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The widely publicized 2015 #FeesMustFall student protests in South Africa (SA) have foregrounded concerns about social justice, epistemic justice, access to higher education, and decolonization of the curriculum, and language. This paper critiques the English as a medium of instruction (EMI) policy and a monolingual English language proficiency (ELP) curriculum in a university and suggests strategies for epistemic decolonization. The article is based on the locus of enunciation of the author, and the analysis of language curriculum documents. It draws on epistemologies of the South and decolonial perspectives to answer two questions: What are the prospects of decolonizing EMI in Higher Education? How can English language proficiency be decolonized? The article argues that English proficiency is anchored by epistemic racism, Anglocentric ideologies and an inequitable policy of EMI, and the continued disregard for multilingualism in higher education. It proposes that decolonization strategies are necessary to enhance epistemic justice, reduce inequality and transform the EMI and ELP in South African higher education. This can be done through English as a multilingua franca and solidarity-based epistemologies, such as Ubuntu- Neplanta. [ABSTRACT FROM AUTHOR]

Aim of the study: The aim of this longitudinal study was twofold: first, to determine whether the relationship between working memory measures and language performance in young English language learners (ELL) remains constant over the year. The second aim was to determine if performance on working memory tasks predicts future performance on language measures. Methodology: The participants were 27 ELLs between the ages of 5 and 6 years who were in their first year of formal schooling and attended the same mid-low socioeconomic status school in South Africa. The participants were tested three times throughout the year on tasks of working memory and an English assessment battery. Data analysis and results: Mixed effects models and multiple linear regression were used to address the aims of the study. The first aim of the study showed that there are significant correlations between all working memory measures and all language measures in varying strengths across the year. The second research aim further elaborated on this by showing that both phonological working memory and non-verbal complex working memory are implicated in the acquisition of syntax, semantics and pragmatics at different points throughout the year. Implications and originality: Language acquisition in ELLs is not a stand-alone process and working memory measures may be able to predict future language outcomes. This could indicate that working memory measures may be used as an indicator for who may need language intervention, at a time when the ELL only has limited English proficiency and limited English exposure. This research is the first of its kind to originate from Africa, with a sample from low socioeconomic, culturally and linguistically diverse circumstances who are exposed to English consistently for the first time and are tested with working memory tasks with less strong language components. [ABSTRACT FROM AUTHOR]

In South Africa, students' academic success in tertiary environments is generally low, despite governmental or institutional interventions. Underpinned by McCroskey, Valencic and Richmond's (2004) General Model of Instructional Communication, we explored lecturer and student perceptions of lecturer clarity during instruction using a mixed-methods case study. A convenience sample of seven lecturers were interviewed and observed in situ. Questionnaires were completed by 252 first year students at a large South African university. Content and statistical data analyses revealed that a mismatch existed between lecturers' perceptions of their own instructional clarity and their students'. The high percentage of students who felt lost during a lecture suggests a high level of instructional dissonance, which might account for a less-than desirable academic throughput. We recommend that institutions quality assure lecturers' oral, written, content and process clarity prior to and during appointment. [ABSTRACT FROM AUTHOR]

Academic literacy is viewed as a critical factor in the success of students at universities in South Africa. Consequently, academic literacy courses are compulsory for first year students at most of these universities. Prior to the start of these courses, various language tests are used to measure the levels of these students’ academic literacy in English, the medium of instruction at most universities. Academic literacy is viewed as a unique kind of language ability. This raises the question of whether it can be measured by any language test. This article was written in response to this question. Specifically, it investigated the extent to which an English proficiency test used by a South African university for making admission decisions could measure academic literacy. The results revealed that the test was not a measure of academic literacy. [ABSTRACT FROM AUTHOR]