Department of Language Education People
Departmental Office
Position: Professor and Head of Department
Location: Block A
Email: asheik@uwc.ac.za
Tel: 021 959 2650
BIOGRAPHY
Prof Ayub Sheik
RESEARCH OUTPUT
Research articles
Location: Block A
Email: asheik@uwc.ac.za
Tel: 021 959 2650
BIOGRAPHY
Prof Ayub SheikRESEARCH OUTPUT
Research articles
Position: Departmental Administrator
Location: Room 3, Ground Floor, HIV Unit
Email: mdayimani@uwc.ac.za
Tel: 021 959 4088
Location: Room 3, Ground Floor, HIV Unit
Email: mdayimani@uwc.ac.za
Tel: 021 959 4088
1. Short biography.
Nikiwe Nondabula, embarked on her academic journey at the University of the Western in 2013, where she majored in English and Life Orientation. Fuelling her curiosity and eagerness to deepen her linguistic expertise, she continued her studies at the University of the Western Cape, diving deeper into languages, where she ultimately developed a love for language, literature and creative writing.
In 2021 Nikiwe, was appointed as a contract lecturer at the university, guiding first-year students through the intricacies of academic literacy while also pursing her PhD in English literature teaching and creative writing.
She was then appointed as a full-time lecturer in the Department of Language Education in February 2024. With steadfast discipline to scholarship, she empowers novice teachers both in the Foundation Phase and Senior/FET phase, by imparting knowledge and skills in the teaching and learning of English across the curriculum.
2. Research focus.
Teaching and learning of literature.
Development of reading and writing skills.
Creative writing
Critical literacies and pedagogies
3. Research outputs.
Nondabula, N. (2020). Investigating the Teaching and Learning of Creative Writing in English First Additional Language in selected Grade 9 classrooms in the Western Cape. (Master’s Thesis: University of the Western Cape, Cape Town).
Nondabula, N., & Nomlomo, V. (2023). Learners’ experiences of creative writing in English First Additional Language: Pedagogical implications. Journal for Language Teaching, 57(1).
Nikiwe Nondabula, embarked on her academic journey at the University of the Western in 2013, where she majored in English and Life Orientation. Fuelling her curiosity and eagerness to deepen her linguistic expertise, she continued her studies at the University of the Western Cape, diving deeper into languages, where she ultimately developed a love for language, literature and creative writing.
In 2021 Nikiwe, was appointed as a contract lecturer at the university, guiding first-year students through the intricacies of academic literacy while also pursing her PhD in English literature teaching and creative writing.
She was then appointed as a full-time lecturer in the Department of Language Education in February 2024. With steadfast discipline to scholarship, she empowers novice teachers both in the Foundation Phase and Senior/FET phase, by imparting knowledge and skills in the teaching and learning of English across the curriculum.
2. Research focus.
Teaching and learning of literature.
Development of reading and writing skills.
Creative writing
Critical literacies and pedagogies
3. Research outputs.
Nondabula, N. (2020). Investigating the Teaching and Learning of Creative Writing in English First Additional Language in selected Grade 9 classrooms in the Western Cape. (Master’s Thesis: University of the Western Cape, Cape Town).
Nondabula, N., & Nomlomo, V. (2023). Learners’ experiences of creative writing in English First Additional Language: Pedagogical implications. Journal for Language Teaching, 57(1).
Academic Staff
Position: Professor (also Acting Deputy Dean: Teaching and Learning)
Location: Block A, Room 72
Email: rchetty@uwc.ac.za
Tel: 021 959 2449
BIOGRAPHY
Professor Rajendra Chetty is a postcolonial scholar. He has written extensively on Commonwealth literature; critical pedagogy; and race, class and marginalisation. His recent publications include: At the edge: The writings of Ronnie Govender (2018) and Narrating the new nation: South African Indian writings (2018).
Professor Chetty was awarded the Fulbright visiting professorship to the USA in 2015/16, received the 2016 Medal of Honour from the South African Education Association for his research in language education and the English Academy of Southern Africa Gold Medal for his contribution to English studies.
RESEARCH OUTPUT
Location: Block A, Room 72
Email: rchetty@uwc.ac.za
Tel: 021 959 2449
BIOGRAPHY
Professor Rajendra Chetty is a postcolonial scholar. He has written extensively on Commonwealth literature; critical pedagogy; and race, class and marginalisation. His recent publications include: At the edge: The writings of Ronnie Govender (2018) and Narrating the new nation: South African Indian writings (2018).
Professor Chetty was awarded the Fulbright visiting professorship to the USA in 2015/16, received the 2016 Medal of Honour from the South African Education Association for his research in language education and the English Academy of Southern Africa Gold Medal for his contribution to English studies.
RESEARCH OUTPUT
Chetty, R. 2021. The Ambivalence of Indianness in Ahmed Essop’s The Hajji and Other Stories. Forum for world literature studies. 13(1): 72-87
Meyer, L. & Chetty, R. 2021. A youth narrative view of inter-generational trauma and a call for somatic healing. Youth Voice Journal, ISSN (online): 2969.
Tomei, R, & Chetty, R. 2021. Translanguaging strategies in multimodality and audio-visual translation. Southern African Linguistics and Applied Language Studies.
Chetty, R. 2020. A Decolonial Reading of Ronnie Govender’s “Over My Dead Body”. Journal of Literary Theory. 36(3): 101-113.
Chetty, R. 2020. Reading Judith Butler’s notion of precarious life in Ronnie Govender’s short story ‘1949. Stilet 31(1), 91-103.
Chetty, R. 2019. A country with a broken psyche: Violence against children in South Africa. Child Abuse Research: A South African Journal, 20(1): 1-10.
Chetty, R. 2019. Literacy teaching in disadvantaged South African schools. Literacy. 52(4).
Chetty, R. 2019. ‘Women warriors’ and the prison diaries of Fatima Meer and Nawal el Al Saadawi. Imbiso International Journal of African Literary and Comparative Studies. 10(2).
Meyer, L & Chetty, R. 2019. Youth voice and narrative inquiry: rendering the invisible visible. Commonwealth Journal of Youth development. 16(2)
Chetty, R. 2019. Social inequality in post-apartheid South Africa: Towards a revolutionary humanism. Alternation (Special edition on Decolonisation).
Meyer, L. & Chetty, R. 2018. A holistic approach towards personal transformation of youth not in employment, education or training. Alternation. 23: 246-269.
Baraldo, M. & Chetty, R. 2018. Online-off-line interactions: social media and vulnerability to cyber bullying in a Cape Town case study. Acta Criminologica: Southern African Journal of Criminology 31(3): 20-34
Phillips, H.N. & Chetty, R. 2018. Enhancing teacher training skills by strengthening the teaching practice component. Education and Training. 60(3): 251-262
Position: Associate Professor
Location: Block A
Email: cbloch@uwc.ac.za
Tel: -
BIOGRAPHY
Professor Carole Bloch is currently Associate Professor in Early Language and Literacy at the University of the Western Cape.
In her early career as a teacher, she taught children with literacy learning difficulties, and then also young children starting to learn how to read and write. Her experience in literacy teaching stretches from birth onwards; she researches and develops holistic learning approaches to contribute towards transforming early childhood pedagogy. Her aim is to help enable equitable and inspiring learning opportunities for all young children and for teachers in pre and in-service education.
Since 2012, Prof. Bloch has directed Project for the Study of Alternative Education in South Africa (PRAESA). PRAESA is a non-government multilingual language and literacy organisation, where, between 1992 and 2011, she initiated and co-ordinated the project’s early literacy research and development work, with a consistent focus on promoting and supporting meaningful, story filled experiences of reading and writing for young children in multilingual settings. During these years she wrote and facilitated the writing and translation of several children’s books and videos about early literacy learning, led initiatives including a 6 year children’s biliteracy teaching and learning project in Cape Town, PRAESA’s Free Reading in Schools Project and Culture of Reading Project. She also helped initiate and led the African Union supported Stories Across Africa Project, collaborating with literacy and literary activists in North, West, Central, East and Southern Africa to develop a common collections of stories for children in their own languages. Carole has also collaborated with colleagues at the University of Reading on the TELL Project, which were later adapted and used in 2012 when, with PRAESA colleagues, she co-initiated the Nal’ibali National Reading for Enjoyment Campaign and led its first four years. PRAESA was awarded the IBBY Asahi Award for Reading Promotion in 2014, and the Swedish government's Astrid Lindgren Memorial Award in 2015 for its 20 years of work in reading promotion and children’s literature development in South Africa.
Prof. Bloch grew up in Gqeberha (formerly Port Elizabeth), has a BA from UCT, a PGCE from Institute of Education at University of London, a Certificate in Early Childhood Education from Froebel College (University of Roehampton), and a PhD in Children’s literacy development in African multilingual settings from the Carl von Ossietzky University of Oldenburg, Germany (Magna cum Laude).
She is founder, trustee and chairperson of The Little Hands Trust, which was set up in 2007 to support the development of multilingual children’s books and reading in African settings and co-founder with The DG Murray Trust of the Nal’ibali Trust, to support reading promotion in South Africa.
She has served on South African, African and International committees, including IBBY SA, PEN SA, the SA Minister of Education’s reading advisory committee, the NECT National Reading Coalition Research Committee, the SA PIRLS advisory board and Linguapax Africa. Most recently she worked on the IBBY International Committee from 2016-2020, serving as committee vice-president from 2018-20.
Prof. Bloch is on the board of the Journal of Early Childhood Literacy, Paul Chapman Publishing, Sage, and is a member of the Reading Hall of Fame.
RESEARCH OUTPUT
Professor Carole Bloch’s work and research interests are in multilingual education involving transformative early childhood pedagogies, including Froebelian approaches, meaning based early literacy, storybook and materials development and literacy cultural practices. Her current interest is in integrative neuroscience and literacy.
Location: Block A
Email: cbloch@uwc.ac.za
Tel: -
BIOGRAPHY
Professor Carole Bloch is currently Associate Professor in Early Language and Literacy at the University of the Western Cape.
In her early career as a teacher, she taught children with literacy learning difficulties, and then also young children starting to learn how to read and write. Her experience in literacy teaching stretches from birth onwards; she researches and develops holistic learning approaches to contribute towards transforming early childhood pedagogy. Her aim is to help enable equitable and inspiring learning opportunities for all young children and for teachers in pre and in-service education.
Since 2012, Prof. Bloch has directed Project for the Study of Alternative Education in South Africa (PRAESA). PRAESA is a non-government multilingual language and literacy organisation, where, between 1992 and 2011, she initiated and co-ordinated the project’s early literacy research and development work, with a consistent focus on promoting and supporting meaningful, story filled experiences of reading and writing for young children in multilingual settings. During these years she wrote and facilitated the writing and translation of several children’s books and videos about early literacy learning, led initiatives including a 6 year children’s biliteracy teaching and learning project in Cape Town, PRAESA’s Free Reading in Schools Project and Culture of Reading Project. She also helped initiate and led the African Union supported Stories Across Africa Project, collaborating with literacy and literary activists in North, West, Central, East and Southern Africa to develop a common collections of stories for children in their own languages. Carole has also collaborated with colleagues at the University of Reading on the TELL Project, which were later adapted and used in 2012 when, with PRAESA colleagues, she co-initiated the Nal’ibali National Reading for Enjoyment Campaign and led its first four years. PRAESA was awarded the IBBY Asahi Award for Reading Promotion in 2014, and the Swedish government's Astrid Lindgren Memorial Award in 2015 for its 20 years of work in reading promotion and children’s literature development in South Africa.
Prof. Bloch grew up in Gqeberha (formerly Port Elizabeth), has a BA from UCT, a PGCE from Institute of Education at University of London, a Certificate in Early Childhood Education from Froebel College (University of Roehampton), and a PhD in Children’s literacy development in African multilingual settings from the Carl von Ossietzky University of Oldenburg, Germany (Magna cum Laude).
She is founder, trustee and chairperson of The Little Hands Trust, which was set up in 2007 to support the development of multilingual children’s books and reading in African settings and co-founder with The DG Murray Trust of the Nal’ibali Trust, to support reading promotion in South Africa.
She has served on South African, African and International committees, including IBBY SA, PEN SA, the SA Minister of Education’s reading advisory committee, the NECT National Reading Coalition Research Committee, the SA PIRLS advisory board and Linguapax Africa. Most recently she worked on the IBBY International Committee from 2016-2020, serving as committee vice-president from 2018-20.
Prof. Bloch is on the board of the Journal of Early Childhood Literacy, Paul Chapman Publishing, Sage, and is a member of the Reading Hall of Fame.
RESEARCH OUTPUT
Professor Carole Bloch’s work and research interests are in multilingual education involving transformative early childhood pedagogies, including Froebelian approaches, meaning based early literacy, storybook and materials development and literacy cultural practices. Her current interest is in integrative neuroscience and literacy.
Selected research publications
2021
- Bloch C and Mbolekwa S “Apprenticeships in Meaning: Transforming Opportunities for Oral and Written Language Learning in the Early Years” In Erling, E.J. et al. (Eds) (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa Routledge: London and New York
- Ellis G and Bloch C. Neuroscience and Literacy: An Integrative View. DOI: 10.1080/0035919X.2021.1912848: https://doi.org/10.1080/0035919X.2021.1912848
2019
- Bruce, T, Louis, S & Bloch, C. All About Schematic Learning. in Nursery World. 4-17 February. www.nurseryworld.co.uk
- Stanley, S and Bloch, C. Storyplaying: Transforming literacies through translated texts. In English 4-11. Number 65. Spring 2019. UK English Association and the United Kingdom Literacy Association
2018
- Bloch, C. Working with the ten principles of early childhood education: revaluing stories and imagination for children’s biliteracy learning in South Africa. in Tina Bruce (ed). The Routledge International Handbook of Froebel and Early Childhood Practice: Rearticulating Research and Policy Routledge: London and New York
- Bloch, C. Story by story: Nurturing multilingual reading and writing in South Africa in Understanding Ourselves and Others through Children's Literature in a Multiliterate World. UCL IOE Press, London.
2015
- Bloch, C. Nal’ibali and libraries activating the gift of reading together in Conference Proceedings of IFLA 2015 http://library.ifla.org/id/eprint/1282
2014
- Bloch, C. Growing young readers and writers: underpinnings of the Nal’ibali National Reading-for-Enjoyment Campaign, in McIlwraith, H (ed) Language Rich Africa Policy dialogue. The Cape Town Language and Development Conference: Looking beyond 2015 British Council.
2011
- Ellis, G.F.R. and Bloch, C.S. Top-Down Causation, Adaptive Selection, and Their Consequences. Human Development 54:93-100
- Trudell, B, Dowd, A. J, Piper B, Bloch, C. Early grade literacy in African classrooms: Lessons learned and future directions. ADEA (Association for the Development of Education in Africa) Tunisia
- Bloch, C, Guzula, X, Nkence, N. Towards Normalising South African Classroom Life: The Ongoing Struggle to Implement Mother Tongue based Bilingual Education in Menken, Kate and Garcia,Ofelia. Negotiating Language Policies in Schools. Educators as Policy Makers. Routledge, New York and London
2010
- Alexander, N and Carole Bloch, C: Creating Literate Communities - The Challenge of Early Literacy. In: Krüger-Potratz, Marianne; Neumann, Ursula & Reich, Hans H. (Hrsg.): Bei Vielfalt Chancengleichheit. Münster, New York: Waxmann, S. 197 - 212
- Bloch, C, Edwards, V,Rassool,N, Language and Development in Multilingual Settings: A Case-Study of Knowledge Exchange and Teacher Education in South Africa International Review of Education 2006, Volume 52, Issue 6, pp 533-552
2009
- Bloch, C. Meaningful Early Literacy Learning: Lessons from South Africa. In Scott,J, Straker,DY and Katz,K (Eds) Affirming Students’ Right to their Own Language: Bridging Language Policies and Pedagogical Practices. NCTE, Routledge: New York and London Pp. 418 ISBN 978-0-8058-6349-9
- Bloch, C. Enabling Biliteracy among Young Children in Southern Africa: Realities, Visions and Strategies In María E. Torres-Guzmán & Joel Gómez (eds) Global Perspectives on Multilingualism for Understanding: Dreaming Metaphors of Abundance
2008
- Bloch, C Little Books for Little Hands: A Stories Across Africa Project. In The Lion and the Unicorn Vol 32 No3. John Hopkins University Press. September 2008
2007
- Bloch, C. Putting little books into little hands in the Year of African Languages: a stories across Africa project initiative in Alexander, N & Busch, B (eds) Literacy and linguistic diversity in a global perspective. An intercultural exchange with African countries European Centre for Modern Languages, Council of Europe Publishing
2006
- Theory and Strategy of Early Literacy in Contemporary Africa with special reference to South Africa. PRAESA Occasional Paper 25. Cape Town, PRAESA
2005
- Bloch, C. Enabling effective literacy learning in multilingual South African early childhood classrooms. PRAESA Occasional Papers No.16
- Bloch, C. Building bridges between oral and written language: facilitating reading opportunities for children in Africa. pp69 – 82. In Alexander, N. (Ed). Mother Tongue Based Bilingual Education in Southern Africa. The Dynamics of Implementation. Multilingualism Network, Frankfurt Am Main, Cape Town.
2003
- Bloch, C. & Alexander, N in Hornberger, N & Skilton-Sylvester . Continua of Biliteracy, Multilingual Matters 2001. Aluta Continua: The relevance of the continua of biliteracy to South African Multilingual Schools
2002
- Bloch, C A Case study of Xhosa and English Biliteracy in the Foundation Phase Versus English as a ‘Medium of Destruction’in Perspectives in Education (PIE) Kathleen Heugh (ed) March. Vol 20.No.1 pp65-78
2001
- Carole Bloch, Pippa Stein and Mastin Prinsloo. Progress Report on Childrens Early Literacy Learning (CELL) in Journal of Early Childhood Literacy Vol 1, No 1 April 2001. Paul Chapman Publishing. Sage.
2000
- Bloch, C & Nkence, N. Glimmers of Hope: Emergent Writing and Reading in a Multilingual Foundation Phase Classroom in Proceedings of the Teacher Inservice Project’s Third Annual Colloquium: Expanding the Educational Experience and Imagination in a time of Diminishing Resources. University of the Western Cape 1-2 October 1998
- Bloch, C & Edwards,V. Young Children’s Literacy Learning in Multilingual Classrooms: Comparing Developments with South Africa and the UK. In Limage, L (Ed.). Comparative perspectives on language and literacy: Selected papers from the work of the Language and Literacy Commission of the 10th World Congress of Comparative Education. UNESCO/BREDA.
1997
- Bloch, C. Chloe's Story: First Steps into Literacy, Cape Town, Juta and Co. (http://www.praesa.org.za/?s=first+steps+to+literacy&x=0&y=0)
Short biography: Dr Peter Plüddemann, a trained high school English teacher, is employed as a senior lecturer in the Language Education Department. He was formerly affiliated with Project for the Study of Alternative Education in South Africa (Praesa).
Research focus: multilingual education; language policy; language teaching
Research outputs:
2018 with S Namyalo LABE final evaluation of the Mother Tongue Education project, ‘Improving educational access and outcomes for marginalised children in post-conflict Northern Uganda (phase 2)’ (Comic Relief grant 172887)
2017 Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa..In Kerfoot, C., & A-M. Simon-Vandenbergen (eds.) Language in Epistemic Access: Mobilizing Multilingualism and Literacy Development for More Equitable Education in South Africa.Routledge Special Issues as Books (SPIBs). Abingdon, UK: Routledge.
2016. with Akinyeye, C. ‘The story of a narrative: Teaching and assessing English writing in a township school’, Reading & Writing 7(1), a88. http://dx. doi.org/10.4102/rw.v7i1.88
2014. Book Review of Multilingual Education Works. From the Periphery to the Centre, edited by Kathleen Heugh and ToveSkutnabb-Kangas.Multilingual Margins 1(1): 98-107.
2013. Language Policy from Below. Bilingual education and heterogeneity in post-apartheid South Africa.Dissertations in Bilingualism 22. PhD dissertation. Stockholm: University of Stockolm.
National networks: Literacy Association of South Africa (LITASA); bua-lit
International networks: Language Policy Research Network (LPREN)
Community engagement: work-in-progress
Research focus: multilingual education; language policy; language teaching
Research outputs:
2018 with S Namyalo LABE final evaluation of the Mother Tongue Education project, ‘Improving educational access and outcomes for marginalised children in post-conflict Northern Uganda (phase 2)’ (Comic Relief grant 172887)
2017 Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa..In Kerfoot, C., & A-M. Simon-Vandenbergen (eds.) Language in Epistemic Access: Mobilizing Multilingualism and Literacy Development for More Equitable Education in South Africa.Routledge Special Issues as Books (SPIBs). Abingdon, UK: Routledge.
2016. with Akinyeye, C. ‘The story of a narrative: Teaching and assessing English writing in a township school’, Reading & Writing 7(1), a88. http://dx. doi.org/10.4102/rw.v7i1.88
2014. Book Review of Multilingual Education Works. From the Periphery to the Centre, edited by Kathleen Heugh and ToveSkutnabb-Kangas.Multilingual Margins 1(1): 98-107.
2013. Language Policy from Below. Bilingual education and heterogeneity in post-apartheid South Africa.Dissertations in Bilingualism 22. PhD dissertation. Stockholm: University of Stockolm.
National networks: Literacy Association of South Africa (LITASA); bua-lit
International networks: Language Policy Research Network (LPREN)
Community engagement: work-in-progress
Position: Lecturer
Location: Block A, Room 35
Email: pcutalele@uwc.ac.za
Tel: 021 959 2682
BIOGRAPHY
Dr Pumla Cutalele-Maqhude is an IsiXhosa language specialist, lecturing method of teaching IsiXhosa at BEd SP and PGCE level.
She is also an external Moderator for IsiXhosa for UMALUSI.
RESEARCH OUTPUT
2020 - Published a book with Boni Books titled ISIXHOSA SAM NAWE, ISBN: 9780620813624
Location: Block A, Room 35
Email: pcutalele@uwc.ac.za
Tel: 021 959 2682
BIOGRAPHY
Dr Pumla Cutalele-Maqhude is an IsiXhosa language specialist, lecturing method of teaching IsiXhosa at BEd SP and PGCE level.
She is also an external Moderator for IsiXhosa for UMALUSI.
RESEARCH OUTPUT
2020 - Published a book with Boni Books titled ISIXHOSA SAM NAWE, ISBN: 9780620813624
Qualifications: BA, PGCE, MEd (University of Swaziland), PhD (UKZN)
Position: Lecturer
Email: npdlamini@uwc.ac.za
Dr Dlamini was profiled in UWC's Women in Academia & Leadership Magazine (Issue 3), CLICK HERE to read about her COVID-19 lockdown experience.
Position: Lecturer
Email: npdlamini@uwc.ac.za
Dr Dlamini was profiled in UWC's Women in Academia & Leadership Magazine (Issue 3), CLICK HERE to read about her COVID-19 lockdown experience.
Position: Lecturer
Location: Block A, Room 37
Email: tkosi@uwc.ac.za
Tel: 021 959 9326
BIOGRAPHY
Ms Thembisa Kosi is lecturer in the Language Education department. She is currently lecturing isiXhosa Home and First Additional Language Method of Literacy Teaching and Learning.
Ms Kosi's teaching career began as a language teacher both in high and primary school for twenty years. She has vast knowledge in primary school teaching. Thembisa was a deputy principal at Zimasa Primary School in Langa and has overseen the curriculum implementation for the school, teacher development programmes. She specialises in Language and Literacy Teaching in Early Childhood Development (ECD).
Her research interest focuses on isiXhosa Literary Teaching in the ECD. In addition to the lecturing she coordinates the Centre for the African Language Teaching (CALT isiXhosa). Ms Kosi works with the team that coordinate isiXhosa literacy material development programmes, helps to organise capacity development programmes for isiXhosa Foundation Phase and she is also involved with the writing of the isiXhosa units for Literacy Teaching and Learning in the Foundation Phase.
RESEARCH OUTPUT
Kosi, T. (2019). The Integrated Thematic-Based Approach as a Pedagogical Strategy: Implications for Early Literacy Development (Book Chapter) In Masixhase abantwana Bakwazi ukufunda Nokubhala: Let us enable our children to read and write.
Location: Block A, Room 37
Email: tkosi@uwc.ac.za
Tel: 021 959 9326
BIOGRAPHY
Ms Thembisa Kosi is lecturer in the Language Education department. She is currently lecturing isiXhosa Home and First Additional Language Method of Literacy Teaching and Learning.
Ms Kosi's teaching career began as a language teacher both in high and primary school for twenty years. She has vast knowledge in primary school teaching. Thembisa was a deputy principal at Zimasa Primary School in Langa and has overseen the curriculum implementation for the school, teacher development programmes. She specialises in Language and Literacy Teaching in Early Childhood Development (ECD).
Her research interest focuses on isiXhosa Literary Teaching in the ECD. In addition to the lecturing she coordinates the Centre for the African Language Teaching (CALT isiXhosa). Ms Kosi works with the team that coordinate isiXhosa literacy material development programmes, helps to organise capacity development programmes for isiXhosa Foundation Phase and she is also involved with the writing of the isiXhosa units for Literacy Teaching and Learning in the Foundation Phase.
RESEARCH OUTPUT
Kosi, T. (2019). The Integrated Thematic-Based Approach as a Pedagogical Strategy: Implications for Early Literacy Development (Book Chapter) In Masixhase abantwana Bakwazi ukufunda Nokubhala: Let us enable our children to read and write.
Position: Lecturer
Location: Block A, Room 62A
Email: sngece@uwc.ac.za
Tel: 021 959 2962
BIOGRAPHY
Ms Someka Ngece is a Lecturer and PhD student in the Language Department.
She has years of experience in teaching in multilingual school and higher education environments and in teacher development.
Ms Ngece has a particular interest in Early Literacy and translanguaging.
RESEARCH OUTPUT
Collett, K., Ngece, S., Mackier, E. and Rodgiers, S. (2019) Promoting holistic well-being of novice and student teachers: A handbook for school communities, Self-published, Cape Town
Location: Block A, Room 62A
Email: sngece@uwc.ac.za
Tel: 021 959 2962
BIOGRAPHY
Ms Someka Ngece is a Lecturer and PhD student in the Language Department.
She has years of experience in teaching in multilingual school and higher education environments and in teacher development.
Ms Ngece has a particular interest in Early Literacy and translanguaging.
RESEARCH OUTPUT
Collett, K., Ngece, S., Mackier, E. and Rodgiers, S. (2019) Promoting holistic well-being of novice and student teachers: A handbook for school communities, Self-published, Cape Town
Position: nGAP Lecturer
Location: Block A, Room 42
Email: nnondalana@uwc.ac.za
Tel: 021 959 9768
BIOGRAPHY
Ms Nomfundo Tiny Nondalana (MEd) is an nGAP lecturer in the Department of Language Education at the University of the Western Cape.
She is an isiXhosa language specialist. She teaches undergraduate student teachers who specialise in isiXhosa Home Language Literacy Teaching in the Foundation Phase.
Ms Nondalana's research interest is Early Childhood literacy development. Her special focus is on literacy interventions to enhance reading and writing difficulties.
RESEARCH OUTPUT
A Book Chapter
Nondalana, N. T. (2020). “Exploring teachers’ perspectives on effective guidelines for a Grade 1 isiXhosa literacy intervention programme” In, Nomlomo, V., Desai, Z., Mbelani, M., Dlamini, N. & September J. (eds.), Masifundise abantwana bakwazi ukufunda nokubhala: Let us enable our children to read and write, pp 118-135, Published by University of the Western Cape, Faculty of Education and British Council South Africa: Nexus Design.
Location: Block A, Room 42
Email: nnondalana@uwc.ac.za
Tel: 021 959 9768
BIOGRAPHY
Ms Nomfundo Tiny Nondalana (MEd) is an nGAP lecturer in the Department of Language Education at the University of the Western Cape.
She is an isiXhosa language specialist. She teaches undergraduate student teachers who specialise in isiXhosa Home Language Literacy Teaching in the Foundation Phase.
Ms Nondalana's research interest is Early Childhood literacy development. Her special focus is on literacy interventions to enhance reading and writing difficulties.
RESEARCH OUTPUT
A Book Chapter
Nondalana, N. T. (2020). “Exploring teachers’ perspectives on effective guidelines for a Grade 1 isiXhosa literacy intervention programme” In, Nomlomo, V., Desai, Z., Mbelani, M., Dlamini, N. & September J. (eds.), Masifundise abantwana bakwazi ukufunda nokubhala: Let us enable our children to read and write, pp 118-135, Published by University of the Western Cape, Faculty of Education and British Council South Africa: Nexus Design.
Doctor of Philosophy Specialisation: Reading Literacy
Current Position: Contract Lecturer Language Education Department Foundation Phase University of Western Cape (UWC)
September 2022- December 2024
Phawu Madikiza is a Doctor of Philosophy with a specialisation in "Reading Literacy." She is currently employed as a contract lecturer in the Language Education Department's Foundation Phase at the University of Western Cape (UWC), She focuses on teaching English Home Language Literacy at level 1&2.
She had also taught English First Additional Language at Level 3. These modules aim to address the urgent need in South African education to creatively engage with both English Home Language teaching and English First Additional Language in multilingual settings, with a particular emphasis on Foundation Phase pre-service teacher development.
Teaching Focus: English Home Language Literacy (Level 1&2) English First Additional Language (Level 3)
Teaching Philosophy: Humanistic and constructivist approach, prioritizing student well-being, fostering a supportive learning environment, and encouraging active knowledge construction through experiences and interactions.
Beyond the Classroom:
Research Experience:
Current Research Project(Part of Research Chair Unit: research within the realm of Critical Pedagogies): Exploring Grade 1 English Home Language (EHL) learners' reading practices at a selected school in the Western Cape Province
Community Engagement:
Current Position: Contract Lecturer Language Education Department Foundation Phase University of Western Cape (UWC)
September 2022- December 2024
Phawu Madikiza is a Doctor of Philosophy with a specialisation in "Reading Literacy." She is currently employed as a contract lecturer in the Language Education Department's Foundation Phase at the University of Western Cape (UWC), She focuses on teaching English Home Language Literacy at level 1&2.
She had also taught English First Additional Language at Level 3. These modules aim to address the urgent need in South African education to creatively engage with both English Home Language teaching and English First Additional Language in multilingual settings, with a particular emphasis on Foundation Phase pre-service teacher development.
Teaching Focus: English Home Language Literacy (Level 1&2) English First Additional Language (Level 3)
Teaching Philosophy: Humanistic and constructivist approach, prioritizing student well-being, fostering a supportive learning environment, and encouraging active knowledge construction through experiences and interactions.
Beyond the Classroom:
- Curriculum development
- Teacher mentorship
- Collaboration with researchers from various universities and Foundation Phase teachers
- Participation in the "How I Teach Reading" programme, promoting peer-to-peer demonstrations of teaching practices.
Research Experience:
- Examination of two master's dissertations:
- 1.Management of Implementation of the Curriculum Assessment Policy Statement for English First Additional Language (external) 2.Teachers' Instructional Strategies of Teaching Reading Comprehension in Grade 3: A Case Study of Three Primary Schools in the Western Cape (internal)
- Review of five internal master's research proposals
- Actively engaged in mentoring programs for supervision and writing for publication, under the tutelage of two exceptional professors.
Current Research Project(Part of Research Chair Unit: research within the realm of Critical Pedagogies): Exploring Grade 1 English Home Language (EHL) learners' reading practices at a selected school in the Western Cape Province
Community Engagement:
- Board member of The Great People of South Africa (TGPSA), a paralegal NPO dedicated to advancing gender equality and human rights.
- Volunteer for community projects, such as " RUCC Cares” desk, providing essential services to impoverished communities through her local church.
Dr Susann Louw is a lecturer with a passion for Afrikaans media, gender studies and educational linguistics. With a doctorate in Afrikaans and Dutch from Stellenbosch University (2023), she has dedicated 10 years to tertiary education at variety of South African institutions.
Research focus:
Susann's research revolves around Afrikaans gender representation in media texts, delving into multimodal and critical discourse analysis. She is particularly interested in gender roles in the Afrikaans community, aiming to provide insight and support to individuals struggling with the changing gender landscape.
Research outputs:
Susann has contributed to the field, with publications in renowned journals such as Literator and Stilet. She has also presented nine papers at conferences, showcasing a commitment to advancing Afrikaans media and gender studies. E.g., the Afrikaans Literary Society (ALV) (2016, 2023) and USAN conference for young scholars (2014, 2016, 2024).
National and international networks:
Dr Louw actively participates in Southern Africa language acquisition symposiums and continuously attend information communication technology seminars and workshops. Susann is building an international presence by collaborating with researchers and institutions in the Netherlands.
She has been a part of HAN Wêreldtaal Project since 2022, fostering a diverse and collaborative approach to language diversity across borders and its use in everyday teaching.
Community Engagement:
Beyond academia, Susann is committed to community engagement. She regularly contributes to school initiatives, (e.g. ATKV redenaars competitions) aiming to dedicate her time to first and second language learners. Her efforts reflect a dedication to build confidence in young learners’ application of language.
Research focus:
Susann's research revolves around Afrikaans gender representation in media texts, delving into multimodal and critical discourse analysis. She is particularly interested in gender roles in the Afrikaans community, aiming to provide insight and support to individuals struggling with the changing gender landscape.
Research outputs:
Susann has contributed to the field, with publications in renowned journals such as Literator and Stilet. She has also presented nine papers at conferences, showcasing a commitment to advancing Afrikaans media and gender studies. E.g., the Afrikaans Literary Society (ALV) (2016, 2023) and USAN conference for young scholars (2014, 2016, 2024).
National and international networks:
Dr Louw actively participates in Southern Africa language acquisition symposiums and continuously attend information communication technology seminars and workshops. Susann is building an international presence by collaborating with researchers and institutions in the Netherlands.
She has been a part of HAN Wêreldtaal Project since 2022, fostering a diverse and collaborative approach to language diversity across borders and its use in everyday teaching.
Community Engagement:
Beyond academia, Susann is committed to community engagement. She regularly contributes to school initiatives, (e.g. ATKV redenaars competitions) aiming to dedicate her time to first and second language learners. Her efforts reflect a dedication to build confidence in young learners’ application of language.
Extraordinary Professors
Position: Extraordinary Professor
Email: zdesai@uwc.ac.za / zubeida.desai@icloud.com
BIOGRAPHY
Professor Zubeida Khatoom Desai was the Dean of Education at the University of the Western Cape (UWC) from 2007-16, when she formally retired. She is currently attached to the Department of Language Education in the Faculty of Education at UWC as an Extraordinary Professor.
Prof. Desai has extensive experience of working with teacher trainees, specialising in language teaching.
She has published widely in the field of language in education policy and was the South African coordinator of the ten-year LOITASA Project (2002-2011), which explored the use of isiXhosa as a medium of instruction in Geography, Mathematics and Science in Grades 4-6.
Prof. Desai was appointed to the Pan South African Language Board for the period 1996-2001, during which time she served as both Chairperson and Deputy Chairperson. She has also served on numerous advisory panels to the post-apartheid government on language policy matters.
RESEARCH OUTPUT (since appaointment as Extraordinary Professor in January 2017)
Books
2020: Edited collection - V. Nomlomo, Z. Desai, Madeyandile Mbelani, Nosisi Dlamini and J. September (Eds.) Masixhase abantwana bakwazi ukufunda nokubhala: Let us enable our children to read and write. Cape Town: UWC, Faculty of Education & British Council, South Africa.
2018: Edited collection - V. Nomlomo, Z. Desai and J. September (Eds.) From words to ideas: the role of literacy in enhancing young children’s development. Cape Town: UWC, Faculty of Education & British Council, South Africa
Chapters in books
2020: A critical exploration of how language-of-instruction choices affect educational equity. Lizzi O. Milligan, Zubeida Desai and Carol Benson. In Grading Goal Four: Tensions, threats and opportunities in the sustainable development goal on quality education. Edited by Antonia Wulff. Leiden, The Netherlands: Bril/Sense.
2018: The power of stories. Z. Desai & N. Parker. In Nomlomo et al, 2018 (pp. 212-220).
Conference presentations
Jointly presented with Dr Lizzi Milligan from Bath University, UK a paper titled Write or skryf but don’t bhala: The invisibility of African languages in formal education at the 12th International Language and Development Conference held in Dakar, Senegal from 27-29 November 2017.
I presented a paper at the Edutech Conference in Sandton, Gauteng in September 2017 titled Enabling student ownership of learning.
Postgraduate students
Two of my students successfully graduated with PhDs during this time. They are: Ben Schermbrucker in 2017 and Gloriose Mugirase in 2020.
Other activities
In 2018, I was invited by the British Council to work with Dr Lizzi Milligan from Bath University (United Kingdom) to develop online materials for teacher education on Language and Inclusion.
The materials were very well received and form part of Unit 2 of the Teaching for all project of the British Council (BC) and DBE and DHET. They are available online free of charge to all Education Faculties to use with their BEd and PGCE students on the BC website.
Email: zdesai@uwc.ac.za / zubeida.desai@icloud.com
BIOGRAPHY
Professor Zubeida Khatoom Desai was the Dean of Education at the University of the Western Cape (UWC) from 2007-16, when she formally retired. She is currently attached to the Department of Language Education in the Faculty of Education at UWC as an Extraordinary Professor.
Prof. Desai has extensive experience of working with teacher trainees, specialising in language teaching.
She has published widely in the field of language in education policy and was the South African coordinator of the ten-year LOITASA Project (2002-2011), which explored the use of isiXhosa as a medium of instruction in Geography, Mathematics and Science in Grades 4-6.
Prof. Desai was appointed to the Pan South African Language Board for the period 1996-2001, during which time she served as both Chairperson and Deputy Chairperson. She has also served on numerous advisory panels to the post-apartheid government on language policy matters.
RESEARCH OUTPUT (since appaointment as Extraordinary Professor in January 2017)
Books
2020: Edited collection - V. Nomlomo, Z. Desai, Madeyandile Mbelani, Nosisi Dlamini and J. September (Eds.) Masixhase abantwana bakwazi ukufunda nokubhala: Let us enable our children to read and write. Cape Town: UWC, Faculty of Education & British Council, South Africa.
2018: Edited collection - V. Nomlomo, Z. Desai and J. September (Eds.) From words to ideas: the role of literacy in enhancing young children’s development. Cape Town: UWC, Faculty of Education & British Council, South Africa
Chapters in books
2020: A critical exploration of how language-of-instruction choices affect educational equity. Lizzi O. Milligan, Zubeida Desai and Carol Benson. In Grading Goal Four: Tensions, threats and opportunities in the sustainable development goal on quality education. Edited by Antonia Wulff. Leiden, The Netherlands: Bril/Sense.
2018: The power of stories. Z. Desai & N. Parker. In Nomlomo et al, 2018 (pp. 212-220).
Conference presentations
Jointly presented with Dr Lizzi Milligan from Bath University, UK a paper titled Write or skryf but don’t bhala: The invisibility of African languages in formal education at the 12th International Language and Development Conference held in Dakar, Senegal from 27-29 November 2017.
I presented a paper at the Edutech Conference in Sandton, Gauteng in September 2017 titled Enabling student ownership of learning.
Postgraduate students
Two of my students successfully graduated with PhDs during this time. They are: Ben Schermbrucker in 2017 and Gloriose Mugirase in 2020.
Other activities
In 2018, I was invited by the British Council to work with Dr Lizzi Milligan from Bath University (United Kingdom) to develop online materials for teacher education on Language and Inclusion.
The materials were very well received and form part of Unit 2 of the Teaching for all project of the British Council (BC) and DBE and DHET. They are available online free of charge to all Education Faculties to use with their BEd and PGCE students on the BC website.
Position: Faculty Mentor and Doctoral Supervisor
Location: Block A, Room 3
Email: ssivasubramaniam@uwc.ac.za / sivakumar49@yahoo.com
Tel: 072 523 3933
BIOGRAPHY
Professor Sivakumar Sivasubramaniam is Extraordinary Professor and past Head of Language Education in the Faculty of Education.
He is an NRF rated researcher in the category of “Established Researcher”. In recognition of his dedicated voluntary international services, he was appointed as the Chief Editor of the Journal of English as an International Language (EILJ) in August 2010. Since then, he has served this Scopus indexed international peer reviewed journal that is committed to promoting locally relevant practices and pedagogies aimed at democratising and dehegemonising the teaching of English and researching into it across cultures and continents. He also serves on the Executive Committee of English Scholars Beyond Borders (ESBB) and provides review advisory to the ESBB Journal, which is another Scopus indexed international peer reviewed journal.
Prof. Sivasubramaniam has been a foreign language/second language educator for over 38 years now and has taught English in India, Ethiopia, Thailand, Bahrain, Armenia, and UAE prior to relocating to the Western Cape in 2011.
He has presented papers, conducted workshops and delivered several plenaries at prestigious international conference forums.
His research interests are: response-centred reading/writing pedagogies, the role of agency, voice and identity in language learning, literature-based language pedagogies, constructivism in EIL, second language advocacy, teacher narratives in language education and text-based approaches to academic and social literacy practices.
RESEARCH OUTPUT
Edited collections: 20 issues of Journal of English as an International Language. **Available in PDF format; http://www.eilj.com
Forewords: 20 in Journal of English as an International Language. **Available in PDF format; http://www.eilj.com
Postgraduate Thesis Supervisions
MA/ MEd: 17 Completed
PhD: 13 Completed, 4 ongoing
Location: Block A, Room 3
Email: ssivasubramaniam@uwc.ac.za / sivakumar49@yahoo.com
Tel: 072 523 3933
BIOGRAPHY
Professor Sivakumar Sivasubramaniam is Extraordinary Professor and past Head of Language Education in the Faculty of Education.
He is an NRF rated researcher in the category of “Established Researcher”. In recognition of his dedicated voluntary international services, he was appointed as the Chief Editor of the Journal of English as an International Language (EILJ) in August 2010. Since then, he has served this Scopus indexed international peer reviewed journal that is committed to promoting locally relevant practices and pedagogies aimed at democratising and dehegemonising the teaching of English and researching into it across cultures and continents. He also serves on the Executive Committee of English Scholars Beyond Borders (ESBB) and provides review advisory to the ESBB Journal, which is another Scopus indexed international peer reviewed journal.
Prof. Sivasubramaniam has been a foreign language/second language educator for over 38 years now and has taught English in India, Ethiopia, Thailand, Bahrain, Armenia, and UAE prior to relocating to the Western Cape in 2011.
He has presented papers, conducted workshops and delivered several plenaries at prestigious international conference forums.
His research interests are: response-centred reading/writing pedagogies, the role of agency, voice and identity in language learning, literature-based language pedagogies, constructivism in EIL, second language advocacy, teacher narratives in language education and text-based approaches to academic and social literacy practices.
RESEARCH OUTPUT
Books
- Frank and S.Sivasubramaniam; An Investigation into English Home Language Teachers’’ Use of the English Home Language Textbook in Grade 11. (undergoing final phase of review subsequent to being accepted for publication by Cambridge Scholars, U.K,) (* Co-authored with my PhD supervisee at UWC, Western Cape.)
- W. Foncha, S.Sivasubrmaniam, J..Adamson & Nunn, R; Investigating the Role of Language in the Identity Construction of Scholars: Coming to Terms with Inter-Cultural Communicative Competence. (July 2016) (Preface written by Professor Ronald Carter of Nottingham University, U.K.) Cambridge Scholars. (* Co-authored with my PhD supervisee at UWC, Western Cape.)
- Nunn & Sivasubramaniam. S., (Eds) From Defining EIL Competence to Designing EIL Learning. (July 2011) S. Korea: Asian EFL Journal Press, A Division of Time Taylor International.
Refereed Book Chapters
- V.F. & Sivasubramaniam. S. First Year Students: Using Expressive Writing to Cope with Trauma. In Witruk. E., (Eds) (2016), Dyslexia and Traumatic Experience. Peter Lang, Germany. (* Co-authored with my PhDsupervisee at UWC, Western Cape.)
- S. Sivasubramaniam, “Signposting a Socially Aligned Approach to Second/Foreign Language Education: Issues and Insights for Teaching and Research.” In Reddy. V. & Marathe. S. (Eds) (April 2015) Language Teaching Matters (A Festschrift volume) Hyderabad, India: EMESCO.
- S. Sivasubramaniam, “Articulating an Alternate Voice in Language Teaching Research.” In Nunn.R. and Adamson. J. (Eds). (June 2009) Accepting Alternative Voices in EFL Journal Articles. S. Korea: Asian EFL Press.
- S. Sivasubramaniam, “Extensive Reading as Semiotic Mediation: a Celebration of Lived through Experiences.” In Cirocki. A, (Ed) (June 2009), Extensive Reading in English Language Teaching. Munich: Lincolm-Europa.
- S. Sivasubramaniam, “Anchoring Literature in Extensive Reading Programmes:Issues and Insights for Promoting Intersubjectivity in the Classroom.” In Cirocki. A, (Ed) (June 2009), Extensive Reading in English LanguageTeaching. Munich: Lincolm-Europa.
Refereed /Peer-reviewed Journal Publications
- S, Negotiating Curriculum or Negating Curriculum: Student-teachers Crossing Borders to Shape their Voice and Identity. ESBB-English Scholars Beyond Borders, Vol.6, Issue 1, 2020.
- Nomlomo, S. Stofile & S. Sivasubramaniam ‘Unmasking Foundation Phase teachers’Identities: Implications for early literacy development in isiXhosa (***an outcome of NRF funded longitudinal research) South African journal of Education, Vol. 38. No.4, 2018.
- Sivasubramaniam .S, A Working funeral for One Right Reading: Joining a Confederacy of Readers. ESBB- English Scholars Beyond Borders, Vol.3, Issue 1, 2017. Sivasubramaniam .S, A Working funeral for One Right Reading: Joining a Confederacy of Readers. ESBB- English Scholars Beyond Borders, Vol.3, Issue 1, 2017.
- Pfeiffer* & Sivasubramaniam.S, Exploration of self-expression to improve L2 writing skills. Perlinguam, Vol.32 (2) 2016 (* Co-authored with my PhD supervisee at UWC, Western Cape.)
- W. Foncha* & Sivasubramaniam.S. Learners and Teachers’ Perspectives on First Additional/L2 Language learning as social practice in the diverse community of the University of Western Cape. International Journal of Educational Sciences, Vol.9 (1), 2015(* Co-authored with my PhD supervisee at UWC, Western Cape.)
- S., Maximizing EIL Competence through Students’ Agency, Voice and Inter-subjectivity. ESBB- English Scholars Beyond Borders, Vol.1, Issue 1, 2015.
- B. Katalayi. * & Sivasubramaniam.S. The Construct Validity of a Reading Test Based on Narrative Texts. Journal of Language Teaching and Research, Vol.6, no.1, 2015 (* Co-authored with my PhD supervisee at UWC, Western Cape.)
- B. Katalayi. * & Sivasubramaniam.S. A Context-based Perspective to Investigating the Construct Validity of Reading Assessment. Mediterranean ournal of Social sciences, Vol.5, No.17, 2014 (* Co-authored with my PhD supervisee at UWC, Western Cape.)
- Foncha, J.W.* & Sivasubramaniam, S., The Links between Intercultural Communication Competence and Identity construction in the UWCommunity. Mediterranean Journal of Social sciences, 5, No.10, 2014. (* Co-authored with my PhD supervisee at UWC, Western Cape.)
- S., Folktales in Language classrooms. South African Journal for Folklore Studies, Vol.23, No.1, 2013.
- Arpine.* & Sivasubramaniam. S., Implementing Literature in Armenian EFL Setting: An Ethnographic Study. Asian EFL Journal, Vol.15, No.3, 2013.
- (*Co-authored with my MA TEFL student at AUA, Yerevan.
- B. Katalayi. * & Sivasubramaniam.S. Careful Reading versus Expeditious Reading: Investigating the Construct Validity of a Multiple-choice Reading Test. Theory and Practice in Language Studies, Vol.3, No. 6 2013. (* Co-authored with my PhD supervisee at UWC, Western Cape.)
- Gyulazyan. * & Sivasubramaniam. S., The ELP as a Tool for Democratising Language Teaching. Journal of English as an International Language, Vol.7, No.1. 2012. (* Co-authored with my MA TEFL student at AUA, Yerevan.)
- Sivasubramaniam, ‘Constructivism in EIL: Issues and Insights for Teaching of EIL.’ Journal of English as an International Language, Vol.6, No.1. 2011.
- Sivasubramaniam, ‘Democratizing and Dehegemonizing Literature in the Service of language Education: Endeavours of Empowerment’. Armenian Anglistika Folica, Vol.6, No.2.2009.
- Bilton & Sivasubramaniam.S, ‘An Inquiry into Expressive Writing: A Classroom-Based Study’ Language Teaching Research, (with L. Bilton) Vol.13, No.3 2009.
- Sivasubramaniam, ‘Responding to Reading: Issues and Insights for Promoting Agency, Voice and Subjecthood in Reading and Assessment’ Asian EFL Journal, Vol. 11, No.1, 2009.
- Sakhyan* & Sivasubramaniam.S, ‘The Difficulties of Armenian Scholars trying to Publish in International Journals.’ ABAC Journal, Vol.28, No.2. 2008.(Co-authored with my MA TEFL student at AUA, Yerevan)
- Sivasubramaniam, ‘A Practitioner’s Perceptions on Assessment: Emerging Narratives of Teacher Empowerment’ Foreign Languages in Armenia, Issue 2, 2007.
- Sivasubramaniam, ‘Attempting a Well-defined Choice of Texts in Literature- Based EFL/ESL Settings: An Act of Teacher Empowerment’ Thai TESOL Bulletin, Vol. 19, No.2, 2006.
- Sivasubramaniam, ‘Promoting the Prevalence of Literature in the Practices of Foreign and Second Language Education: Issues and Insights’ Asian EFL Journal, Vol. 8, No.4, 2006.
- Sivasubramaniam, 'Signposting a Turnaround for Literature in Mainstream EFL/ESL: A Personal Enrichment Approach’ Thai TESOL Bulletin, Vol. 19, No. 1, 2006.
- Sivasubramaniam, ‘A Book Review of “Now Read On” McRae, J. and Vethamani, M. 2000 London: Routledge’ English Teacher, Vol.3, No.3, 2000.
- Sivasubramaniam, ‘Text-Based Focus in a Literature-Based Approach to Language Teaching’ The English Teacher, Vol. 1, No.3, 1996.
Edited collections: 20 issues of Journal of English as an International Language. **Available in PDF format; http://www.eilj.com
Forewords: 20 in Journal of English as an International Language. **Available in PDF format; http://www.eilj.com
Postgraduate Thesis Supervisions
MA/ MEd: 17 Completed
PhD: 13 Completed, 4 ongoing
Position: Extraordinary Professor
Email: albert@lcat.design / albert.weideman@ufs.ac.za
Tel: 028 314 0144
BIOGRAPHY
In addition to his appointment as Extraordinary Professor in the Department of Language Education at the University of the Western Cape, Professor Albert Weideman is the chairperson of the Inter-Institutional Centre for Language Development and Assessment (ICELDA), a partnership of several South African universities.
Prof. Weideman's research focuses on assessing academic literacy, and on how this relates to a theory of applied linguistics. His book, Responsible design in applied linguistics: Theory and practice (Springer, 2017), lays the groundwork for this.
He is a C1 rated researcher with the National Research Foundation (NRF). He has published widely in national as well as in international journals, and is the author or editor of several other books. The most recent, Assessing academic literacy in a multilingual society: Transition and transformation (Multilingual Matters, 2021) has drawn favourable reviews.
RESEARCH OUTPUT
See https://albertweideman.com
Email: albert@lcat.design / albert.weideman@ufs.ac.za
Tel: 028 314 0144
BIOGRAPHY
In addition to his appointment as Extraordinary Professor in the Department of Language Education at the University of the Western Cape, Professor Albert Weideman is the chairperson of the Inter-Institutional Centre for Language Development and Assessment (ICELDA), a partnership of several South African universities.
Prof. Weideman's research focuses on assessing academic literacy, and on how this relates to a theory of applied linguistics. His book, Responsible design in applied linguistics: Theory and practice (Springer, 2017), lays the groundwork for this.
He is a C1 rated researcher with the National Research Foundation (NRF). He has published widely in national as well as in international journals, and is the author or editor of several other books. The most recent, Assessing academic literacy in a multilingual society: Transition and transformation (Multilingual Matters, 2021) has drawn favourable reviews.
RESEARCH OUTPUT
See https://albertweideman.com
