The work of intercultural communication theorists such as Ting-Toomey (1999) and Gudykunst (2003) has informed curriculum design and teaching methodology of the courses developed for teaching isiXhosa for vocational purposes to second language (L2) learners. This seems to be an appropriate theoretical paradigm within multilingual South Africa, where intercultural communication is becoming a daily reality for a growing portion of the population. We make use of this theory to introduce and develop experiential understanding of multilingualism at Rhodes University in various departments and, more generally, on campus.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:rhodes/vital:27579 |
| Date | January 2009 |
| Creators | Kaschula, Russell H, Maseko, Pamela, Dalvit, Lorenzo, Mapi, Thandeka, Nelani, Linda, Nosilela, Bulelwa, Sam, Msindisi |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | article, text |
| Format | 17 pages, pdf |
| Rights | Stellenbosch University, Use of this resource is governed by the terms and conditions of the (http://creativecommons.org/licenses/by/3.0/.) |
| Relation | Stellenbosch Papers in Linguistics PLUS |
Page generated in 0.0018 seconds