An intercultural approach to implementing multilingualism at Rhodes University, South Africa

Abstract

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. The interventions described in this article were developed within the South Africa - Norway Tertiary Education (SANTED) multilingualism programme at Rhodes University. The programme is a joint venture between the Norwegian government and the South African Department of Education. It is hosted by the African Language Studies Section in Rhodes University's School of Languages, within the Faculty of Humanities. Its aim is (i) to promote multilingualism through L2 teaching in the faculties of Pharmacy and Law, (ii) to develop bilingual material that will facilitate access to tertiary education for members of previously marginalised communities, and (iii) to promote scholarship and research on multilingualism in these contexts.