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HuMEL The Hub for Multilingual Education and Literacies (HuMEL) is a research and development centre producing world-class research into the use of more than one language for accessing knowledge.
HuMEL The Hub for Multilingual Education and Literacies (HuMEL) is a research and development centre producing world-class research into the use of more than one language for accessing knowledge.
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The Hub is a second home to distinguished researchers; world-class scholars, teachers and postgraduate students from many parts of the world.

The Hub’s work is based upon the premise that deeper levels of thinking and identity development are attained through the strategic use of multiple languages and literacies.

Approach

HuMEL has a multi-faceted approach that includes:

  • High-quality research
  • Community and stakeholder empowerment
  • Advocating for the value of multilingualism in the 21st Century
  • Tutorial development
Projects
School, home and multilingual literacies This project investigates the interface between school and home literacy by drawing upon ethnographic documentation of translingual strategies. These were used in classrooms and home literacy spaces in three provinces (Gauteng, Limpopo and Mpumalanga).
Multilingual readers, writers and pedagogical strategies This is a Blue Sky project that follows an unconventional literacy research and development programme. It investigates alternative literacy pathways for multilingual readers in the foundation phase.
Languaging through Sign Language Research and a series of developmental projects raise awareness of the value of Sign Language and its speakers. The interface of Sign Language and South African indigenous languages is at the core of HUMEL’s programmes.
Human capacity development: Literacy and technology The aim of the project is to develop the next generation of scholars with research literacy processes and content of infusing technology in literacy events for early-grade children.
Indigenous literacy for early readers The project's goal is to infuse indigenous literacy content into the foundation phase classroom. This is achieved through interactive reading, music and storytelling.
graduates
Wits Writing Project (WWP) This intensive writing project aims to improve teachers’ writing and instructing abilities. It takes place over 3 weeks. During the sessions, teachers engage with the pedagogy, theory and practice of writing in multilingual classrooms.

More Information

Research Overview

The purpose of the Hub is to research multilingual education and multilingual literacies.

Investment in Research

22 funded postgraduate students are affiliated with the Centre through grant-holder linked bursaries. They attend supervision and writing retreats under the mentorship of expert researchers in the field. In addition, the Centre's Resident Researcher's Programme offers guidance to advanced PhD students and postdoc fellows.

Internationalisation

Exchange programmes and visits from prominent researchers contribute to the internationalisation initiative. An open invitation to collaborate is extended to distinguished scholars.

Community Engagement

Through action research, the Centre engages with communities as an equal partner. The goal is to bring about sustainable multilingual literacy initiatives.

Such initiatives include:

  • In-service teacher support projects
  • Literacy camps
  • Engagement with the elderly
Research Thrusts

Translanguaging

This thrust questions the validity of boundaries between languages and literacies.

Multilingual Reading Literacy Studies

Research projects focus on edumetric literacy measures in more than one language to screen, diagnose and monitor reading development of grades 1-10 over a longitudinal scale. Reading comprehension, oral reading proficiency, classroom print environment, teacher pedagogy and parental/family involvement are all areas of investigation under this thrust.

Writing and Transcultural Literacies

This thrust begins from the early literacy foundation of writing as a way of thinking and idea-focused. There is also an emphasis on how the ‘contact of various cultural and linguistic funds of knowledge that correlate with successful academic writing.

Intellectualisation and Digitisation of African Languages

This thrust engages in the collection of a reliable corpus in multilingual interactions to develop a lexical pool for African languages, to stored digitally for retrieval and use across the curriculum.

Indigenous Literacies

Research programmes under this thrust seek to understand indigenous literacy systems in order to develop, modernise and use in the current education system.

Non-mother Tongue Learning and Teaching in Multilingual Contexts

The research projects under this thrust address two interlinked problems:  teaching English to speakers of African languages and teaching and developing methodologies for teaching African languages to speakers of other languages. 

Multilingual Language in Education Policy, Planning and Management

 This thrust addresses the questions on various domains of language policy and planning design, implementation and management in multilingual schools and institutions of higher learning.

Language, Race, and Gender

This research theme focuses on the intersection between language, race and gender in a highly complex multilingual, multi-ethnic, and multi-racial societies. 

Inclusive Literacies

This research theme focuses on classrooms and teacher practices that respond to the diverse backgrounds and different learning needs of students.

Publications

Makalela, L. (2018). Shifting lenses: multilanguaging, decolonization and education in the global South. Cape Town: CASAS.

Makalela, L. (2018). Multilanguaging engagements in higher education: A case of an applied language postgraduate course. In Shifting lenses: multilanguaging, decolonization and education in the global South (pp. 119-136). Cape Town: CASAS.

Maluleke, N and Makalela, L (2018). An inventory of text types for Xitsonga and English early grade readers: Implications for translanguaging and transtextual practices. In Shifting lenses: multilanguaging, decolonization and education in the global South (pp. 67-82). Cape Town: CASAS.

Makalela, L (2018). Introduction (pp. 1-8). In Shifting lenses: multilanguaging, decolonization and education in the global South. Cape Town: CASAS.

Makalela, L. (2018). Teaching African languages the ubuntu way: The effects of translanguaging among pre-service teachers in South Africa. In The multilingual edge of education (pp. 261-282). Palgrave Macmillan, London.

Makalela, L. (2018). “Our academics are intellectually colonised”: Multi-languaging and Fees Must Fall. Southern African Linguistics and Applied Language Studies, 36(1), 1-11.

Makalela, L. (2018). Community elders’ narrative accounts of ubuntu translanguaging: Learning and teaching in African education. International Review of Education, 64(6), 823-843.

Makalela, L. (2018). Multilanguaging and infinite relations of dependency: re-theorizing reading literacy from ubuntu. In Theoretical Models and Processes of Literacy (pp. 501-512), New York: Routledge.

Makalela, L. (2018). Imagining a thriving multilingual World 4th International Conference on language and literacy education 18-20 August 2017 Wits School of Education, Johannesburg, South Africa. Educational Research for Social Change, 7(1), 97-99.

Mwaniki, M., van Reenen, D., & Makalela, L. (2018). Advanced language politics in South African higher education post# RhodesMustFall. Southern African Linguistics and Applied Language Studies, 36(1).

Makalela, L.( 2017). Bilingual in South Africa: Reconnecting with Ubuntu translanguaging. Bilingual and Multilingual Education. pp. 297-309, New York- Springer.

Makalela, L. (2016). Translanguaging practices in a South African Institute of Higher Learning: A Case of Ubuntu Multilingual Return.

Makalela, L. (2015). Language policy and education in Southern Africa. Encyclopaedia of Language and Education. New York: Springer.

 

Makalela, L. ( 2015). Using a transliteracy approach in reading development trajectories: towards a multilingual literacy model. In D Palfreyman and Van der Walt (eds). Academic biliteracies in higher education. Clevedon: Multilingual Matters.

Makalela, L. ( 2015) (with Niyibizi, E and Mwepu D). Language in education policy shifts in an African country: colonial confusion and prospects for the future. In Makalela, L (ed). New Diections in language and literacy education for multilingual classrooms. Cape Town: CASAS.

Makalela, L. (2015). Bilingual in South Africa: reconnecting with Ubuntu In Garcia, O and Lin A (Eds). Encyclopedia of bilingualism and bilingual education. New York: Springer.

Makalela, L. ( 2015). A panoramic view of bilingual education in sub-Saharan Africa: Re-orienting the lens for the future. In W Wright, S Boun and O Gracia (Eds.), the Handbook of Bilingual and Multilingual Education. New York: Blackwell-Wiley

Makalela, L. (2015). Black South African English and popular culture. Encyclopedia of Teaching English to Speakers of Other Languages. New York: Springer.

Makalela, L. (2015). Translanguaging principles in L2 reading instruction: Implications for ESL pre-service teacher program: In T Farrell (ed.) In International Perspective on Second Language Teacher Education, New York: Pelgrave Macmillan.

Coady, M., Lopez, M., Heffington, D., & Marichal, N. (2017). Preparing teacher-leaders for ELs in rural educational settings: Preliminary findings from Florida. Journal of Research in Rural Education.  Special topics issue on the diversity of rural educational leadership.

Coady, M. R., Heffington, D., & Marichal, N. (2017). Shifting sands in Florida: Rural perspectives on immigration, education, and undocumented youth under the incoming Trump administration.  Berkley Review in Education.

Murray, N. & Coady, M. (2017). The adaptation of US-based TESOL programs to the needs of Chinese EFL teachers: A case study. The Asian EFL Journal.

Coady, M. R. & Yilmaz, T. (2017).  Preparing teachers of ELs: Home-school partnerships. TESOL Encyclopedia of English Language Teaching. Wiley.

Coady, M., Harper, C., & de Jong, E. (2016).  Aiming for equity: Preparing mainstream teachers for inclusion or inclusive classrooms? TESOL Quarterly, 50(2), 340-368.  DOI: 10.1002/tesq.223

 

Contact

Office no: L10

Leseding Building
Wits School of Education
27 St Andrews Road
Parktown, 2193

info@humel.org.za
+27 (0) 11 717 3002

Staff
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