineerder aan die US Taalsentrum met meer as 20 jaar ervaring, die Afrikaanse taal- en kultuurkursus vir Nederlandssprekende studente geloods het. Hierdie kursus bied vir uitruilstudente van Nederland of België die kans om ’n dieper begrip en waardering van die Afrikaanse taal en kultuur te ontwikkel. Dit is daarom sóveel meer as net ’n taalkursus – dit is meer ’n 3D-ervaring van Afrikaans binne ’n Suid-Afrikaanse konteks: van die letterkunde, geskiedenis en politiek tot die kuns, musiek, resepte en valse vriende wat Afrikaans so divers, ryk, en lekker maak om te luister, lees en praat.

Ter viering van die tiende bestaansjaar van hierdie unieke kursus – wat elke jaar talle belangstellende studente uit die Lae Lande lok – gesels ons met Helga oor dié besondere aanbod.

[us_separator size=”small” show_line=”1″]

Waarom het jy in 2015, vanjaar tien jaar gelede, besluit om hierdie baie spesifieke kursus op die been te bring? Hoe verskil hierdie kursus van die Taalsentrum se kursusse vir plaaslike en internasionale deelnemers uit ander lande as Nederland of België wat geen Afrikaans kan praat nie?

Die Afrikaanskursusse wat as deel van US Internasionaal, die Universiteit se internasionale kantoor, se globale onderrigprogram (GEP) vir buitelandse studente aangebied word, is al vir meer as twee dekades ’n instelling. Daar was dus voor 2015 reeds ’n kursus wat spesifiek gemik is op Nederlandssprekendes, maar die kursus het ’n meer literêre fokus gehad en vanweë die koste en tekort aan ’n aanbieder was daar seker so drie jaar wat ons die kursus moes stop. Ek en ’n oud-kollega, Karlien Cillie, het toe aan die begin van 2015 besluit dat ons graag weer die kursus op die been wil bring, maar met ’n ietwat ander kleur en geur. Albei van ons het as deel van ons studies in Nederland en België studeer en het dus nie net ’n kennis van die taal gehad nie, maar ook die voorreg gehad om iets van die kulture te kon beleef. Ons het gevoel dat om bloot ’n tradisionele taalkursus vir Nederlandssprekendes aan te bied, te beperkend is en dat ons soveel meer met ’n kursus kan bereik wat ook ’n sterk fokus op die kultuur het van die mense wat die taal praat. Die saadjie is geplant, ons voorstel is aanvaar en in Julie 2015 het ons ons eerste groep studente van Nederland en België gehad.

Wat is die grootste verskille tussen Nederlands en Afrikaans?

Die verskille wat ons in die kursus behandel, is hoofsaaklik verskille in die betekenis van woorde en konsepte asook grammatikale strukture soos voornaamwoorde, lidwoorde, werkwoorde en tye. Dit is vir my heerlik om vir studente te wys dat ten spyte daarvan dat Afrikaans op die oog af soveel ooreenstem met Nederlands, daar ontsettend baie verskille tussen die tale is en dat hulle deur die aanleer van hierdie woorde en konsepte nie net ’n “nuwe” taal aanleer nie, maar ook iets van die kultuur leer. Dit maak vir hulle ’n ander wêreld oop. Studente kry blootstelling aan leenwoorde uit ander tale, woorde soos “gogga”, “kierie”, “piesang”, “baklei”, “sambreel” en “kombers”, en dan fokus ons ook op die talle valse vriende tussen Afrikaans en Nederlands soos “amper”, “boodskappe”, “mug”, “geit”, “kaal”, “motor”, “stoep”, “vies” en “vaak”. En dan is daar menigte woorde wat ons verskillend gebruik of wat glad nie in Nederlands voorkom nie, byvoorbeeld “besig”, “oplaai”, “vervelend”, “bobbejaan”, “spookasem” en “hoendervleis”. Die lysie is oneindig lank!

Tot watter mate (en hoe) word kultuur by hierdie kursus betrek? Hoe skakel dit met jou siening oor die rol van die taaldosent?

As ’n mens kies om vir ’n tydperk in ’n ander land te woon, glo ek, moet jy die moeite doen om minstens op ’n basiese vlak met plaaslike mense in hul taal te kan kommunikeer. Jy wil tog deel word van die gemeenskap, en een van die beste maniere om dit reg te kry is deur taal – nog te meer as jy Nederlandssprekend is en in ’n Afrikaanse gemeenskap woon. Dit gaan egter nie net oor kommunikasie nie. Deur die aanleer van die taal begin jy ook deel word van die kultuur, ’n kultuur wat veel, veel meer as braai en rugby en die groot vyf behels. Taal is ’n sleutel tot kultuur, veral in ’n land soos Suid-Afrika.

[us_separator]

[us_image image=”31739″ size=”us_600_600_crop”][us_separator size=”small”]

’n Besoek aan die Afrikaanse Taalmonument in Paarl.

[us_separator]

Taal is ’n sleutel tot kultuur, veral in ’n land soos Suid-Afrika.

[us_image image=”31679″ size=”us_600_600_crop” align=”center”][us_separator size=”small”]

’n Toer deur die kleurvolle Bo-Kaap, waar verskeie variasies van Afrikaans gehoor kan word en Kaapse Maleise kos soos koesisters en bobotie koning kraai.

[us_separator]

Watter temas en aktiwiteite betrek jy by hierdie kursus?

Behalwe vir die taalkomponent fokus ek op onderwerpe soos die oorsprong van Afrikaans, die gemeenskappe wat Afrikaans praat en die verskillende vorme van Afrikaans. Studente kry ook ’n oorsig oor Suid-Afrikaanse geskiedenis met verwysing na sekere belangrike momente in ons geskiedenis. Ons kyk na Afrikaanse musiek en hoe musiek as kulturele teks gebruik kan word. ’n Ander tema is ons verhouding met land en grond. Al hierdie temas word gebruik om ’n dieper verstaan van die Suid-Afrikaanse, maar dan meer spesifiek die komplekse en diverse Afrikaanse kultuur en identiteit, te kry. Behalwe vir hierdie kritiese besprekings gaan ons ook op ’n paar uitstappies. Ek neem studente vir begeleide toere na die Stellenbosch Village Museum, die Afrikaanse Taalmonument en die Distrik Ses Museum. En ek nooi altyd ’n staatmaker-gasspreker wat met die studente oor hul vakgebied of ervarings kom praat. Alles natuurlik in Afrikaans.

[us_separator]

Al hierdie temas word gebruik om ’n dieper verstaan van die Suid-Afrikaanse, maar dan meer spesifiek die komplekse en diverse Afrikaanse kultuur en identiteit, te kry.

Die kursus plaas groot klem op identiteit. Hoekom? En hoe pak jy dit aan om aan jou studente te verduidelik wat as algemeen kenmerkend van die Afrikaanse kultuur beskou word?

Wel, elkeen van ons word in ’n sekere kultuur of kulture gebore, maar identiteit is dan iets wat deur verskeie faktore gevorm en beïnvloed word. En ek dink dit is problematies om net oor kultuur te praat sonder om identiteit te betrek. Dit is vir my belangrik dat studente ’n onderskeid kan tref tussen iets soos Afrikaanse kultuur (wat opsigself kompleks is), en hoe dit verskil van identiteit. Ek moedig studente aan om na te dink oor hulle eie identiteit en die faktore wat ’n rol speel in die vorming en moontlike verandering van identiteit.

[us_image image=”31727″ size=”us_600_600_crop” align=”center”][us_separator size=”small”]

Die 2023-groep besoek Vergelegen Wynlandgoed.

[us_separator]

So, byvoorbeeld, vorm taal vir heelwat Suid-Afrikaners en veral Afrikaanssprekendes ’n groot deel van hul identiteit, terwyl dit nie noodwendig die geval vir die gemiddelde persoon van Nederland of België is nie. Die Belge wat Vlaams praat het egter gewoonlik weer ’n sterker verhouding met taal as iemand van Nederland. So ook speel herkoms, of waar jy groot geword het, ’n rol in die vorming van identiteit. Studente sê keer op keer dat die gesprekke oor kultuur en identiteit wat ons in die kursus voer, dikwels die eerste keer is dat daar van hulle verwag word om daaroor te besin.

Dit is vir my belangrik dat studente ’n onderskeid kan tref tussen iets soos Afrikaanse kultuur (wat opsigself kompleks is), en hoe dit verskil van identiteit. Ek moedig studente aan om na te dink oor hulle eie identiteit en die faktore wat ’n rol speel in die vorming en moontlike verandering van identiteit. […] Studente sê keer op keer dat die gesprekke oor kultuur en identiteit wat ons in die kursus voer, dikwels die eerste keer is dat daar van hulle verwag word om daaroor te besin.

[us_separator]

Wat, volgens jou, is die belangrikste uitkomste van die Afrikaanse taal- en kultuurkursus vir Nederlandse en Belgiese studente?

Om ’n begrip en waardering te ontwikkel vir die diverse en komplekse Afrikaanse kultuur in al haar vorme binne die breër konteks van Suid-Afrika.

[us_separator]

Ervaar jy dat internasionale studente oor die afgelope tien jaar hierdie uitkomste kon bereik? Is daar ander insigte en ervarings wat jy al opgelet het studente wat hierdie kursus voltooi met hulle saamneem Nederland of België toe?

Ek dink die uitkomste word definitief bereik, ja!

’n Paar jaar gelede het Liselotte Voets, ’n Belgiese uitruilstudent van die Katolieke Universiteit Leuven (KU Leuven) wat die US besoek het as deel van haar meestersgraad in filosofie, ons Afrikaanskursus vir Nederlandssprekende studente gevolg terwyl sy in Suid-Afrika was. Sy het na die kursus haar gedagtes in Afrikaans oor vryheid in ’n Taalsentrum-blog gedeel, en dit het my hart warm gemaak dat sy ook een van my studente was.

Een van my ander studente het verlede jaar vir my die volgende geskryf, en dit vat so bietjie saam wat ek gereeld as terugvoer kry: “Baie dankie vir al die moeite en toewyding wat jy in ons Afrikaanse klasse insit. Ek het nie net soveel oor Suid-Afrika en sy kultuur geleer nie, maar ook baie oor myself. Die lesse en aktiwiteite het my gehelp om dinge op ’n nuwe manier in perspektief te sien en my wêreldbeskouing te verbreed. Ek waardeer die ruimte wat jy skep vir openhartige gesprekke en vir die geleenthede wat ons het gehad om die land en sy mense op so ’n unieke manier te ervaar. Met opregte waardering.”

Lees hier meer oor die Afrikaanse taal- en kultuurkursus vir Nederlandssprekende studente aan die US.

[us_separator][us_image image=”31715″][us_separator size=”small”]

Musikant Frazer Barry (regs) is een van die gereelde gaste wat Helga (middel) nooi om met die studente te gesels oor Afrikaanse musiek, kultuur en identiteit.

[us_separator show_line=”1″]

[us_cta title=”Maar wat as jy nie Nederlandssprekend is nie en steeds Afrikaans wil leer? ” title_size=”21px” btn_label=”Klik hier vir meer inligting” btn_link=”url:https%3A%2F%2Flanguagecentre.sun.ac.za%2Fafrikaans-courses%2F|title:Afrikaans-kursusse%20by%20die%20US%20Taalsentrum|target:_blank|” btn_style=”2″]Daar is verskeie opsies. As jy ’n uitruilstudent is, kan jy ons Beginnerafrikaans vlak 1-kursus deur US Internasionaal neem. As jy ’n plaaslike US-student is, is ons Kampusafrikaanskursus net reg vir jou, en as jy onverbonde aan die Universiteit is, is Afrikaans 123 die aangewese kursus om te volg. As jy verkies om teen jou eie pas te leer, kan jy ook ons EdX-kursus om Afrikaans te begin aanleer, oorweeg. En as jy onseker is oor wat jou te doen staan, kan jy gerus vir Helga e-pos by hbuys@sun.ac.za. [/us_cta][us_separator]

[us_cta title=”Het jy geweet?” title_size=”21px” controls=”bottom” btn_label=”Vind hier meer uit oor ons Xhosa kursusse” btn_link=”url:https%3A%2F%2Flanguagecentre.sun.ac.za%2Fisixhosa-courses%2F|title:Xhosa%20kursusse|target:_blank|” btn_style=”2″ second_button=”1″ btn2_label=”Vind hier meer uit oor ons SASL kursus ” btn2_link=”url:https%3A%2F%2Flanguagecentre.sun.ac.za%2Fproduct%2Fsouth-african-sign-language-beginner-level-1a%2F|target:_blank|” btn2_style=”2″]Jy kan ook Xhosa of Suid-Afrikaanse Gebaretaal (SASL) deur die Taalsentrum aanleer. Die kursusse is interaktief en baie pret. [/us_cta]

[us_cta title=”Wil jy jou eie ding doen met ons aan jou sy? ” title_size=”21px” controls=”bottom” btn_label=”Leer meer oor ons EdX-kursusse” btn_link=”url:https%3A%2F%2Fwww.edx.org%2Fcertificates%2Fprofessional-certificate%2Fstellenboschx-multilingual-mastery-embracing-linguistic-diversity|title:EdX|target:_blank|” btn_style=”2″]Oorweeg ook gerus ons EdX-kursusse om Afrikaans, Xhosa of SASL onafhanklik en teen jou eie pas te begin leer. [/us_cta]

– deur Andréa Müller en Helga Sykstus

[us_separator size=”large”]

14 April 2025Tags: Afrikaans, diversiteit, interkulturele leer, kultuur, multilingual mindset, Suid-Afrikaanse tale, Uitruilstudente aan die US

Languages Week 2025 at SU, with something for all students and staff

It’s time for the EUTOPIA-SU Languages Week again – this year from 3 to 7 March. Coordinated by the SU Language Centre, Languages Week at SU promises to be an exceptional week. Join the celebration of languages, culture and diversity along with like-minded people across the world!  

Aimed at students and staff, Languages Week at SU will be celebrated by three in-person and four online events, all free of charge. The in-person events include an interactive Language Café evening, a multilingual Karaoke lunch-hour session and an Afrikaans Poetry Showcase evening hosted by the student association VER[r]AS. The online events include three lunch-hour language-learning opportunities to get the feel of a language you might like to explore: an IsiXhosa Taster course, a South African Sign Language Taster course, and an Afrikaans Taster course. In addition, there is also an online interactive session exploring the interconnections between SU’s concept of a multilingual mindset and intercultural competence, entitled Exploring and Developing a Multilingual Mindset. Bookings for the SU events are managed through Eventbrite – here you will find more information on all the events as well as links to register.

More events are available online through the EUTOPIA Alliance – have a look at what’s on offer here. Institutions across the world participate in EUTOPIA Languages Week every year, creating an opportunity for staff and students from all EUTOPIA partners to attend online events all over the world during that week, and to interact with each other. SU is one of six global partner universities EUTOPIA associates with beyond its core alliance of 10 universities in Europe to create an international gateway for exchanging knowledge and culture.

Register soon to secure your spot. Venue information and links to join online will be sent after registration. If you change your mind after having registered, do let the organisers know so that they can open that spot to someone else, and so that they don’t prepare for you unnecessarily.  

For enquiries or cancellations, email languagesweek@sun.ac.za.

11 February 2025Tags: EUTOPIA, Languages Week, learn Afrikaans, learn isiXhosa, learn SASL, multilingual mindset, multilingualism, Poetry showcase

Category: Afrikaans courses

1. A thriving Stellenbosch University

Promoting institutional multilingualism at SU

Interpreting into three languages available at new Chancellor’s installation

Say my name workshop

Brand new Afrikaans Stylgids available to everyone at SU

Exploring belonging through language: Staff workshop fosters connection and inclusion at SU

2. A transformative student experience

SU Language Centre Writing Lab activities during the first semester

Campus Courses

Expanding access through South African Sign Language

3. Purposeful partnerships and inclusive networks

Internationalisation through multilingualism

University of Georgia Students learn Afrikaans and isiXhosa

Afrikaans language and culture course for Dutch-speaking students celebrates 10 years

Stellenbosch University expands its partnerships with Côte d’Ivoire

Intensive English Programme (IEP) 2025

Hazendal Wine Estate trilingual creative writing workshops

4. Networked and collaborative teaching and learning

EQUiiP Summer School fosters growth and inclusivity

5. Research for impact

6. Employer of choice

Strengthening intercultural practice in language teaching

Language Centre Comms Lab short course offerings strengthen professional communication at SU

1. ’n Florerende Universiteit Stellenbosch

Die bevordering van institusionele meertaligheid by die US

Tolking in drie tale tydens die nuwe Kanselier se inhuldiging

Say My Name-werksessie

Splinternuwe Afrikaanse Stylgids vir almal by US beskikbaar

Verkenning van geborgenheid deur taal: Personeelwerksessie bevorder verbintenis en insluiting by US

2. ŉ Transformerende studente-ervaring

Die US Taalsentrum se Skryflabaktiwiteite in die eerste semester

Kampuskursusse

Die uitbreiding van toegang deur Suid-Afrikaanse Gebaretaal

3. Doelgerigte vennootskappe en inklusiewe netwerke

Internasionalisering deur meertaligheid

Studente van die Universiteit van Georgia leer Afrikaans en Xhosa

Afrikaanse taal- en kultuurkursus vir Nederlandssprekende studente vier tien jaar

Die Universiteit Stellenbosch brei sy vennootskap met die Ivoorkus uit

Intensiewe Engels-program (IEP) 2025

Drietalige kreatieweskryfwerksessies vir personeel van Hazendal-wynlandgoed

4. Genetwerkte en samewerkende onderrig

EQUiiP-somerskool bevorder groei en insluiting

5. Navorsing vir impak

6. Voorkeurwerkgewer

Verbetering van interkulturele praktyke in taalonderrig

Taalsentrum se Kommunikasielab-kortkursusse versterk professionele kommunikasie by die US

***Say My Name*-werksessie**