Stellenbosch University Language Centre

Tag: internationalisation

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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Visit to UniLuanda strengthens South-South ties and partnership with SU

A few weeks ago, Fatima Halday, Head of the Communication portfolio at the Language Centre, had the opportunity to visit Luanda and participated in the 2nd Edition of the Scientific Conference and Technology Fair of University of Luanda (UniLuanda), with the theme ‘Research, Extension and Innovation for Sustainable and Inclusive Development’.

Fatima describes her visit as follows:

Prof Gerhard Venter (SU), Fatima Halday (SU) and Prof Hanlie Dippenaar (CPUT).

The UniLuanda Conference took place from 22 to 24 May 2024 in Luanda, Angola. We were three in the South African delegation, consisting of me, representing the Stellenbosch University (SU) Language Centre, Professor Gerhard Venter of the SU Department of Mechanical and Mechatronic Engineering, and Professor Hanlie Dippenaar of the Faculty of Education at the Cape Peninsula University of Technology (CPUT). The conference was attended by students and academics from the University of Luanda and other institutions in Angola.

Academics from various universities from Brazil also attended: Professora Rossana Valéria de Souza e Silva, Executive President of Grupo de Cooperação das Universidades Brasileiras (GCUB); Professora Joana Angélica Guimarães da Luz Rector, Vice chancellor of Universidade do Sul da Bahia; Professora Adriana Marmori Lima, Rector of Universidade Estadual da Bahia; Professor Edmar da Costa, Vice- Rector for International relations of Universidade Federal do Pará; and Professor Marcelo Figueiredo Massulo Aguiar of Universidade Federal do Pará.

Stellenbosch University and the University of Luanda share an institutional agreement. A few academics from UniLuanda, most of whom are Engineering academics, will be visiting SU later this year to enhance their English skills as well as to engage with academics from the Faculty of Engineering at SU. We had an opportunity to meet those academics and discuss their needs to gain more insight into the context overall in preparation for their arrival.

The language used for the conference was Portuguese and we had an interpreter who interpreted from Portuguese into English for the South African delegation presentations. On the second day, Professor Gerhard Venter did a presentation showcasing the activities and achievements of SU’s Department of Mechanical and Mechatronic Engineering.

My presentation,  which was on the last day of the conference, focused on the role that the Language Centre can play in linguistic preparation and breaking down possible barriers that limit partnerships. In my talk I shared information about English improvement course offerings. Additionally, I described activities and services offered by some of the other centres such as the Centre for Collaboration in Africa and the Africa Centre for Scholarship which both form part of SU International.

On the topic of possible barriers that may limit partnerships, I highlighted the point of managing expectations, and taking into consideration language barriers, various communication styles, and time orientation differences. Elaborating on the time orientation difference, in low-context cultures, time is limited and considered a commodity.  It is connected to productivity, efficiency and money.  On the other hand, time is unlimited in high-context cultures.  It is a resource to be enjoyed and decisions take time and expectations with regard to response time to emails, work ethic, and the pace of work may be different.

In closing my presentation, I emphasised the power of collaboration and South-South cooperation in driving positive change, whether through joint research projects, knowledge sharing initiatives, mobility or capacity-building programs. I also mentioned that we tend to look outward to the Global North for examples of advancements and best practice. In my view, by nurturing partnerships with neighbouring countries, we can lift each other up and become stronger as a unified Global South, accelerating our development efforts and achieving sustainable outcomes.

Faima presenting with Portuguese-English interpreter Carlos.

The evening culminated in a closing ceremony where academics and students were awarded certificates. As guests we had the honour of presenting the certificates to the academics. As presenters, we also received certificates of participation.

The Vice-Chancellor of UniLuanda, Professor Buza, spoke about the successes their university attained over the last year, fervently repeating the motto, ‘Act in the present to guarantee the future!’

Fatima Halday receiving a certificate of participation from UNILuanda Vice-Chancellor Prof Alfredo Buza.

The ceremony consisted of music rendered by a choir singing the UniLuanda anthem, followed by dancing. Thereafter students performed in a play raising awareness of poaching animals. Then students flaunted their vocal and musical talents by singing and performing instrumental pieces. The ceremony finalé was a fashion show showcasing traditional garments made from rich prints, concluding the evening on a colourful note.

Student performances

   

1st image: Fatima Halday (SU), Adao Francisco Pedro Lucas (Head of International Relations, Cooperation and Partnership, UniLuanda), Prof Hanlie Dippenaar (CPUT), Prof Edmar da Costa (Vice-Rector for International Relations of Universidade Federal do Pará).
2nd image: Hanlie and Fatima Halday with a UniLuanda academic.

Beyond my speaking engagement, the conference provided opportunities to engage in conversations with fellow attendees. I was struck by the shared commitment to finding innovative solutions to common challenges, whether in the fields of education, technology, or environmental sustainability, and the enthusiasm to exchange knowledge and resources, as well as to forge meaningful connections.

As I reflect on my experience, I am moved by the warmth, friendliness, and hospitality of the Angolan people. From the moment we arrived, UniLuanda went above and beyond to ensure that we were well taken care of for the entire duration of our stay. I would like to thank Dr Nico Elema and Norma Derby of the Centre for Collaboration in Africa for affording me this opportunity and experience. I am excited about the collaboration between our universities and the possibilities in driving positive change.

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Language learning at Language Centre opens doors for internationalisation

SU uses the concept of internationalisation at home to enhance the integration of local students with visiting students from other countries. This approach gives the Language Centre an opportunity to leverage its ability to create value from a service delivery perspective, and collaborate on global initiatives. We’re sharing a few of our language learning initiatives from the first semester of 2023 below:

The closing ceremony with the INP-HB Côte D’Ivoire group, who did a five-week Business English immersion course with the Language Centre’s English portfolio

Ivory Coast students immerse themselves in English with the Language Centre

A group of 23 master’s students from the National Institute of Polytechnics Félix Houphouët Boigny in Côte D’Ivoire completed an intensive five-week Business English immersion course with the Language Centre’s English portfolio during May and June. The English portfolio collaborated with SU International and Dr Nico Elema, director of Centre for Collaboration in Africa (CCA) to realise this event. This short-term programme is the first-ever non-degree Africa mobility event to take place through the CCA and SU International, and there is hope for more initiatives like these. A video was made to capture the students’ experiences.

Fresh cohorts of Parisian students visit the Language Centre to improve their academic English

A group of 280 students from the SKEMA business school in Paris completed the English for Academic purposes (EAP) course offered by the Language Centre’s English portfolio in the first semester.

A second group of students is expected to attend another EAP semester course in the second half of the year. The collaboration with the SKEMA business school is a valuable way for SU to enlarge its global footprint and deliver high-quality service to international partners.

SKEMA students completing their EAP writing exams

IEP students on an excursion to the SU Botanical Gardens

Intensive English Programme draws students from all over the world

The Intensive English Programme (IEP) focuses on improving students’ English reading, writing, listening, and speaking skills. It is presented in blocks of eight weeks across six levels, from beginner to advanced. The English portfolio’s current intake of multilingual students for the IEP are from China, Congo, DRC, Gabon, Sweden, Turkey, Germany, Chile, Saudi Arabia, Ethiopia, Angola and Libya. A unique feature of the programme is the fortnightly outings, which give students the opportunity to communicate and connect with each other outside the classroom.

Visiting students from Georgia, USA, learn Afrikaans and isiXhosa during their stay

A group of 16 students visiting from the University of Georgia in the United States of America learnt basic isiXhosa and Afrikaans alongside their studies at SU in seven sessions for each language during the first semester of 2023 with the Language Centre. They learnt to speak basic Afrikaans and gained more insight into Afrikaans culture as well. At first the students struggled a bit with pronounciation in isiXhosa, but as time went on, they grasped the isiXhosa terms they needed to communicate around Stellenbosch. They were particularly interested in South African culture and also asked for music recommendations. “When introduced to some songs, their faces lit up because they have a heard snippets of the songs and they now had a better explanation of what they meant,” isiXhosa facilitator Stembele Johnson explains.

Students visiting from the University of Georgia in the United States of America

Beginner Afrikaans level 1 students with their lecturer, Dr Vernita Beukes (3rd from left)

Exchange students from all over the world choose to learn Afrikaans while visiting SU

During the first semester of 2023, students from England, Switzerland, Germany, Finland, the United States of America and Dubai attended the Beginner Afrikaans level 1 module offered by the Language Centre through SU International’s GEP offering. By the end of the module students were able to have basic conversations in Afrikaans with conversational partners all over Stellenbosch.

Afrikaans Culture Course for Dutch-speaking students highlight language connection

The Afrikaanse taal- en kultuurkursus vir Nederlandssprekendes, part of SU International’s GEP offering, had a very successful intake in the first semester and the Language Centre hopes to welcome a group of new students in the second semester.

The aim of the course is for the students not only to discover the wonderful differences (and similarities) between Afrikaans and Dutch, but also to experience the rich culture of the diverse Afrikaans-speaking community.

Topics such as identity, history, music and literature form part of discussions, and outings to places such as the Afrikaanse Taalmonument or a visit from Tribel Echo’s Frazer Barry give these students a unique experience of Afrikaans language and culture.

Dutch-speaking students on an excursion visiting the Afrikaanse Taalmonument

Five of the students wearing some traditional attire during a field trip to Kayamandi

International students eager to learn isiXhosa

The IsiXhosa Language and Culture module, also part of SU International’s GEP offering, is a semester course aimed at international students offered by the Language Centre. Most of the students who attended the offering in the first semester of 2023 were busy with postgraduate studies and some have been in South Africa for a year already. They were eager and excited to learn about the Xhosa culture, and participated well, attending most of their lectures and submitting their work on time. They wanted to explore Cape Town and use vocabulary they have acquired in class.

The course concluded with a field trip by Nocawe Holdings in Kayamandi. This included a tour of Kayamandi, a spread of African food, an opportunity to dress up in Xhosa attire and sing some Xhosa songs, and hearing more about Nocawe’s upbringing and context. Field trips like these help students gain insight into more aspects of the South African context.

More SU staff members learning isiXhosa

The Masabelane isiXhosa course for SU staff is becoming ever more popular on campus. Many staff members are eager to learn isiXhosa to communicate with their colleagues and others. There were two full intakes during the first semester of 2023, both entirely booked by University divisions or departments. Colleagues attended and submitted their work enthusiastically, but also felt that they still needed more time to learn the language.

Staff members attending the Masabelane isiXhosa course hard at work learning isiXhosa

Staff members attending the Masabelane isiXhosa course hard at work learning isiXhosa

Due to work commitments, participating staff members find it difficult to fully commit and attend all lectures, which then results in them missing out on some lecture content. Slides accompanied by audio were provided, but learning isiXhosa face to face is different from online self-study. However, isiXhosa facilitator Stembele Johnson says that even with the challenges, colleagues acquired enough isiXhosa vocabulary and sentences to communicate.

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