Appell, G. N. 2014. Documenting oral literature: Theory, methods and ethical issues. In Maffi, L., & Dilts, O. (eds.), Documenting and Revitalizing Oral Traditions. Washington, DC: Terralingua, pp. 4–6.Google Scholar

Atran, S. 1998. Folk biology and the anthropology of science: Cognitive universals and cultural particulars. Behavioural and Brain Sciences 21(4): 547–609.Google Scholar

Axford, H. 2015. Government chooses Telkom to roll out broadband in rural areas. www.clickncompare.co.za/latest-news-313/government-chooses-telkom-to-roll-out-broadband-in-rural-areas (accessed 17 June 2018).Google Scholar

Ballard, C. 1989. Traders, trekkers and colonists. In Duminy, A. & Guest, B. (eds.), Natal and Zululand from Earliest Times to 1910. Pietermaritzburg: Shuter & Shooter.Google Scholar

Behari-Leak, K., Masehela, L., Marhaya, L., Tjabane, M., & Merckel, N. 2017. Decolonising the curriculum: It’s in the detail, not just in the definition. Conversation. https://theconversation.com/decolonising-the-curriculum-its-in-the-detail-not-just-in-the-definition-73772 (accessed 19 April 2018).Google Scholar

Beresford Family Society. 2013. The Beresford Family Society. www.beresfordfamilysociety.org.uk/origins.html (accessed 4 January 2013).Google Scholar

Battiste, M. 2005. Indigenous knowledge: Foundations for first nations. www2.viu.ca/integratedplanning/documents/IndegenousKnowledgePaperbyMarieBattistecopy.pdf (accessed 20 June 2016).Google Scholar

Belcher, S. 2016. Oral traditions as sources. Oxford Research Encyclopaedia of African History. Oxford Research Encyclopedia of African History. http://africanhistory.oxfordre.com/view/10.1093/acrefore/9780190277734.001.0001/acrefore–9780190277734–e–363?print=pdf (accessed 1 May 2018).Google Scholar

Broster, J. A. 1967. Red Blanket Valley. Johannesburg: Hugh Keartland.Google Scholar

BusinessTech. 2015. South Africa’s education system vs the world. https://businesstech.co.za/news/lifestyle/87310/south-africas-education-system-vs-the-world/ (accessed 24 April 2016).Google Scholar

Campbell, J. R. 2006. Who are the Luo? Oral tradition and disciplinary practices in anthropology and history. Journal of African Cultural Studies 18(1): 73–87.CrossRefGoogle Scholar

Cocks, M. 2006. Biocultural diversity: Moving beyond the realm of “Indigenous” and “Local” people. Human Ecology 34(2): 185–200.Google Scholar

Cocks, M., Vetter, S., & Wiersum, K. F. 2018. From universal to local: Perspectives on cultural landscape heritage in South Africa. International Journal of Heritage Studies 24(1): 35–52.CrossRefGoogle Scholar

Cohen, D. W. 1989. The undefining of oral tradition. Ethnohistory 36(1): 9–18.Google Scholar

Crampton, H. 2004. The Sunburnt Queen. Johannesburg: Jacana.Google Scholar

De Kock, W. J., Krüger, D. W., & Beyers, C. J. (eds.). 1968. Dictionary of South African Biography. Pretoria: Nasional Boekhandel Bpk. for National Council for Social Research, Department of Higher Education.Google Scholar

Evans, W. 2015. Posthuman rights: Dimensions of Transhuman worlds. Revista Teknokultura 12(2): 373–384.Google Scholar

FamilySearch. 2012. England births and christenings, 1538–1975. https://familysearch.org/ark:/61903/1:1:J7QS–7VC (accessed 1 December 2014).Google Scholar

Feyerabend, P. 1975. Against Method. London: New Left Books.Google Scholar

Foucault, M. 1980. Two lectures. In Gordon, C. (ed.), Power/Knowledge: Selected Interviews and Other Writings, 1972–1977. Brighton: Harvester Press, pp. 78–108.Google Scholar

Gay y Blasco, P. G., & Wardle, H. 2007. How to Read Ethnography. New York: Routledge Taylor & Francis.Google Scholar

Gehl, L. 2010. From cognitive imperialism to indigenizing ‘the learning wigwam’ in Indigenous Voices, Indigenous Research. http://winhec.org/wp-content/uploads/2016/06/2010WINHECJournalreducedfile.pdf (accessed 20 June 2016).Google Scholar

Goduka, N. 2005. Eziko: Sipheka sisophula. Nguni foundations for educating/researching for sustainable development. South African Journal of Higher Education 19(3): 58–72.Google Scholar

Goduka, N. 2012. From positivism to indigenous science. Africa Insight 41(4): 123–138.Google Scholar

Harris, M. 1969. The Rise of Anthropological Theory: A History of Theories of Culture. London: Routledge & Kegan Paul.Google Scholar

Hayward, J. 2011. Cultural identity of entrants into Xhosa culture. www.archivalplatform.org/blog/entry/cultural_identity/ (accessed 14 June 2018).Google Scholar

Hayward, J. 2016. Exploring the genealogy of the clans on the Wild Coast. www.youtube.com/watch?v=o7ovIsNA5EY (accessed 14 June 2018).Google Scholar

Hayward, J. 2018. ‘We are white’: Oral tradition, documented history and molecular biology of Xhosa clans descended from non-African forebears and their expression of this ancestry through the idiom of ancestor religion. Doctor of Philosophy, Department of Anthropology, Rhodes University, South Africa.Google Scholar

Heleta, S. 2016. Universities decolonisation: Academics must change what they teach, and how. Conversation. https://theconversation.com/decolonisation-academics-must-change-what-they-teach-and-how-68080 (accessed 19 April 2018).Google Scholar

Hoernlé, W. 1937. ‘Social organisation’ in The Bantu-speaking tribes of South Africa; an ethnographical survey. Schapera, I. (ed.). London: G. Routledge & Sons, Ltd.Google Scholar

Horton, R. 1967. African traditional thought and Western science part I: From tradition to science. Africa 37(1): 50–71.CrossRefGoogle Scholar

Kirby, P. R. 1954. Gquma, Mdepa and the amaTshomane clan: A by-way of miscegenation in South Africa. African Studies 13(1): 1–24.Google Scholar

Kuhn, T. S. 1962. The Structure of Scientific Revolutions. Chicago, IL: University of Chicago Press.Google Scholar

Kuhn, T. S. 1985. The Copernican Revolution: Planetary Astronomy in the Development of Western Thought. Cambridge, MA: Harvard University Press.Google Scholar

Lowe, C. C. 1995. Soga, John Henderson. https://dacb.org/stories/south-africa/soga-jh/ (accessed 5 May 2018).Google Scholar

Lowie, R. H. 1915. Oral Tradition and History. American Anthropologist 17(3): 597–599.Google Scholar

Maffi, L. 2007. Biocultural diversity and sustainability. In Pretty, J., Ball, A., Benton, T., Guivant, J., Lee, D. R., Orr, D., Pfeffer, M., & Ward, H. (eds.), The SAGE Handbook of Environment and Society. Los Angeles: Sage Publications.Google Scholar

Maffi, L. 2014. Introduction. In Maffi, L., & Dilts, O. (eds.), Documenting and Revitalizing Oral Traditions. Washington, DC: Terralingua.Google Scholar

Mahlangu, J. (Chairperson). 2018. Minutes of meeting concerning the progress and Annual Performance Plan of SA Connect. https://pmg.org.za/committee–meeting/26448/ (accessed 17 June 2018).Google Scholar

Makuliwe, M. C. 1990. The Praises (izithutho or izinqulo) of South-eastern Bantu Clans. Unpublished research.Google Scholar

Malinowski, B. 1948 [1926]. Magic, Science and Religion and Other Essays. Glencoe, IL: Free Press.Google Scholar

Mane, J. 2009. Kaupapa Māori: A community approach. www.review.mai.ac.nz/index.php/MR/article/viewFile/243/282. (accessed 20 June 2016).Google Scholar

Marcus, G. E., & Cushman, D. 1982. Ethnographies as texts. Annual Review of Anthropology 11: 25–69.Google Scholar

McAllister, P. 1993. Public oratory in Xhosa ritual: Tradition and change. Ethnology 32(3): 291–304.Google Scholar

McAllister, P. (ed.). 1997. Culture and the Commonplace. Johannesburg: Witwatersrand University Press.Google Scholar

McDonald, L. M. 2017. The Formation of the Biblical Canon. Vol. 1, The Old Testament: Its Authority and Canonicity. New York: Bloomsbury.Google Scholar

Mgqwashu, E. 2016. Universities can’t decolonise the curriculum without defining it first. Conversation. https://theconversation.com/universities-cant-decolonise-the-curriculum-without-defining-it-first-63948 (accessed 19 April 2018).Google Scholar

Miah, A. 2008. A critical history of posthumanism. In Gordijn, B. & Chadwick, R. (eds.), Medical Enhancement and Posthumanity. Dordrecht: Springer, pp. 71–94.Google Scholar

Mohan, G. 1999. Not so distant, not so strange: The personal and the political in participatory research. Philosophy & Geography 2(1): 41–54.Google Scholar

Mokoena, M. P., Mutanda, T., & Olaniran, A. O. 2016. Perspectives on the probiotic potential of lactic acid bacteria from African traditional fermented foods and beverages. Food & Nutrition Research 60(1): 29630.Google Scholar

Muller, S. M. 2018. Free higher education in South Africa: Cutting through the lies and statistics. Conversation. https://theconversation.com/free-higher-education-in-south-africa-cutting-through-the-lies-and-statistics-90474 (accessed 25 April 2018).Google Scholar

Muraina, M. B. 2015. Oral tradition as a reliable source of historical writing: Arguments for and against the implications for historical writing in education. Historical Research Letter 22: 17–20.Google Scholar

Ndlazi, S. 2018. History to become a compulsory subject from 2023. www.iol.co.za/the–star/news/history–to–become–a–compulsory–subject–from–2023–15261637 (accessed 14 June 2018).Google Scholar

Newbury, D. 2007. Contradictions at the heart of the canon: Jan Vansina and the debate over oral historiography in Africa, 1960–1985. History in Africa 34: 213–254.Google Scholar

Nyathi, N. 2016. Decolonising the curriculum: The only way through the process is together. Conversation. https://theconversation.com/decolonising-the-curriculum-the-only-way-through-the-process-is-together-69995 (accessed 19 April 2018).Google Scholar

O’Byrne Spencer, S. 1992. British Settlers in Natal 1824–1857: A Biographical Register. Vol. 4, Cadle – Coventry. Pietermaritzburg: University of Natal Press.Google Scholar

Ogot, B. 1967. History of the Southern Luo. Nairobi: East African Publishing House.Google Scholar

Owusu, M. 1978. Ethnography of Africa: The usefulness of the useless. American Anthropologist 80(2): 310–334.Google Scholar

Pihama, L. 2010. Kaupapa Mäori theory: Transforming theory in Aotearoa. He PuKenga Körero Raumati 9(2), 5–14.Google Scholar

Pitika Ntuli, P. 2002. Indigenous knowledge systems and the African renaissance. In Hoppers, O. (ed.), Indigenous Knowledge and the Integration of Knowledge Systems: Towards a Philosophy of Articulation. Cape Town: New Africa Education, pp. 53–66.Google Scholar

Reynolds, P. F. A. 2004. Nga Puni Whakapiri: Indigenous Struggle and Genetic Engineering. Doctor of Philosophy, School of Communication, Simon Fraser University, Canada.Google Scholar

Shava, S. 2016. The application/role of indigenous knowledges in transforming the formal education curriculum: Cases from southern Africa. In Msila, V. & Gumbo, M. T. (eds.), Africanising the Curriculum: Indigenous Perspectives and Theories. Stellenbosch: Sun Media, pp. 121–140.Google Scholar

Soga, J. H. 1930. The South-eastern Bantu (Aba-Nguni, Aba-Mbo, Ama-Lala). Johannesburg: Witwatersrand University Press.Google Scholar

Soga, J. H. 1931. The ama-Xosa: Life and Customs. Lovedale: Lovedale Press.Google Scholar

Soga, T. B. 1937. Intlalo ka Xosa. Lovedale: Lovedale Press.Google Scholar

South African Broadcasting Corporation. 2015. SABC Education: Our programmes. www.sabceducation.co.za/programmes (accessed 17 June 2018).Google Scholar

South African Broadcasting Corporation. 2018. SABC Education: Virtual Academy. www.seva.co.za/ (accessed 17 June 2018).Google Scholar

Strang, P. 2003. An appropriate question? The propriety of anthropological analysis in the Australian political arena. In Caplan, Pat (ed.), The Ethics of Anthropology. London: Routledge, pp. 172–194.Google Scholar

Theal, G. M. 1897. History of South Africa under the Administration of the Dutch East India Company (1652–1795). London: Swan Sonnenschein.Google Scholar

Tyler, S. A. 1982. Words for deeds and the doctrine of the secret world: Testimony to a chance encounter somewhere in the Indian jungle. Proceedings of the Chicago Linguistic Society, University of Chicago, 15–16 April 1882.Google Scholar

University of KwaZulu-Natal. 2006. Language Policy of the University of KwaZulu-Natal. http://registrar.ukzn.ac.za/Libraries/policies/Language_Policy_-_CO02010906.sflb.ashx (accessed 25 April 2018).Google Scholar

Vansina, J. 1985. Oral Tradition as History. London: James Currey.Google Scholar

Vansina, J. 1994. Living with Africa. Madison: University of Wisconsin Press.Google Scholar

Waghid, Y., Waghid, F., & Waghid, Z. 2018. What happens when you put African philosophies at the centre of learning? Conversation. https://theconversation.com/what-happens-when-you-put-african-philosophies-at-the-centre-of-learning-95465 (accessed 19 April 2018).Google Scholar

Wasunna, C., Jemee, T., & Paul, N. 2014. Informed consent in an Africa context. In Kruger, M., Ndebele, P., & Horn, L. (eds.), Research Ethics in Africa: A Resource for Research Ethics Committees. Stellenbosch: SUN Press, pp. 57–62.Google Scholar

Webb, C. De B., & Wright, J. B. (eds.). 1976. The James Stuart Archive of Recorded Oral Evidence Relating to the History of the Zulu and Neighbouring Peoples. Pietermaritzburg: University of Natal Press.Google Scholar

Wild, R., & Slade, L. 2014. Using participatory video to document the cultural and spiritual values of scared natural sites in Zanzibar. In Maffi, L. & Dilts, O. (eds.), Documenting and Revitalizing Oral Traditions. Washington, DC: Terralingua.Google Scholar

Wiles, R., Crow, G., Heath, S., & Charles, V. 2008. The management of confidentiality and anonymity in social research. International Journal of Social Research Methodology 11(5): 417–428.Google Scholar

Wolf, E. R. 1982. Europe and the People without History. Berkeley: University of California Press.Google Scholar

Wolfe, C. 2009. What Is Posthumanism? Minneapolis: University of Minnesota Press.Google Scholar

Anthonissen, C. 2010. Managing linguistic diversity in a South African HIV/AIDS day clinic. In Meyer, B. & Apfelbaum, B. (eds.), Multilingualism at Work: From Policies to Practices in Public, Medical and Business Settings. Amsterdam: John Benjamins, pp. 107–139.Google Scholar

Badat, S. 2009. Theorising institutional change: Post 1994 South African higher education. Studies in Higher Education, 34(4): 455–467.Google Scholar

Bandia, P. 2009. African tradition. In Baker, M. & Saldanha, G. (eds.), Routledge Encyclopedia of Translation Studies (2nd ed.). London: Routledge, pp. 313–320.Google Scholar

Bandia, P. 2010. Translation. In Irele, F. A. & Jeyifo, B. (eds.), The Oxford Encyclopedia of African Thought (Vol. 2). Oxford: Oxford University Press, pp. 386–390.Google Scholar

Beaton-Thome, M. 2004. Ideology and Interpreting, ‘Translation Studies: Doubts and Directions’, EST Conference, University of Lisbon, Portugal.Google Scholar

Bozzoli, B. 2015. Behind the university funding crisis. www.politicsweb.co.za/news-and-analysis/behind-the-university-funding-crisis (accessed 19 February 2018).Google Scholar

Cohen, J. 1988. Statistical Power Analysis for the Bevahioural Sciences (2nd ed.). Hillsdale, NJ: Erlbaum.Google Scholar

De Souza, L. M. T. M. 2007. Entering a culture quietly: Writing and cultural survival in indigenous education in Brazil. In Makoni, S., and Pennycook, A. (eds.), Disinventing and Reconstituting Languages. Clevedon: Multilingual Matters, pp. 135–169.Google Scholar

Deumert, A. 2010. ‘It would be nice if they could give us more language’: Serving South Africa’s multilingual patient base. Social Science & Medicine, 71(1): 53–61.Google Scholar

Diriker, E. 2004. De-/Re-Contextualising Conference Interpreting: Interpreters in the Ivory Tower? Series, Benjamin’s Translation Library, 53. Amsterdam & Philadelphia: John Benjamins, p. 223.Google Scholar

El-Shahir, A. 2013. Interpreting political discourse at the Pan African Parliament in Arabic. Unpublished MA thesis in Translation. Johannesburg: Witwatersrand University.Google Scholar

Ellis, S. M. & Steyn, H. S. 2003. Practical significance (effect sizes) versus or in combination with statistical significance (p-values). Management Dynamics, 12(4): 51–53.Google Scholar

Fink, A. 2005. Conducting Research Literature Reviews. London: Sage Publications.Google Scholar

Hwang, S. 2007. Utilizing qualitative data analysis software: A review of Atlas.ti. Social Science Computer Review, 26(4): 519–527.Google Scholar

Kaschula, R. H. 1999. Imbongi and griot: Toward a comparative analysis of oral poetics in Southern and West Africa. Journal of African Cultural Studies, 12(1): 55–76.CrossRefGoogle Scholar

Kaschula, R. H. 2017. Word of welcome. Presentation at the CLASA Conference, Rhodes University, Grahamstown, 26–28 June.Google Scholar

Kekana, M., Isaacs, L., & Corke, E. 2015. Tuition fee protests shut down 2 of SA’s biggest universities. Eyewitness News, 19 October. http://ewn.co.za/2015/10/19/Fee-protests-shuts-down-3-of-SAs-biggest-universities (accessed 19 February 2018).Google Scholar

Kotzé, H. 2012. ’n Ondersoek na die veranderlike rol van die opvoedkundige tolk/A study into the changeable role of the educational interpreter. PhD thesis, North-West University, Potchefstroom Campus, Potchefstroom.Google Scholar

Krog, A. 1998. Country of My Skull. London: Random House.Google Scholar

Leibowitz, B. 2017. Introduction: Reflections on higher education and the public good. In Leibowitz, B. (ed.), Higher Education for the Public Good: Views from the South. Stellenbosch: African SunMedia, xvii–xxv. DOI 10.18820/9781928357056/00.Google Scholar

Levin, M. E. 2006. Language as a barrier to care for Xhosa-speaking patients at a South African paediatric teaching hospital. South African Medical Journal, 96 (10): 1076–1079.Google Scholar

Lubbe, J. 2002. Die aard van bydraes van Taalfasette en Suid-Afrikaanse Tydskrif virTaalkunde, 1965 tot en met Desember 1999. Southern African Linguistics and Applied Language Studies, 20(1&2): 65–91.Google Scholar

Lyster, R. 2016. The student protests roiling South Africa. New Yorker, 21 October. www.newyorker.com/news/news-desk/the-student-protests-roiling-south-africa (accessed 21 June 2017).Google Scholar

Mangaberia, W. C., Lee, R. M., & Fielding, N. G. 2004. Computers and qualitative research: Adoption, use, and representation. Social Science Computer Review, 22(2): 167–178.Google Scholar

Okoli, C. & Schabram, K. 2010. A guide to conducting a systematic literature review of information systems research. https://pdfs.semanticscholar.org/31dc/753345d5230e421ea817dd7dcdd352e87ea2.pdf (accessed 7 June 2016).Google Scholar

Pfaff, C. & Couper, I. 2009. How do doctors learn the spoken language of their patients? South African Medical Journal, 99(7): 520–522.Google Scholar

Pochhacker, F. 1995. Simultaneous interpreting: A functionalist approach. Hermes, Journal of Linguistics, 14: 31–53.Google Scholar

Salager-Meyer, F. 2008. Scientific publishing in developing countries: Challenges for the future. Journal of English for Academic Purposes, 7(2): 121–132.Google Scholar

Schlemmer, A. & Mash, B. 2006. The effects of a language barrier in a South African district hospital. South African Medical Journal, 96(10): 1084–1087.Google Scholar

Stuart, J. 1968. Izibingo: Zulu Praise Poems. Oxford: Clarendon Press.Google Scholar

Van Rooy, B. & Pienaar, M. 2006. Trends in recent South African linguistic research. Southern African Linguistics and Applied Language Studies, 24(2): 191–216.Google Scholar

Verhoef, M. 2008. Introduction. In Verhoef, M. & Du Plessis, T. (eds.), Multilingualism and Educational Interpreting: Innovation and Delivery. Pretoria: Van Schaik, xii–xiv.Google Scholar

Wadensjo, C. 2011. Interpreting in theory and practice reflections about an alleged gap. In Alvstad, C., Hild, A. & Tiselius, E. (eds.), Methods and Strategies of Process Research. Amsterdam and Philadelphia: John Benjamins, pp. 13–21.Google Scholar

Wadensjo, C. 2014. Interpreting in crisis. In Mason, I. (ed.). Triadic Exchanges: Studies in Dialogue and Interpreting. London & New York: Taylor & Francis Group, pp. 71–86.Google Scholar

Wallmach, K. 2013. Providing truly patient-centred care: Harnessing the pragmatic power of interpreters. Stellenbosch Papers in Linguistics, 42: 393–414. DOI 10.5842/42-0-214.Google Scholar

Wallmach, K. 2014. Recognising the ‘little perpetrator’ in each of us: Complicity, responsibility and translation/interpreting in institutional contexts in multilingual South Africa. Perspectives: Studies in Translatology, 22(4): 566–580. DOI 10.1080/0907676X.2014.948893.Google Scholar

Wallmach, K. 2015. Africa. In Pöchhacker, F. (ed.), Routledge Encyclopaedia of Interpreting Studies. Abingdon: Routledge, pp. 8–11.Google Scholar

Alexander, N. 2003. The African renaissance and the use of African languages in tertiary education. PRAESA Occasional Papers No. 13. Cape Town: PRAESA, pp. 1–42.Google Scholar

Alexander, N. 2005. The potential role of translation as social practice for the intellectualization of African Languages. PRAESA Occasional Papers No. 33. Cape Town: PRAESA, pp. 1–28.Google Scholar

Alexander, N. 2007. The role of African universities in the intellectualization of African languages. Journal of Higher Education in Africa/Revue de l’enseignement supérieur en Afrique, 5(1): 29–44.Google Scholar

Bamgbose, A. 1991. Language and the Nation: The Language Question in Sub-Saharan Africa. Edinburgh: Edinburgh University Press.Google Scholar

Brock-Utne, B. & Skattum, I. 2009. Languages and Education in Africa: A Comparative and Transdisciplinary Analysis. Oxford: Symposium Books Ltd.Google Scholar

Bryman, A. 2012. Social Research Methods (4th ed.). New York: Oxford University Press.Google Scholar

Cummins, J. 1989. The sanitized curriculum: Educational disempowerment in a nation at risk. In: Johnson, D. M. and Roen, D. H. (eds.), Richness in Writing: Empowering ESL Students. New York: Longman.Google Scholar

Hlongwa, Nobuhle. 2009. Ukuhlelwa Kolwimi: IsiZulu Language Planning Manual. Pietermaritzburg, Cape Town: Shuter & Shooter Publishers, pp. 1–181.Google Scholar

Heugh, K. 2003. Language policy and democracy in South Africa. Published PhD thesis. Centre for Research on Bilingualism. Stockholm University.Google Scholar

Maseko, P. 2011. Intellectualisation of African languages with particular reference to isiXhosa. Unpublished PhD thesis. Grahamstown: Rhodes University.Google Scholar

Mawonga, S. 2015. Bilingual teaching practices in South African higher education: Making a case for terminology planning. Unpublished MA thesis, Rhodes University, Grahamstown.Google Scholar

Mawonga, S., Maseko, P., & Nkomo, D. 2014. The centrality of translation in the development of African languages for use in South African higher education institutions: A case study of a political science English-isiXhosa glossary in a South African university. Alternation Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, Special Edition, 17: 55–79.Google Scholar

Mbude-Shale, N. B. N. 2013. Exploring the correlation between language medium and academic achievement: A comparative study of the language of learning and teaching (LoLT) and mathematics results in the 2010 grade 12 National Senior Certificate Examinations in the Eastern Cape. Unpublished MA thesis, Rhodes University, Grahamstown.Google Scholar

McNelly, C. A. 2015. Language learning policy through the lens of language as a problem, as a right and as a resource. NABE Journal of Research and Practice, 6: 1–22.Google Scholar

Mesthrie, R. 2008. Necessary versus sufficient conditions for using new languages in South African higher education: A linguistic appraisal. Journal of Multilingual and Multicultural Development, 29(4): 325–340.Google Scholar

Mkhize, N. 2016. Away with Good Bantus: De-linking African language literature from culture, ‘tribe’ and propriety. Sage Journals, 15(1): 146–152. Article first published online: 19 January 2016. https://doi.org/10.1177/1474022215613600Google Scholar

Obanya, P. 2004. Learning in, with, and from the first language. PRAESA Occasional Papers No. 19, pp. 1–30.Google Scholar

Paxton, M. I. J. 2009. ‘It’s easy to learn when you using your home language but with English, you need to start learning the language before you get to the concept’: Bilingual concept development in an English medium university in South Africa. Journal of Multilingual and Multicultural Development, 30(4): 345–359.Google Scholar

Planas, N. & Setati-phakeng, M. 2014. On the process of gaining language as a resource in mathematics education. FIZ Karlsruhe, 10(46): 883–893.Google Scholar

Probyn, M. 2015. Pedagogical translanguaging: Bridging discourses in South African science classrooms. Language and Education, 29(3): 218–234.Google Scholar

Seddon, G. M. 1978. The properties of Bloom’s Taxonomy of educational objectives for the cognitive domain. American Educational Research Association, 48(2): 303–323.Google Scholar

Tashakkori, A. & Teddlie, C. 2003. Handbook of Mixed Methods in Social & Behavioral Research. Thousand Oaks, CA: Sage Publications.Google Scholar

Venkatesh, V., Brown, S. A., & Sullivan, Y. W. 2013. Guidelines for conducting mixed-methods research: An extension and illustration. Journal of the Association for Information Systems, 17(7): 435–495.Google Scholar

Von Witt, N. 2013. Cracking the code: An exploration of codeswitching used by Mathematics and Natural Science and Technology teachers at a Grahamstown School. Rhodes University: Grahamstown.Google Scholar

Wababa, Z. 2009. How scientific terms are learnt in intermediate phase. Unpublished MA thesis, Stellenbosch University, Stellenbosch.Google Scholar

Baker, M. 1992. In Other Words: A Coursebook on Translation. London: Routledge.Google Scholar

Bennett, R. E. 2011. Formative Assessment: A Critical Review. Assessment in Education: Principles, Policy and Practice, 18(1): 5–25.Google Scholar

Brown, S., & Race, P. 2012. Using Effective Assessment to Promote Learning. Teaching in Focus: A Learning-Centred Approach. In Hunt, L. & Chalmers, D. (eds.), Australian Council for Educational Research. Abingdon: Routledge, pp. 74–91.Google Scholar

Chesterman, A. 2016. Memes of Translation: The Spread of Ideas in Translation Theory (Revised ed.). Amsterdam: John Benjamins.Google Scholar

De Guerrero, M., & Villamil, O. 2000. Activating the ZPD: Mutual Scaffolding in L2 Peer Revision. Modern Language Journal, 84(1): 51–68.Google Scholar

Del Valle, J. 2014. The Politics of Normativity and Globalization: Which Spanish in the Classroom? Modern Language Journal, 98(1): 358–372.Google Scholar

Ertmer, P. A., & Newby, T. J. 2013. Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 26(2): 43–71.Google Scholar

Étienne, C., & Vanbaelen, S. 2017. Exploring Symbolic Competence: Constructing Meaning(s) and Stretching Cultural Imagination in an Intermediate College-Level French Class. L2 Journal, 9(2): 63–83.Google Scholar

Fairclough, N. 2013. Critical Language Awareness. London: Routledge.Google Scholar

Frey, N., & Fisher, D. 2011. The Formative Assessment Plan. Alexandria: ASCD.Google Scholar

Gould, J. 2012. Learning Theory and Classroom Practice in the Lifelong Learning Sector (2nd ed.). London: Sage Publications.Google Scholar

Huddleston, P., & Unwin, L. 2013. Teaching and Learning in Further Education (4th ed.). London: Routledge.Google Scholar

Károly, A. 2014. Translation in Foreign Language Teaching: A Case Study from a Functional Perspective. Linguistics and Education, 25: 90–107.Google Scholar

Kelly, N., & Bruen, J. 2014. Translation as a Pedagogical Tool in the Foreign Language Classroom: A Qualitative Study of Attitudes and Behaviours. Language Teaching Research, 19(2): 150–168.Google Scholar

Knight, P. 2001. A Briefing on Key Concepts; Formative and Summative, Criterion and Norm-Referenced Assessment. York: Learning and Teaching Support Network.Google Scholar

Koshiba, K. 2017. Mediating between Discourse Worlds: Developing the Symbolic Competence of Advanced-Level Bilingual Learners of Japanese through Translation. Language and Intercultural Communication, 17(2): 229–243.Google Scholar

Kramsch, C. 2006. From a Communicative Competence to Symbolic Competence. Modern Language Journal, 90(2): 249–252.CrossRefGoogle Scholar

Kramsch, C. 2008. Ecological Perspectives on Foreign Language Education. Language Teaching, 41(3): 389–408.Google Scholar

Kramsch, C. 2011. The Symbolic Dimensions of the Intercultural. Language Teaching, 44(3): 354–367.Google Scholar

Kramsch, C. 2012. Im Gespräch: An Interview with Claire Kramsch on the ‘Multilingual Subject’ (S. Gerhards, Interviewer). Die Unterrichtspraxis/ Teaching German, 45(1): 74–82.Google Scholar

Kramsch, C. 2014. Teaching Foreign Languages in an Era of Globalization: Introduction. Modern Languages Journal, 98(1): 296–311.Google Scholar

Kramsch, C. 2015. Applied Linguistics: A Theory of the Practice. Applied Linguistics, 36(4): 454–465.Google Scholar

Kramsch, K., & Whiteside, A. 2008. Language Ecology in Multilingual Settings: Towards a Theory of Symbolic Competence. Applied Linguistics, 29(4): 645–671.Google Scholar

Lakoff, G., & Johnson, M. 2003. Metaphors We Live By. London: University of Chicago Press.Google Scholar

Logan, A. 2012. Improving Personal Voice in Academic Writing: An Action Inquiry Using Self-Reflective Practice. Reflective Practice, 16(6): 775–788.Google Scholar

Machida, S. 2011. Translation in Teaching a Foreign (Second) Language: A Methodological Perspective. Journal of Language Teaching and Research, 2(4): 740–746.Google Scholar

Mandelblit, N. 1995. The Cognitive View of Metaphor and Its Implications for Translation Theory. Translation and Meaning, Part 3, pp. 483–495.Google Scholar

Marsh, C. J. 2009. Key Concepts in Understanding Curriculum (4th ed.). Abingdon: Routledge.Google Scholar

McCarthy, M., & Carter, R. 1994. Language as Discourse: Perspectives for Language Teaching. New York: Routledge.Google Scholar

Mendoza, C. H. 2018. Critical Language Awareness (CLA) for Spanish Heritage Language Programs: Implementing a Complete Curriculum. International Multilingual Research Journal, 12(2): 65–79.Google Scholar

Merriam, S., & Bierema, L. 2014. Adult Learning: Linking Theory and Practice. San Francisco: Jossey-Bass.Google Scholar

Mezirow, J. 1998. On Critical Reflection. Adult Education Quarterly, 48(3): 185–198.Google Scholar

Moon, J. 2001. PDP Working Paper 4: Reflection in Higher Education Learning. York: Higher Education Academy.Google Scholar

Nicol, D. J., & Macfarlane‐Dick, D. 2006. Formative Assessment and Self‐Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education, 31(2): 199–218.Google Scholar

Ohta, A. 2000. Rethinking Interaction in SLA: Developmentally Appropriate Assistance in the Zone of Proximal Development and the Acquisition of L2 Grammar. In Lantolf, J. (ed.), Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press, pp. 51–78.Google Scholar

Pym, A., Malmkjaer, K., & del Mar Gutiérrez-Colón Plana, M. 2013. Translation and Language Learning: The Role of Translation in the Teaching of Languages in the European Union. A Study. Luxembourg: European Union.Google Scholar

Rogers, C. 1977. On Personal Power. Inner Strength and Its Revolutionary Impact. New York: Dell Publishing.Google Scholar

Ryan, M. 2011. Improving Reflective Writing in Higher Education: A Social Semiotic Perspective. Teaching in Higher Education, 16(1): 99–111.Google Scholar

Sapargul, D., & Sartor, V. 2010. The Trans-cultural Comparative Literature Method: Using Grammar Translation Techniques Effectively. English Teaching Forum, 16(2): 211–223.Google Scholar

Smith, E. 2011. Teaching Critical Reflection. Teaching in Higher Education, 16(2): 211–223.Google Scholar

Stewart, M. 2012. Understanding Learning: Theories and Critique. In Hunt, L. & Chalmers, D. (eds.), University Teaching in Focus: A Learning Centred Approach. London: Routledge, pp. 3–20.Google Scholar

Vinall, K. 2016. ‘Got Llorona?’ Teaching for the Development of Symbolic Competence. L2 Journal, 8(1): 1–16.Google Scholar

Vygotsky, L. 1978. Interaction between Learning and Development. In Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (eds.), Mind and Society. Cambridge: Harvard University Press, pp. 79–91.Google Scholar

Webb, V. 2004. African Languages as Media of Instruction in South Africa. Language Problems and Language Planning, 28(2): 147–173.Google Scholar

Yinhua, X. 2011. Equivalence in Translation: Features and Necessity. International Journal of Humanities and Social Science, 1(10): 169–171.Google Scholar