Stellenbosch University Language Centre

Category: Multilingualism

Celebrating women in Women’s month: Faika’s trip to Tarragona in Spain

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Faika at the BIP

Faika Haroun, an Academic and Professional Literacies lecturer at the Language Centre, had the privilege of visiting the Roviira i Virgili University (URV) from 9 to 13 December last year. This Spanish public university has its faculty of law and humanities at the Catalunya campus in Tarragona. URV is also part of the International Network of Universities (INU), a global collaboration that includes Stellenbosch University (SU).

Lidia du Plessis from Stellenbosch International (SUI) introduced Faika to the INU, and SUI funded her trip, while the URV provided accommodation in Tarragona. In celebration of Women’s month, we chatted to Faika to hear more about the trip.

“I was welcomed by Rebeca Tómas Smith, director of the international office at the URV. She had arranged for my visit to coincide with the blended intensive programme (BIP) on internationalisation at home, in which I participated and where I had the opportunity to present. This programme guides students and staff to become interculturally competent. In addition to the BIP, I attended the Inclusive Comprehensive Internationalisation Conference. This conference featured presentations by both lecturers and students, who shared their international experiences. During the breakaway sessions, I was introduced to collaborative online international learning (COIL), a teaching methodology that facilitates collaboration with international and local partners.

I must mention that I established a meaningful connection with Marina Vives i Cabré, one of the organisers of and presenters at of the BIP.  From our first meeting, we discovered that we shared many interests and experiences, both personally and professionally.

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Presenting at the BIP

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BIP participants

Tarragona is rich in culture and history. One afternoon, the BIP participants were shown around the city. We visited many of the Roman and medieval sites in the city, and stopped at the lookout point which is referred to as the gateway to the Mediterranean. When the locals visit there, they say they are ‘touching iron’, because of the iron railing.

This experience was invaluable in establishing international relationships for future collaboration. It also gave me insight into how intercultural competency is addressed internationally. A key difference between Europe and South Africa is that, in European institutions, intercultural competency is often viewed as internationalisation, whereas at Stellenbosch University we view intercultural competency as being able to communicate across various cultures within the borders of South Africa.”

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Touching iron

A key difference between Europe and South Africa is that, in European institutions, intercultural competency is often viewed as internationalisation, whereas at Stellenbosch University we view intercultural competency as being able to communicate across various cultures within the borders of South Africa.”

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Exploring Tarragona

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Roman theatre

Interested in what exactly Academic and Professional Literacies are? Read more here.

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– by Faika Haroun

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Ons vier vroue in Vrouemaand: Faika se besoek aan Tarragona in Spanje

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Faika by die BIP

Faika Haroun, dosent in Akademiese en Professionele Geletterdhede by die Taalsentrum, het die voorreg gehad om die Roviira i Virgili Universiteit (URV) van 9 tot 13 Desember verlede jaar te besoek. Hierdie openbare Spaanse universiteit se fakulteit regsgeleerdheid en geesteswetenskappe is op die Catalunya-kampus in Tarragona. Die URV is ʼn lid van die Internasionale Netwerk van Universiteite (INU), ʼn wêreldwye samewerkende organisasie waaraan die Universiteit Stellenbosch (US) ook behoort.

Lidia du Plessis van Stellenbosch Internasionaal (SUI) het Faika aan die INU voorgestel, en SUI het haar besoek befonds terwyl die URV gesorg het vir verblyf in Tarragona. Ter viering van Vrouemaand het ons met Faika oor haar besoek gesels.

“Rebeca Tómas Smith, direkteur van die internasionale kantoor van die URV, het my verwelkom. Sy het gereël dat my besoek saamval met die vermengde intensiewe program oor internasionalisering tuis (BIP) waaraan ek deelgeneem het en waar ek die geleentheid gehad het om ʼn referaat te lewer. Hierdie program help studente en personeel om interkultureel vaardig te word. Ek het ook die Inklusiewe Omvattende Konferensie oor Internasionalisering bygewoon, waar personeel en studente hul internasionale ervarings gedeel het. Tydens die wegbreeksessies is ek voorgestel aan samewerkende aanlyn internasionale leer (COIL), ʼn onderrigmetodologie wat samewerking met internasionale en plaaslike vennote fasiliteer.

Ek noem ook graag dat ek ʼn betekenisvolle verbintenis met Marina Vives i Cabré, een van die organiseerders en aanbieders van die BIP, gesmee het. Van ons eerste ontmoeting af was dit duidelik dat ons baie belangstellings en ervarings gemeen het, op persoonlike sowel as professionele vlak.

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Ek lewer my referaat by die BIP

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BIP-deelnemers

Tarragona is ryk aan kultuur en geskiedenis. Die BIP-deelnemers is een middag deur die stad geneem. Ons het talle van die Romeinse en Middeleeuse terreine besoek, en aangedoen by die uitkykpunt wat bekend staan as die poort na die Middellandse See. Wanneer die plaaslike mense daarheen gaan, sê hulle dat hulle ‘aan yster gaan raak’ omdat die reling van yster gemaak is.

Hierdie ervaring was van groot waarde vir die vestiging van internasionale verhoudings met die oog op toekomstige samewerking. Ook het ek daardeur insig verkry in die manier waarop interkulturele vaardigheid internasionaal beskou word. ʼn Belangrike verskil tussen Europa en Suid-Afrika is dat interkulturele vaardigheid in Europese instansies dikwels as internasionalisering beskou word, terwyl ons by die Universiteit Stellenbosch interkulturele vaardigheid sien as die vermoë om binne ons landsgrense met mense van verskillende kulture te kommunikeer en om te gaan.”

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Ons het aan yster gaan raak.

 ʼn Belangrike verskil tussen Europa en Suid-Afrika is dat interkulturele vaardigheid in Europese instansies dikwels as internasionalisering beskou word, terwyl ons by die Universiteit Stellenbosch interkulturele vaardigheid sien as die vermoë om binne ons landsgrense met mense van verskillende kulture te kommunikeer en om te gaan.”

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Ons verken Tarragona

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Romeinse teater

Nuuskierig oor wat Akademiese en Professionele geletterdhede nou eintlik is? Lees gerus hier meer daaroor.

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– deur Faika Haroun, vertaal deur Ingrid Swanepoel

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Language Day 2025

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About Language Day  

Language Day is hosted every two years at Stellenbosch University (SU). It is an opportunity for SU staff and students to learn from each other and to engage with our different experiences of language, and how language plays out in practice in academic and social settings. We explore how language shapes campus culture and supports student success, both at university and for the world of work. 

Language plays a fundamental role in shaping how students experience university life. From the moment they register to the day they graduate and enter the world of work, students encounter a range of linguistic challenges and opportunities that influence their academic, personal and professional lives. Perspectives that foreground language can therefore open up meaningful discussions about meaning-making, students’ sense of being and belonging, the nature and authorship of knowledge, and who defines who belongs and whose knowledge counts (Antia & Dyers, 2019: 91). These considerations also raise important questions around campus culture and ways in which the institution can support learning.   

As SU staff and students, we acknowledge that we live in a multilingual society on a multilingual continent. We know that a multilingual mindset equips our students to tap into a broader and more diverse knowledge base, to engage with society in a way that speaks to the heart, not just the mind, to be dynamic professionals, able to better demonstrate problem-solving, listening and interpersonal skills; and to be well-rounded individuals who can make informed decisions that take more than just their own thinking into consideration. We also know that multilingual competences are needed for African and global citizenship and employability, especially for an institution which is increasingly conscious of its duty to society as an African university.  

At the same time, multilingualism—while celebrated for its cognitive, cultural, and social benefits in a diverse and interconnected world—is facing new challenges as globalisation accelerates the dominance of English, particularly in higher education, scholarly communication and the workplace.  

This year, we focus on the following theme: “How does language play out in the SU student’s journey from registration to graduation?”   

We examine the influence of language on a number of themes that impact the SU student’s journey from registration to graduation and the world of work. The idea is to have open, conversations about real practices on campus, in class and in social and living spaces. The conference theme will be unpacked in the form of two panel discussions, followed by group discussions and plenary feedback. 

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How does language play out in the SU student’s journey from registration to graduation?”

Panel 1: Inclusion, engagement and belonging for student success 

 

The consequence of the single story is this: It robs people of dignity. It makes our recognition of our equal humanity difficult. It emphasises how we are different rather than how we are similar.” – Chimamanda Ngozi Adichie (cited in the SU Monitors report, 2025) 

Breakaway discussions in groups will respond to the panel topic with a focus on one of the following: 

Focus 1: Academic spaces 

Focus 2: Social and living spaces 

Panel 2: Multilingual competences and global citizenship for the world of work 

 

Multilingualism is increasingly recognised as a crucial global graduate attribute which equips individuals with the capacity to navigate a diverse and interconnected world, contributing to employability and success in the workplace.  

Breakaway discussions in groups will respond to the panel topic with a focus on one of the following:  

Focus 1: Multilingualism for engaged local and global citizenship 

Focus 2: Language in/for the professions – what is the University’s role? 

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Panel presentations may be delivered in English, Afrikaans or isiXhosa.  

Programme
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Conference format  
  • Two interactive panel discussions, each followed by a group session and a plenary feedback session.  
  • Groups at the various tables will be kept small to encourage discussion (no more than 10 participants per table).   Participants will be encouraged to focus on specific themes to encourage engaged participation rather than broad and vague discussions.  
  • The group discussions will be anchored with a facilitator and scribe.  The outputs from each breakaway session will be shared separately. Panel members will then engage in further discussion based on the group feedback.  

 

Invitees 

There will be approximately 100 invitees including formal invitees and some open invitations for SU staff and students.  

  

List of sources 

Antia, B.E., Dyers, C. 2019. De-alienating the academy: Multilingual teaching as decolonial pedagogy, Linguistics and Education, Volume 51, (pp. 91-100). https://doi.org/10.1016/j.linged.2019.04.007 

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Taaldag 2025

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Oor Taaldag

Taaldag word elke twee jaar aan die Universiteit Stellenbosch (US) gevier. Die dag is ’n geleentheid waar US-personeel en -studente by mekaar leer en individuele taalervarings onderling bespreek om agter te kom hoe taal prakties in akademiese en sosiale omgewings gebruik word. Ondersoek word ingestel oor die manier hoe taal kampuskultuur vorm en studentesukses ondersteun, op universiteitsvlak en in die wêreld van werk.

Taal speel ’n deurslaggewende rol in die vorming van studente se universiteitservaring. Van die oomblik wat hulle registreer tot die dag wanneer hulle gradueer en die wêreld van werk betree, kom studente voor verskeie linguistiese uitdagings en -geleenthede te staan wat hul akademiese, persoonlike en professionele lewe beïnvloed. Deur perspektiewe wat taal op die voorgrond plaas, word dit moontlik om insiggewende gesprekke te hê oor betekenisgewing, studente se gevoel van menswees en behoort, die aard en outeurskap van kennis, asook wie bepaal wie behoort en wie se kennis saak maak (Antia & Dyers, 2019: 91). Hierdie beskouings lei tot belangrike vrae oor kampuskultuur en maniere waarop die instelling leer kan ondersteun.

As personeel en studente van die US besef ons dat ons in ’n meertalige samelewing en op ’n meertalige kontinent woon. ’n Meertalige ingesteldheid rus studente toe om toegang tot ’n breër en meer diverse kennisbasis te bekom, om die samelewing te betrek op ’n manier wat nie alleen die hart nie, maar ook die verstand aanspreek, om dinamiese professionele persone te word wat probleemoplossings-, luister- en interpersoonlike vaardighede gebruik; en om goed afgeronde individue te wees wat weldeurdagte besluite neem, gegrond op meer as hul eie denkprosesse. Meertalige bevoegdheid word ook benodig vir Afrika- en globale burgerskap en indiensneembaarheid, veral aan ’n instelling soos ’n Afrika-universiteit wat ’n toenemende pligsbesef teenoor die samelewing het.

Meertaligheid – ofskoon dit gevier word vir die kognitiewe, kulturele en sosiale voordele wat dit in ’n diverse en onderling verbonde wêreld bied – kom natuurlik voor nuwe uitdagings te staan namate globalisering die oorheersing van Engels versnel, veral in hoër opvoeding, akademiese kommunikasie, en die werkplek.

Vanjaar word die volgende tema beklemtoon: Watter rol vervul taal op ’n US-student se reis vanaf registrasie tot graduering?

Die soeklig val op die invloed van taal op ’n verskeidenheid temas wat ’n student se reis aan die US beïnvloed, van registrasie tot graduering en die wêreld van werk. Die idee is om oop gesprekke te voer oor werklike praktyke op kampus, in klasverband, en in sosiale en leefruimtes. Die konferensietema word ondersoek in die vorm van twee paneelbesprekings, gevolg deur groepbesprekings en ’n voltallige terugvoersessie.

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Watter rol vervul taal op ’n US-student se reis vanaf registrasie tot graduering?”

Paneel 1: Insluiting, betrokkenheid, en behoort vir studentesukses


Die gevolge van ’n enkele storie is die volgende: Dit beroof mense van waardigheid. Dit bemoeilik ons erkenning van ons gelyke menswees. Dit beklemtoon hoe anders ons is, eerder as hoe eenders ons is. – Chimamanda Ngozi Adichie (aangehaal in die US Monitorsverslag, 2025)

Wegbreekbesprekings in groepe reageer op die paneelonderwerp, met die klem op een van die volgende:

Fokus 1: Akademiese ruimtes

Fokus 2: Sosiale en leefruimtes.

Paneel 2: Meertalige bevoegdheid en globale burgerskap vir die wêreld van werk


Meertaligheid word toenemend erken as ’n belangrike globale graduandi-eienskap wat individue toerus met die vermoë om in ’n diverse en onderling verbonde wêreld te funksioneer, en tot indiensneembaarheid en sukses in die werkplek bydra.

Wegbreekbesprekings in groepe reageer op die paneelonderwerp, met die klem op een van die volgende:

Fokus 1: Meertaligheid vir betrokke plaaslike en globale burgerskap

Fokus 2: Taal in of vir die beroepe – wat is die Universiteit se rol?

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Paneelaanbiedings kan in Afrikaans, Engels, of isiXhosa gelewer word.

Program
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Konferensieformaat
  • Persoonlik, by STIAS
  • Twee interaktiewe paneelbesprekings, elk gevolg deur ’n groepsessie en ’n voltallige terugvoersessie.
  • Groepe aan die onderskeie tafels word klein gehou om gesprekvoering aan te moedig (nie meer as 10 deelnemers aan ’n tafel nie). Deelnemers sal aangemoedig word om hulle op spesifieke temas toe te spits om betrokke deelname eerder as breë en vae besprekings te verseker.
  • Die groepbesprekings word op koers gehou deur ’n fasiliteerder met ’n skriba. Die uitsette van elke wegbreeksessie word afsonderlik gedeel. Paneellede voer dan verder gesprek na aanleiding van die groepsterugvoer.

 

Genooides

Uitnodigings word aan ongeveer 100 persone gestuur, waaronder formeel genooide persone, terwyl bepaalde US-personeel en -studente ook oop uitnodigings ontvang.

 

Bron

Antia, B.E., Dyers, C. 2019. De-alienating the Academy: Multilingual Teaching as Decolonial Pedagogy, Linguistics and Education, Volume 51(6), 91-100. https://doi.org/10.1016/j.linged.2019.04.007

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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)!

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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
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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.

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  • 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 100th 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.

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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.

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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 1st and 4th 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.”

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One of the Campus isiXhosa groups

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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.

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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:

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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.”

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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.

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  • 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.

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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 1st Secretary (Department of International Relations and Cooperation (DIRCO)) of the South African Embassy in Abidjan, Côte d’Ivoire.

 

  • Intensive English Programme (IEP) 2025
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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.

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

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4. Networked and collaborative teaching and learning

 

  • EQUiiP Summer School fosters growth and inclusivity
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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:

 

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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.

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.”

 

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:

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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

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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.

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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
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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.

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  • 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.

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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.

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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.”

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Een van die Kampus-Xhosa-groepe

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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.

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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:

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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.”

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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.

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  • 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.

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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
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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.

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

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4. Genetwerkte en samewerkende onderrig

  • EQUiiP-somerskool bevorder groei en insluiting
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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:

 

 

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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.

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.”

 

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:

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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

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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.

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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.  

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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.

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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.

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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.

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– by Helga Sykstus

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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.  

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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.  

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

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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.  

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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.

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– deur Helga Sykstus

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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: 

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

– by Helga Sykstus, Vernita Beukes & Bongiwe Dlutu 

 

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Thoughts on the book Africa Is Not a Country, in celebration of Africa Day

In Africa Is Not a Country, author Dipo Faloyin challenges the simplistic and stereotypical portrayals of Africa by emphasising its vast diversity – 54 countries, thousands of languages, and a wide range of cultures, traditions and political systems. Drawing on his personal experiences and historical analysis, Faloyin dismantles the oversimplified narrative that reduces the continent to a place defined solely by poverty, conflict, and corruption.

Published in 2022, a central thread in the book is the lasting impact of colonialism, particularly the arbitrary borders drawn by colonial powers. These boundaries grouped together distinct cultures and communities, often leading to long-term social and political challenges. Faloyin explains how these colonial legacies continue to shape perceptions of Africa, reinforcing the idea of it as a homogenous, troubled region.

As he poignantly writes:

“Not everyone is allowed a complex identity. Throughout history, individuals and entire communities have been systematically stripped of their personhood and idiosyncrasies, often to make them easier to demean, denigrate and subjugate – and, in some cases, eradicate. Being able to define yourself openly and fully is a privilege; it is a grace many take for granted.”

Faloyin also critiques the “white savior” mindset that persists in Western media and charity campaigns. These narratives, while often well-intentioned, tend to reinforce harmful stereotypes and strip Africans of agency. He challenges readers with provocative questions, such as:

“Should a charity singly educate or entertain; be a fun, easy distraction from life’s more dour entanglements, or an on-your-nose statement that means only the greedy, heartless fool would sit back and do nothing when presented with the facts? A bit of both perhaps.”

Throughout the book, Faloyin sheds light on modern African realities as he highlights the continent’s rapid urbanisation, technological innovation and youthful population. Cities like Lagos, Nairobi and Johannesburg are presented as vibrant hubs of creativity, business, and technological advancement. One standout example is Kenya’s M-Pesa mobile banking system, which showcases African innovation that often goes unrecognised. He also points to countries like Ghana and Botswana as examples of political stability and democratic progress, countering the dominant narrative that equates Africa with chaos and dysfunction. He sees the continent’s youthful population – the youngest in the world – as a driving force for future leadership, creativity, and transformation.

Above all, Faloyin celebrates Africa’s cultural richness, underscoring that each of the 54 countries has its own unique history, language and traditions. He urges readers to move beyond outdated and generalised views and instead recognise Africa as a diverse, dynamic continent full of potential and stories worth hearing. He emphasises the importance of Africans being able to tell their own stories – loudly, proudly and on their own terms – especially when the world hasn’t always listened.

This book is essential for anyone interested in Africa, history, or global narratives –particularly for those who think they already understand the continent. Faloyin’s message is clear: Africa is not a country. It is a continent of over a billion unique identities, experiences and voices.

– by Helga Sykstus

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