On Editing South African Fiction

The purpose of this study was to create a theoretical overview of cultural differences and intercultural communication in eyewitness interviews in a multicultural context. Specifically, we focused on the context of South Africa, one of the most culturally diverse countries in the world. We conducted a critical review of the relevant literature and organized a focus group with 12 international experts from different academic fields and cultural informants from South Africa to identify and deepen our understanding of cultural factors that may play a role in eyewitness interviews. We differentiated between eyewitness factors (e.g., emotional response) and the interaction between interviewer and eyewitness (e.g., miscommunication). The main factors that emerged from the analysis were: individualism/collectivism, perception and presentation of facts, influence of demographics, presentation of self and personal style, subjective descriptions, emotional response, language, influencing behaviors in high-/low-context cultures, characteristics of the interaction and miscommunication. Each of these factors has a number of subcategories. The present article contributes to our understanding of cultural differences in eyewitness memory and intercultural communication by systematically collecting and analysing expert knowledge and situating it within the existing literature for the first time.

English is being taught in diverse contexts around the globe. Teaching of English in multilingual and multicultural contexts in Nepal is one of the major challenges in ELT. The majority of classes in Nepal consist of linguistic and cultural diversity where students need to have different learning materials, methodologies and learning styles which help them minimize the problems of interaction and comprehension. This article presents both challenges and opportunities of teaching English in multicultural and multilingual contexts. The problems created by linguistically heterogeneous learners and attitude of parents towards multilingual education are the major challenges for its effective implementation. Moreover, the problems of teachers and students are being addressed in this article along with some suggestions for teachers to solve them and make ELT more effective, better and easier.

The Learning Disabilities Diagnostic Inventory (LDDI) is a widely used diagnostic tool for identifying and diagnosing individuals with learning disabilities (LDs). Despite its extensive use, a thematic review of studies leveraging the LDDI in diverse linguistic and cultural contexts is yet to be conducted. This study aims to conduct a meticulous and thematic exploration of the extant body of research that leverages the LDDI in the diagnostic process of LDs, focusing on its adaptability, diagnostic parameters, and proficiency in diverse contexts. A comprehensive search was conducted using academic databases to identify studies using the LDDI. A thematic analysis was then employed on 23 studies to identify, analyse, and report patterns within the data. The analysis focused on five key themes covering the use of LDDI across different contexts and languages, its role in understanding the intersection of LDs and emotional behavioural difficulties, examination of LDs across gender, efficacy in diagnosing LDs in multilingual and multicultural contexts, and evaluation of cognitive skills and academic achievement. The LDDI demonstrates versatility and adaptability, being used in various languages and countries. The tool was found pivotal in studying the overlap of LDs and emotional and behavioural difficulties (EBDs) and instrumental in investigating gender differences in LDs. Furthermore, the LDDI was effective in differentiating intrinsic processing disorders from second language acquisition in multilingual and multicultural contexts and in evaluating cognitive skills and academic achievements in students. The LDDI is a robust diagnostic tool for LDs, demonstrating adaptability and effectiveness in different cultural, linguistic, and research contexts. It provides valuable insights into the intricate interplay between LDs, emotional behavioural difficulties, and gender differences and holds potential in multicultural and multilingual contexts. The insights gleaned from this review can inform the development of more holistic and effective intervention strategies that address the multifaceted needs of individuals grappling with LDs. Further research is needed to enhance the utility of LDDI in diverse contexts.

In the context of the successful bilingual education of children, the value of the theoretical framework of Jim Cummins is acknowledged by educators and researchers worldwide. This framework is also used extensively in South Africa to provide a structure for educators and researchers that are interested in the relationships between bi- and/or multilingualism and academic success in schools. Cummins consistently describes the context (types of learners, educational and political system, language landscape) within which his theoretical framework is operational and is careful not to extrapolate findings and implications to other contexts. Despite this sensitive approach to context, the framework is extended to the higher-education context in South Africa regularly. The extension of this framework beyond its original context to the higher-education context in South Africa attests to the engagement of higher-education practitioners to understand the relationship between language (specifically medium of instruction) and academic success in South Africa, as well as to the ‘face validity’ of the framework. In this article, the appropriateness of applying the Cummins theoretical framework to the highereducation context in South Africa is evaluated. Implications for the use of the framework in this context are explored.

Objective: This study investigates the potential of emergent digital literary forms, such as The New York Public Library’s InstaNovels, to challenge and reconfigure reading habits and foster a more inclusive reading culture. It aims to explore how digital technologies, through the lens of the technauriture paradigm, can problematise traditional definitions of reading, literacy, and reading culture, particularly within South Africa’s multicultural and multilingual context. Theoretical Framework: The research is situated within the technauriture paradigm first advanced by Kaschula (2011), which examines the intersection of orality, literacy, and technology. Supporting concepts, including multimodality, multiliteracies, and the complementary and displacement media models, provide critical tools for understanding how InstaNovels integrate diverse modes of information processing—linguistic, visual, and gestural—into the reading experience. These frameworks also highlight the interplay between new and traditional media, questioning whether digital formats displace or coexist with older literary forms, offering a deeper understanding of how digital platforms reshape reading practices. Method: This study employs a conceptual and theoretical approach, analysing the InstaNovels project as a case study to explore its implications for reading culture. Secondary data sources, including academic literature, media reports, and the New York Public Library’s tutorial videos, were examined to assess how this initiative exemplifies the principles of technauriture and challenges conventional approaches to literature. Results and Discussion: The findings reveal that InstaNovels seamlessly integrate traditional textual foundations with innovative digital features such as visual animations and gestural interactions, enhancing accessibility and engagement. By situating literature within the familiar context of Instagram, the project fosters a culture of reading that is intertwined with social interaction and playfulness. These results align with the complementary media model, suggesting that digital formats can coexist with and even enhance traditional literary practices. However, the study also considers the displacement model, discussing whether the popularity of such formats might detract from the depth and critical engagement typically associated with traditional reading. The adaptability of the technauriture framework is further explored in its potential for integrating South African oral traditions into digital formats. Research Implications: The research demonstrates the potential for digital platforms like Instagram to democratise access to literature, reimagining storytelling in ways that resonate with contemporary audiences. By bridging traditional narratives and modern technologies, the findings have implications for literacy initiatives, education, and cultural preservation, particularly in multilingual and multicultural contexts such as South Africa. Furthermore, the complementary media model underscores how these innovations can coexist with existing literary practices to enrich rather than replace them. Originality/Value: This study contributes to ongoing discussions about reading culture by showcasing how digital literary forms like InstaNovels embody the technauriture paradigm. Its originality lies in analysing how these projects reimagine reading habits, engage new audiences, and integrate diverse cultural practices into the digital landscape. The inclusion of the complementary and displacement models provides a nuanced perspective on the coexistence of new and traditional media. The relevance of this research is underscored by its potential to influence how literature is accessed, disseminated, and preserved in the digital age.

“Africa's First Woman Press Photographer”: Mabel Cetu's Photographs in <i>Zonk!</i>

Infants and toddlers with special needs within the developing context in South Africa are not currently receiving adequate early communication intervention services. The development of a model for service delivery to this population is imperative for the successful implementation of early communication intervention in the developing context in South Africa. The basic model of early intervention service delivery provides a theoretical basis for early intervention service delivery but has certain limitations when applied to the developing context in South Africa. Community-based intervention is proposed as an avenue for the delivery of health care services within primary health care although constraints in the application of community-based intervention exist. An integrated model of early communication intervention service delivery within community-based intervention is proposed and illustrated by presenting a case example.

This paper supports the idea of agroecology playing an integral role in development ‘smart cities’ and its application in different settlement contexts in South Africa. As alluded to in the People-Centered Smart Cities framework, the application of the smart cities approach can be extended to various settlement contexts. This paper promotes ‘the smart city’ concept in different contexts, including rural and small settlement environments, incorporating agroecology, a paradigm which guides us towards building sustainable and equitable urban environments. This approach can significantly contribute to the improved and more resilient design and development of human settlements. The Preferred Reporting Items for Reviews and Meta-analysis were employed to analyze primary and secondary data sources, thereby formulating descriptive and analytical themes around agroecology and smart cities. This paper utilized 54 articles, offering a robust foundation for the paper’s analysis and discussions. Additionally, the paper underscores the adherence to policy and legislative spaces for smart city strategy-led budgeting. It advocates for robust financial policies and long-term development financial strategies aligned with several the Sustainable Development Goals, but especially SGD 11, which is to create inclusive, safe, resilient, and sustainable cities and habitats. The construction of smart campuses, smart rural settlements, and smart school programs is demonstrated by the Centre for Ecological Intelligence at the University of Johannesburg’s food systems hub, the Phumulani rural agrivillage, and the Eastern Cape and Tshwane food security school programs. These showcase projects act as compelling models illustrating how the principles of smart cities can be applied to diverse settlement contexts.

This article explores adolescents' experiences of aggression in a secondary, multi-cultural school context in South Africa. The study group comprised of boys (n=24) and girls (n=17), attending grades 8–12. An inductive qualitative research approach was chosen where participants wrote about their experiences and participated in focused semi-structured interviews. Central themes were derived by means of a thematic content analysis. The results revealed that adolescents experienced negative feelings about aggression at school and that aggression was related to individual characteristics, the adolescent developmental stage, socialization, status, competition, home environment, prior experiences, learnt behaviour and the effect of the media and music. Exposure to aggression had emotional consequences such as feelings of anger, fear, depression, being controlled and a loss of self-content. Behavioural responses included retaliation, pacifism, vandalism and suicide. The findings suggest that learner involvement, conflict resolution skills and school guidance are necessary to manage aggression in the secondary school context.

Cyberbullying a desecration of information ethics

The role of e-skills within a community context in South Africa have been conceptualised in 2010 in accordance with the country?s National e-Skills Plan (NeSPA). From this, the concept of e-literacy (or digital literacy) within a community context in South Africa has been formulated. A concept that has caught the interest of researchers in education and that has the potential to be included as a learning pathway of e-literacy in future, is media literacy. There is however not yet clarity on the definition and role of media literacy within an e-literate community setting in South Africa. The term ?media? encapsulates all types of communication channels, including newspapers, magazines, TV, radio, billboards, mail, telephone, fax and the internet. With the rapid advancement of ICTs, digital media is of specific importance. Media can be biased in various ways, in unpredictable and fluctuating degrees, and for various reasons. This leads us to the question: ?How can one consume news without walking away either wrong or disenchanted?? Media literacy offers a solution to this question. This paper examines the status of media literacy in developing countries, with the focus on Africa, and explores how media literacy can contribute to making the community?urban, peri-urban and rural?in South Africa more efficient and well-informed about the world around them, so that they can become scrupulous listeners, readers, and watchers of news and other media and subsequently contribute to democracy. A comprehensive literature review has been adopted as method to provide an overview of media literacy within a community context. Some of the findings include: i) To date, developed countries have provided significantly more support, including funding, for media literacy than developing countries; ii) In developing countries, funding is first and foremost allocated to issues that are crucial and pressing before any medium- and long-term plans, and media literacy is not viewed as one of the essential issues; iii) Although the term ?media literary? has been in existence since the eighties, developing countries view the term as ?relatively new? and have not yet standardised on a clear and inclusive definition of media literacy within a community context; iv) Developed countries are promoting and rolling out media literacy programmes across the globe; v) Some developing countries, including Mexico and South Africa, are engaged in research and/or training programmes to promote media literacy nationally.

CITATION: Millin, T. J. &amp; Millin, M. W. 2014. Scaffolding academic literacy using the reading to learn intervention : an evaluative study of a tertiary education context in South Africa. Per Linguam : a Journal of Language Learning, 30(3): 26-38, doi: http://dx.doi.org/10.5785/30-3-590

In the 2020-2021 epoch, South Africa faced the arduous challenge of fighting COVID-19 due to limited resources. This paper reflects how the disease affected communities in eclectic rural contexts in South Africa. This article applied a review of the literature methodology. The researchers drew their literature from journal articles, book chapters, and informal community conversations amid the researchers’ experiential intuition. The article reflects that South African rural communities faced coronavirus-driven dilemmas due to the following factors: Society being subjected to conflicting messages, a state of stigma and stigmatisation, misleading information packaging, fear associated with failure to understand the disease’s aetiology and epidemiology; and states of poverty associated with loss of several business closures and termination of employment; the phenomenon of myths and misinformation; scepticisms and conspiracies; as well as a manifestation of various forms of love deficit. This article recommends that social service professionals such as psychologists, counsellors, and social workers be on the frontline to conduct psychotherapeutic education to communities to build their resilience to fight the coronavirus. The study provides scientific data on the historical glimpse of the impact of pandemics in rural communities of South Africa. It prepares societies for other pandemics that may come in the future. Keywords: Community Dilemmas, Coronavirus, Myths, Entrepreneurial Spirit, Fear.

Background: This research is an exploratory pilot study into the phenomenon of caregiving for people with dementia in a rural context in South Africa. Method: This study used a qualitative method of inquiry for conducting individual interviews with five caregivers to collect the data. The interviews were conducted in the local language of isiZulu. All interviews were audiotaped, and then transcribed into English. Transcriptions were analysed using thematic analysis.Findings: There were three main emergent themes, namely views and responsibilities of the caregiver, impact of caregiving, and skills and services to assist the caregiver. There were numerous subsidiary themes such as acceptance of the ageing process, a sense of duty and kinship in African culture, and dealing with problem behaviours. Caregiving was also viewed as a character-building experience, and has major implications such as promoting social isolation, restricting activities of daily living, reducing employment and increasing financial burden. Services that would alleviate caregiver burden are education, caregiver training, a financial grant and respite care.Conclusions: Although these findings are not generalisable, it would appear that caregivers of people with dementia suffer significant psychosocial distress, and would benefit from emotional and financial support. It remains to be seen who will provide this support, but policy-makers as well as governmental and non-governmental organisations will have to factor this into their forward planning to render an effective service for people with dementia and their families. Advocacy groups should also disseminate information on dementia and caregiving responsibility, whilst healthcare professionals should screen for caregiver stress or caregiver burden in individuals caring for people with dementia.

This paper explores one aspect of early literacy development in a low socio-economic context in South Africa. Assessments conducted with a sample of children from two disadvantaged communities in Cape Town indicated that in this context, almost half of the learners entering Grade One were unable to recognise any letters. A Grade R intervention conducted by volunteers showed that children from this context were able to learn letter-sounds in Grade R through a programme that focused on teaching letter-sounds in the context of building language skills, emergent writing and concepts about print. In order to strengthen the effectiveness of the intervention, the volunteer programme was supplemented by support for the Grade R teacher and teaching assistant. Follow-up assessments of one of the intervention groups at the end of Grade One revealed significant correlations between early Grade One letter knowledge and end of Grade One word reading and spelling skills. The findings of this exploratory study are in line with research that shows the importance of letter-sound knowledge in the earliest stages of learning to read. This raises concerns about the historical lack of emphasis in the Grade R curriculum on this aspect of early literacy development. Although the study has a narrow focus and conclusions cannot be drawn about other aspects of early literacy learning in this context, the results suggest an urgent need for quality Grade R teacher training programmes with a specific focus on emergent literacy.