Stellenbosch University Language Centre

Tag: 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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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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Language, a human right: Human Rights Day 2025

On Friday March 21, we celebrate Human Rights Day in South Africa – six decades after the events at Sharpeville on the same day in 1960 ensured that this date would forever be part of democratic South Africa’s heritage.

Since the abolition of apartheid laws and the democratic election of Nelson Mandela as South Africa’s president in 1994, South Africans are invited on this day of remembrance to reflect on both their own rights and those of others – to consider the long and difficult struggle for equal rights for all in South Africa, and to remember to continuously respect and protect equal human rights for everyone, regardless of skin colour, gender, religion, sexual orientation or nationality.

Language rights

Our Constitution and Bill of Rights affirm everyone’s right to life, equality and human dignity. What many people may not realise is that the Bill of Rights also recognises language, culture and community as fundamental human rights, including the right to belong to cultural and linguistic communities. Our Constitution specifically provides for the protection of language rights. The Pan South African Language Board (PANSALB) was established precisely to promote the development and use of all languages in South Africa and to encourage respect for those languages.

Our Constitution specifically provides for the protection of language rights.”

Linguistic human rights

Worldwide, research is being conducted and discussions held around individuals’ and entire communities’ linguistic human rights. Linguistic human rights encompass those rights that safeguard the use and values of language – from the right to speak a language of one’s choice and the right to access translation or interpreting when a language is not understood, to the right to learn any language of one’s choosing.

All of our SA languages are actually minority languages, or languages of limited diffusion; not one SA language is spoken as mother tongue by a majority of South Africans. But English is the de facto lingua franca in South Africa. As a result, it is speakers of languages other than English who tend to experience challenges concerning the protection of their linguistic rights. This is why it is so important to promote and protect multilingualism and a multilingual mindset.  As our Constitution states, South Africa belongs to all who live in it, united in our diversity. It is our responsibility as citizens, and as government, to make sure that we live up to that aspiration.

Language embodies individual rights in the sense that it is first and foremost necessary for recording legislation. Furthermore, language makes that legislation – and those rights – accessible to individuals, provided it is communicated in a language they understand. Individuals also have the legal right to be heard in court in their own language. Language further empowers people to voice protest. Language is, therefore, not only a powerful carrier of identity, culture and community but also of justice.

Language is thus deeply intertwined with human rights. Language can be used to exclude also, so in advocating for linguistic human rights, we should not lose sight of the fact that inclusion and belonging should underpin the language decisions we make.

Language can be used to exclude also, so in advocating for linguistic human rights, we should not lose sight of the fact that inclusion and belonging should underpin the language decisions we make.”

The right to choose a language and the right to use that language are inextricably linked to the protection of human dignity, safety, and social and cultural identity. Or, as Steve Zeitlin puts it in Folklife Magazine: “Language rights are human rights.”

– by Andréa Müller and Dr Kim Wallmach

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Languages matter! International Mother Language Day 2025

Friday 21 February marks the 25th anniversary of International Mother Language Day (IMLD), a worldwide annual commemoration to promote awareness of linguistic and cultural diversity, and advance multilingualism. Established by UNESCO in 1999, the day highlights the central role of languages in education, cultural preservation, and social inclusion, drawing attention to the challenges faced by endangered languages and multilingual communities worldwide.

On 21 February 1952, five students were killed and many injured by police during a rally in Bangladesh (then East Pakistan) for the recognition of Bengali as an official language. Four years later, Bengali was officially recognised.

What started as a national movement inspired a global movement advocating for linguistic rights. The day now serves as a symbol of the right of individuals to learn, speak and develop their mother tongue without fear of discrimination or suppression.”

It’s not just about the words

Languages carry the traditions, histories and identities of the people who speak them. When a language disappears, a unique way of thinking, storytelling and understanding the world is lost forever. The UN estimates that there are currently about 8 300 languages worldwide, of which nearly 40% are considered endangered or ‘doomed’, in other words, no children or young people speak the language and only a few elderly speakers remain. Sadly, this includes the last of the many Khoisan languages once spoken in South Africa. As of 2017, Nama, which was once widely spoken by Khoisan communities in the Northern Cape, had fewer than 2 000 speakers, most of them older than fifty; only three elders of the Khomani San still spoke the N | uu language; and there were only two known speakers of Kora, the language of the Korana people.

Just as languages are about more than communication, linguistic diversity is not only about preserving words; it is about promoting intercultural dialogue and ensuring fair access to education and opportunities for all. The theme of IMLD 2025, “Languages Matter!”, also emphasises the urgent need for progress toward linguistic diversity and inclusivity as part of the UN’s Sustainable Development Goals (SDGs). Globalisation, dominant language policies and technological advancements often threaten linguistic diversity, leading to the marginalisation of non-dominant languages. Currently, fewer than 100 languages are widely used in digital communication and online platforms, limiting access to information and learning opportunities for speakers of minority languages. With technology shaping communication, it is crucial to ensure that all languages, including indigenous and minority languages, are represented in education, public life and digital spaces.

Multilingualism and beyond

Multilingualism refers to the co-existence of more than two languages in a given area or the ability to speak more than two languages. It has become a buzz word in discussions about education and social inclusion. Research shows that 40% of the world’s population does not have access to education in a language they speak or understand, making it difficult for children to reach their full potential.

By integrating mother languages into education, communities can enhance literacy, improve learning outcomes and foster a deeper connection to their cultural identity.”

Plurilingualism, a more recent term, goes beyond simply knowing multiple languages. It emphasises the ability to interact across languages, drawing from a diverse linguistic and cultural repertoire. Unlike the traditional view of “mastering” individual languages separately, plurilingualism acknowledges partial competencies, where individuals use different languages based on context and need. It sets effective communication, rather than fluency or perfection, as the ultimate goal of language learning.

By fostering plurilingual education and encouraging language learning from an early age, societies can equip individuals with the skills to thrive in a globalised world while maintaining strong bonds to their mother tongue. At SU, plurilingualism forms part of a multilingual mindset – an approach to life where one is willing to meet speakers of other languages halfway by accepting and appreciating what their diversity brings to the table.

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As we celebrate International Mother Language Day 2025, let’s remember that language is more than words; it is identity, heritage, connection. Whether you speak one language or many, every effort to preserve, learn, or promote a mother tongue contributes to a more inclusive and linguistically rich world. Languages matter, and we should protect them.

–  by Tania Botha

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

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

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

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

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

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

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Wellness loves company

It’s that time of year again when our diaries start filling up with end-of-year gatherings and events. If just looking at your calendar triggers an onset of prospective socialisation fatigue, we’d like to remind you of a fairly recent disruptor: Covid-19. Remember how the pandemic abruptly upended our lives with social distancing and remote work, and the ensuing feelings of loneliness and disconnectedness?

We might not all be equally gregarious animals, but the lockdown certainly demonstrated that we are social animals by nature, and that interaction with others of our kind is essential for our overall personal and professional wellbeing. Moreover, for many people, the pandemic fundamentally changed the way we work and where we work.

For those of us with flexible or hybrid working arrangements, this may mean that we forego many of the daily connections that are part of a conventional office environment – the casual conversations and chance encounters, the shared breaks and laughs, and the team gatherings – that allow relationships to develop organically and foster a sense of camaraderie among staff. Which is why we should welcome and take up opportunities to connect with colleagues as often as possible.

When we spend time together, we’re not just unwinding – we’re building relationships that bring a sense of belonging and the reassurance that we’re not in this alone. For us at the Language Centre, this point was again brought home after a recent team trip to the Bo-Kaap to celebrate Heritage Day. Numerous colleagues expressed delight about and appreciation for the visit, stressing that over and above the educational and cultural value of the visit, they especially enjoyed the relaxed interaction and the chance to catch up with colleagues whom they seldom get to see.

Staff outings and social functions give us a chance to step out of our usual work environment and dynamics, forget about deadlines for a bit, and enjoy each other’s company on neutral ground.  In these more casual settings, we can overcome the sometimes-unspoken hierarchical barriers that may exist, and we get to see each other as people, not just as co-workers or in terms of superiors and subordinates. That changes everything. Suddenly, it’s easier to have open conversations, to approach someone for advice, or to work together on a project, because we know and trust each other better.

It’s not just about getting the job done; it’s about knowing that beyond the work tasks and meetings, we’re part of a supportive group that has our back, making us more resilient and able to face new challenges when the going gets tough.”

So go ahead: Enjoy the year-end socials and fill your cup with feel-good connections to make the workplace not just a place to work, but a place to thrive in 2025!

– by Tania Botha

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Freedom Day reflections: Language, expression and responsibility

Spiderman hit the nail on the head when he said something to the effect of “with great power comes great responsibility”. The same applies to freedom, as Eleanor Roosevelt rightly said: “With freedom comes responsibility.”

While we’re living, learning and thriving (and, well, sometimes just surviving) in a democratic, multilingual South Africa, we also have the responsibility to grapple with the concept of freedom and the responsibilities that true freedom brings with it, particularly when we reflect on what Freedom Day, celebrated on 27 April, means to us.

Freedom of expression

According to Article 19, an international think-do organisation concerning itself with freedom of expression, “freedom of expression enables dialogue, builds understanding, and increases public knowledge”. We as the Language Centre agree: Being able to share ideas and information freely makes us all smarter and helps our communities thrive.

As South Africans we have the benefit of many hard-won freedoms in our country today, not least the freedom of communicating in our mother language or a chosen language. More than that, there is space for many voices and many opinions – space to be heard.

 

What does freedom mean to us at the Stellenbosch University (SU) Language Centre?

To us, freedom is not merely a concept; it is a guiding principle that shapes our interaction with the world around us as well as our approach to learning and teaching. It begins with freedom of expression – the fundamental right to articulate our thoughts, emotions and ideas in a language of our choosing. In the modules, workshops and short courses we offer, we strive to create spaces where participants feel free and safe to express themselves authentically, to ask questions, and to engage in meaningful dialogue with those around them. We also endeavour to create such spaces across campus with our language and interpreting services.

Creativity

Freedom also encompasses the liberty to be creative – to explore new linguistic landscapes, experiment with different modes of expression, and push the boundaries of traditional language conventions. We encourage those with whom we collaborate – students, participants and clients alike – to unleash their imagination and harness the power of language to convey their unique perspectives and experiences, be it in isiXhosa, Afrikaans, English or SA Sign Language.

Freedom is not only the absence of external constraints, but is also the presence of environments that enable us to realise and express our full potential. This means that we need to create inclusive environments where diverse voices and languages are not just heard and seen, but are welcomed. It comes down to fostering and encouraging a culture of tolerance and respect, and promoting fair access to opportunities and resources, not least when it comes to language – essentially a multilingual mindset. At SU and the Language Centre, this, for example, translates to having access to interpreting services during lectures as well as the opportunity to hear many languages, both local and international languages, used freely on campus and in our communities.

 

A very human longing

The concept of freedom contains within itself our fundamental human longing for autonomy, dignity and self-expression. It is a dynamic and evolving principle that lies at the heart of our human experience, driving progress, justice and the pursuit of a more just and equal world. A world where all voices have a place, and all stories can be told and appreciated. In short – a multilingual and multicultural world.

Join us at the Language Centre as we embrace the transformative power of language and learn from the authentic voices of those around us, on campus, in our classrooms and in our homes – also about freedom.

Feel the freedom!

– by Esther van der Vyver (edited by Susan Lotz and Ingrid Swanepoel)

 

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Our mother languages: What’s in it for us?

At the SU Language Centre, we share UNESCO’s belief in the importance of cultural and linguistic diversity for sustainable societies, and we embrace the world-wide celebration of International Mother Language Day on 21 February each year.

Mother Language Day is not only about your and my individual mother languages, but also about those of the people around us. If we understand that the mother language of the person next to us is just as dear to them as our mother language is to us, and respect that, we’ve made great strides already.

Why are mother languages important, other than because we attach emotional value to the language(s) we grew up with and started expressing ourselves in? How can they be of practical use to us, even if we often function in a second or third language to ensure that we communicate in a manner that helps others to understand what we’re saying?

Mental springboards

Mother languages are mental springboards. We all use our mother language as a way to scaffold knowledge. When you acquire new knowledge, you usually start with familiar information and then journey from there into the valleys of unknown knowledge. So, if you start at a place where you know what a certain concept is in your mother language, you have somewhere to kick in your heels and get purchase, and you can use that familiarity as a springboard from where to understand more complex concepts, even when offered in a different language than your mother language.

Therefore, students can, and should, use their mother languages at university, even if their language is not one of the official learning and teaching languages of the institution. If we think of SU, the University has committed to using English, Afrikaans and isiXhosa – the official languages of the Western Cape. Afrikaans and English are the primary languages of learning, teaching and assessment. IsiXhosa may also be used in learning and teaching, where there is capacity and lecturers find it appropriate to use it, and where there is a pedagogical need. The University is committed to developing isiXhosa as an academic language, as well as to maintaining Afrikaans as a language of teaching, learning, assessment and research. SU is also one of the few South African universities aiming to develop and promote South African Sign Language. This is all part of a national mandate for tertiary institutions to adopt at least one African language, where we focus our resources on that language, while at the same time maintaining what we’ve already developed. This is an important way for us to bring the South African Constitution to life. By respecting languages at a tertiary level, we raise their status.

SU students and staff are indeed a far more diverse bunch than only English, Afrikaans and isiXhosa speakers, but working with the most common mother languages in the Western Cape is a starting point. And other South African universities have committed to develop at least one of the official South African languages in their regions. This way, speakers of isiZulu could, for example, also benefit from resources in isiXhosa, as those languages are closely related, and the same applies to other closely related languages. But we as mother language speakers need to choose to use our languages ourselves when the opportunity arises.

Raising the status

If we want to maintain, extend and raise the status of our languages, there are two overarching ways to do it. One way is by writing in that language – through the creation of literature – showing that your language is capable of expressing abstract thought and creative and complex ideas, and that it is flexible enough to do so. The second way is through creating terminology to describe new technical domains.

Probably every single language apart from English (as terminology seems to be created in English far more naturally as part of the process of new inventions and developments) needs to continually raise its status to keep up in our modern world. Every other language, whether French, German, Chinese, Afrikaans or isiXhosa, has the challenge to try to keep pace, and English itself doesn’t even always stay ahead! Also, English might possess the terminology, but the meanings of those words are not always so transparent. Terminology in isiXhosa, Afrikaans or even French is often much more descriptive and therefore more transparent to the speakers of that language. Think of “koppelaar” in Afrikaans for “clutch”, or the isiZulu word for “bill”, “umthethosivivinywa”, literally “a law in process”.  There are so many other examples. But do we choose to embrace and use those beautiful words, or do we revert to English automatically?

A great benefit of raising the status of a language and using various languages is that we make our environments more inclusive. Seeing and experiencing their languages in different spaces remind people that they are part of something bigger than themselves.

Different sides of the same coin

As we celebrate Mother Language Day this year, perhaps we should start pondering the following two questions: What does your mother language do for you, and what do you do for your mother language? When you use your mother language for learning, in everyday life and in official matters, you’re not only helping yourself but also supporting and preserving your language’s heritage. Your use of the language keeps it alive and ensures it continues for the future.

And then, when we take another step forward, namely to start learning each other’s mother languages, we support and strengthen those languages even more, while finding new ways to understand and appreciate each other.

– by Susan Lotz, Dr Kim Wallmach, Sanet de Jager and Jackie van Wyk

 

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Appreciation for a dear colleague who is retiring

Ydalene Coetsee, a stalwart academic and professional literacies lecturer at the Language Centre, is retiring at the end of 2023 after 14 years of teaching.

Academic literacies modules are presented to support students to bridge the gap between school and university, and these credit-bearing modules are tailor-made in response to the unique needs of each SU faculty. Ydalene was particularly involved in teaching students in the extended curriculum programme for sciences, and focused on engineering students. She gave priceless support to students who were finding their feet in a new and demanding academic environment.

We will miss you dearly, Ydalene! A colleague shared the following little ode to Ydalene at her farewell:

Ode aan Ydalene
Jy is vir my sag, vol geloof, vrede en humor,
Jy sien altyd die blinkkant as die lewe knor.
Mag jou toekoms skitter en blink,
En mag daar vrede, geluk en baie seelug vir jou wink.

(Ode to Ydalene
To me you are gentle, and filled with faith, peace and humour,
You always see something positive when life is hard.
May your future sparkle and glow,
And may peace, happiness and fresh sea air be with you always.)

We also had a chat with Ydalene to find out what she’ll remember about us and what she’ll do without us 😉. Read on for the interview.

What did you study and why did you start working at the Language Centre?
After finishing a master’s in translation studies, I thought I would be happy working from home, translating books for Struik Publishing House. However, I missed teaching so much that I started contract teaching for the Language Centre and later applied for a permanent position. That was in 2010, and I have loved teaching here since then. I originally facilitated lectures in different faculties (Law, Science, EMS) but later only for Engineering and Theology. The Theology classes were small and there were two kinds: residential and part-time or working students. I am so glad I was never too old to upskill and learn new things.

What changes did you experience at the Language Centre, and did you instigate some change yourself?
In my subject field (academic literacies) the biggest change was from presenting stand-alone modules to collaborating closely with colleagues from faculties to present modules. I would also like to think that I helped create a more supportive environment in the Language Centre.

Could you tell us more about the students and colleagues you’ve been working with? What did you enjoy most?
I preferred supporting students in the extended curriculum programmes because I felt I could make a real difference there. Feedback that sets my heart aglow is when a student or colleague tells me that I have made a difference in their lives. I have learnt a lot from both colleagues and students.

If you could teach first years only one thing, what would it be?
My passion is clear communication and I am still actively working on it. Students writing in their second or third language need different interventions and lots of patience. I do know how difficult it is to learn a new language and I love supporting students on their journey to become multilingual.

Would you like to share an ‘aha’ moment in class or a funny story?
What I remember best is the mistakes I have made, for instance coming to the realisation that my values were not adequately visible to students. So, I now try harder to show my respect for all people.

The funniest times were the excuses for not attending class or submitting assignments. My favourite for missing a test:

M’am, I had to go to Worcester yesterday because I had to fetch a mongoose from a service provider there. See, my girlfriend had a snake in her flat and this was the only way we could get rid of it.”

Most of the language jokes I tried telling all these years were only understood by one or two students (the first-language speakers) in the class. Then I had to explain the joke, and the further I got with the explanation the sillier I felt. I also had some embarrassing moments with technology not working as required. Then I was always very grateful that students would help me.

Tell us about the things you’re looking forward to – what will you do once you’ve retired?
Perhaps I will continue doing what I love doing (helping students to communicate clearly) in other environments. I would also like to walk in the mountains more and visit with friends more frequently and longer without feeling guilty. My grandchildren can expect lots of cuddles and my youngest son and I plan to walk the Machu Picchu Inca trail in 2024. My husband of 42 years and I love taking road trips and there are still places we have not experienced, so we have places to go and people to see!

I wish the Language Centre and my colleagues all the best for the future. Remember: Life is language.”

Also read what Ydalene says about her favourite books here.

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Africa Day 2023: Our Africa, our future

In recognition of its wonder and multifaceted nature, the month of May is dedicated to Africa.

Africa Day itself is celebrated on 25 May – this year to commemorate the 60th anniversary of the establishment of the Organisation of African Unity (now known as the African Union), founded on 25 May 1963. On this day, leaders of 30 of the 32 independent African states signed a founding charter in Addis Ababa, Ethiopia, and vowed to encourage nation-building through unity and freedom from oppression.

This month, the Language Centre has chosen to highlight the important roles that interpreters have played on the African continent to overcome language barriers – from the professional linguists and praise singers of tribal African societies to the modern-day interpreters who facilitate nation-building and provide access to services by interpreting in national parliaments, conferences, courts and hospitals. And, of course, we also think of the educational interpreters who make it possible for university lectures to be understood in Afrikaans, English, isiXhosa and South African Sign Language.

The practice of interpreting from one language to another on the African continent, as elsewhere, goes back thousands of years.

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In many African societies, the professional linguists or praise singers belonged to a long line of gifted multilingual orators who devised praise songs on important public occasions to celebrate the victories and glorious qualities of the chief and his ancestors.”

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The oral art of West African griots (‘bards’) and Southern African iimbongi (‘praise singers’) continues today, with praise singers acting as modern political commentators.

The hearings of the Truth and Reconciliation Commission from 1996 to 1998 marked the first opportunity for many South Africans to become acquainted with the marvels of simultaneous interpreting in the eleven official languages of South Africa. Interpreters facilitated reconciliation during the hearings of the Truth and Reconciliation Commission. Since then, they have continued to help to build South Africa as a nation at national and provincial legislatures, municipal council meetings and conferences. Other major employers of interpreters in Africa include the African Union, Pan-African Parliament, UNON (the United Nations Office in Nairobi), SADC (the Southern African development community) and the African Development Bank.

All around the world, sign language interpreters are known for facilitating access to education for Deaf students, but what is less well known is that spoken language interpreters can do the same for hearing students. This way several South African universities make university lectures accessible to students who are not necessarily so comfortable in the language of teaching. At SU, our educational interpreters work in Afrikaans, English, isiXhosa and South African Sign Language.

We celebrate the role interpreting has played over the years to help Africa and its people connect and prosper. At the Language Centre we consider ourselves privileged to be part of that story, and also to be part of the future of Africa – our Africa.

If you’re an interpreter working in Africa, please share your story with us. E-mail us at taalsentrum@sun.ac.za.

Source:
Wallmach, K. 2015. Africa. In Pöchhacker, F. (ed.) Encyclopaedia of Interpreting Studies. London: Routledge.

Blog by Dr Kim Wallmach, Director of the Language Centre

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