The department consists of 8 permanent academic staff members, supplemented by a number of non-permanent lecturers and tutors appointed on a yearly basis.
Heather Brookes
PhD (Stanford) entitled “A Contextual Study of Gestural Communication in a South African Township”.
Gesture, interactional linguistics, sociocultural linguistics, ethnography of communication, multimodal language development, youth language.
Developing communicative development inventories for South Africa’s official languages Gesture and language development across Romance and Bantu languages Understanding language input in early childhood in South Africa
Adapting assessment tools to measure language development in Swedish, SeSotho and SeTswana Speaking children from 8 to 36 months.
Understanding of thinking for speaking in Xhosa language speakers learning English in South Africa.
Gesture and language development in South Sotho speaking children.
The role of language in the construction of identity and authenticity among male township youth: a study of multimodal and multilingual linguistic and discursive practices.
Brookes, H.J. 2021. Rethinking youth language practices in South Africa: An interactional sociocultural perspective. In Mesthrie, R., Hurst-Harosh, E., & Brookes
H.J. (Eds.) Youth language practices and urban language contact in Africa. Cambridge: Cambridge University Press.
Mesthrie, R. and Brookes, H.J. 2021. Language practices and language change among transnational migrants to South Africa, 1990-2020 – a survey. Revista da Anpoll.
Mesthrie, R., Hurst-Harosh, E., & Brookes H.J. (Eds.) 2021. Youth language practices and urban language contact in Africa. Cambridge: Cambridge University Press.
Southwood, F., White, M.J., Brookes, H.J., Pascoe, M., Ndhambi, M., Yalala, S.,
Mahura, O., Mössmer, M., Oosthuizen, H., Brink, N., & Alcock, K.J. 2021.
Sociocultural factors affecting vocabulary development in young South African children. Frontiers in Psychology, Section Educational Psychology.
Brookes, H.J. 2020. Youth language in South Africa: The role of English in South African
tsotsitaals. In Hickey, R. (ed.) English in a multilingual South Africa. Cambridge:
Cambridge University Press. pp. 176–195.
Makukule, I. & Brookes, H.J. 2020. The changing status of English in the linguistic and
identity practices of black male township youth in South Africa. World Englishes
40(1): 1–11.
Brookes, H.J. & Le Guen, O. 2019. Gesture and anthropological perspectives: An introduction. Gesture 18(2/3): 119–141.
Brookes, H.J. & Le Guen, O. (Eds.) 2019. Special Edition – The Anthropology of Gesture. Gesture 18(2).
Brookes, H.J. & Le Guen, O. (Eds.) 2019. Special Edition – The Anthropology of Gesture. Gesture 18(3).
Ovendale, A., Brookes, H.J., Colletta, J.M. & Davis, Z. 2018. The role of gestural
polysigns and gestural sequences in teaching mathematical concepts: The case of halving. Gesture 17(1): 128–158.
M. Mössmer. 2021. Language shift and language death in Xri, a Khoekhoe language in the Northern Cape, South Africa.
S. Yalala. 2021. Language acquisition in Setswana speaking infants aged 8–18 months:
Using a communicative development inventory to describe lexical development.
N. Buthelezi. Developing MacArthur Bates Communicative Development Inventories (MB-CDI) for isiZulu speaking infants and toddlers.
T. Ditsele. Language variation between Sepitori and Tswana in Soshanguve township, Tshwane.
O. Mahura. 2021. The acquisition of Setswana phonology in children aged 2;0–6;0 years.
M. Ndhambi. The validation of the Xitsonga MacArthur Bates Communicative
Development Inventory (MB-CDI) Toddlers’ Form: ‘Words and Sentences’.
D. Agyepong. 2018. Cutting and breaking events in Akan.
I. Makukule. 2017. The role of language in the performance of authenticity in
male township youth identities in Thokoza.
Tel: 021 808 2006
Manne Bylund
PhD 1 (Stockholm University) entitled “Age differences in first language attrition: A maturational constraints perspective”.
PhD 2 (Stockholm University)entitled “Conceptualización de eventos en español y en sueco. Estudios sobre hablantes monolingües y bilingües”
Psycholinguistics, multilingualism, language and cognition
The foreign language effect and societal multilingualism Pitch in language and perception, Lexical processing and representation in bilingualism Colour terms and colour categorisation
Time in language and thought Linguistic diversity and motion event cognition The effects of age of acquisition and bilingualism on L2 proficiency
Norrman, G., Bylund, E. & Thierry, G. (In press). Irreversible specialization for speech
perception in early international adoptees. Cerebral Cortex.
Berghoff, R., Mcloughlin, J., & Bylund, E. 2021. L1 activation during L2 processing is
modulated by both age of acquisition and proficiency. Journal of Neurolinguistics
58, 100979.
Bylund, E., Hyltenstam, K. & Abrahamsson, N. 2021. Age of acquisition – not bilingualism –
is the primary determinant of less than nativelike L2 ultimate attainment. Bilingualism:
Language and Cognition 24: 18–30.
Athanasopoulos, P. & Bylund, E. 2020. Whorf in the wild: Naturalistic evidence from human interaction. Applied Linguistics 41: 947–970
T. Beyers. 2021. Scents and sensitivity: The emotional valence and flexibility of
Afrikaans taste and smell adjectives.
T. Collington-O’Malley. 2021. ‘What’s in a name?’: Political correctness,
euphemism, and the impact of name-words on thought.
L. Schütz. In progress. The foreign language effect in a southern African context.
J. Crossley. The influence of orthography on the mental timeline.
S. Gultzow. Motion events in speech and gesture.
K. Jonas. The influence of isiXhosa noun classes on cognitive processing.
M.-L. van Heukelum. Syntactic attrition in L1 Afrikaans (with T. Biberauer).
A. Ogelo. 2021. Linguistic categories and cognition in Dholu.
R. Berghoff. 2019. Sentence processing in Afrikaans-English bilinguals.
Frenette Southwood
PhD (Radboud University Nijmegen)entitled “Specific language impairment in Afrikaans: Providing a Minimalist account for problems with grammatical features and word order”.
Child language, language impairment
Early childhood language development and family socialisation in three South African language communities Towards a dialect-neutral evaluation instrument for the language skills of South
African English and Afrikaans-speaking children Linguistically fair and culturally relevant early child language assessment:
Developing the MacArthur-Bates Communicative Developmental Inventory in seven South African languages
Receptive and expressive activities for language therapy
Simonsen, H.D.G. & Southwood, F. 2021. Child language assessment across different multilingual contexts: Insights and challenges from South and North. In: U. Røyneland
& R. Blackwood. Multilingualism across the Lifespan. New York: Routledge.
Southwood, F., & White, M.J. 2021. The elicited production of part/whole and general/specific articles by 4- to 9-year-old Afrikaans-speaking and South African English-speaking children. Language Matters. https://doi.org/10.1080/10228195.2020.1825514
Southwood, F., White, M.J., Brookes, H., Pascoe, M., Ndhambi, M., Yalala, S., Mahura, O.,
Mössmer, M., Oosthuizen, H., Brink, N., & Alcock, K. 2021. Sociocultural factors
affecting vocabulary development in young South African children. Frontiers in Psychology 12: 1645. https://doi.org/10.3389/fpsyg.2021.642315
Southwood, F. & de la Marque Van Heukelum, M.L. 2020. Intercultural communicative
competence is essential for students of international business – but can it be taught?
The case of third-year BCom students. South African Journal of Higher Education
34(3): 297–318.
Southwood, F., & White, M.J. 2020. Fast mapping of Verbs in Afrikaans-speaking children
from low and mid socioeconomic backgrounds and children with language impairment. Clinical Linguistics and Phonetics.
https://doi.org/10.1080/02699206.2020.1839968
Southwood, F., Oosthuizen, H. & the Southern African CDI team. 2020. Afrikaanse
taalvariasie: Uitdagings vir regverdige meting van jong kinders se taal. SPiL PLUS 59:
81–104.
Oosthuizen, H. & Southwood, F. 2019. South Africa. In Law, J., McKean, C., Murphy, C.-A.,
& Thordardottir, E. (Eds.) Managing children with developmental language disorder:
Theory and practice across Europe and beyond. Oxon: Routledge. pp. 441–450.
Ssentanda, M.E., Huddlestone, K. & Southwood, F. 2019. “800 words in three years”:
Curricula expectations versus teachers’ opinions and practices in teaching English in
rural primary schools in Uganda. Language Matters 50(2): 141–163.
Haman, E., M. Łuniewska, P. Hansen, H.G. Simonsen, S. Chiat, J. Bjekić, A. Blažienė, K.
Chyl, I. Dabašinskienė, P. Engel de Abreu, N. Gagarina, A. Gavarró, G. Håkansson, E.
Harel, E. Holm, S. Kapalková, S. Kunnari, C. Levorato, J. Lindgren, K. Mieszkowska, L.
Montes Salarich, A. Potgieter, I. Ribu, N. Ringblom, T. Rinker, M. Roch, D. Slančová, F.
Southwood, R. Tedeschi, A. Müge Tuncer, Ö. Ünal-Logacev, J. Vuksanović & S.
Armon-Lotem. 2017. Noun and verb knowledge in monolingual preschool children
across 17 languages: Data from cross-linguistic lexical tasks (LITMUS-CLT). Clinical
Linguistics & Phonetics 31(11–12): 818–843
T. Beyers. 2021. Scents and sensitivity: The emotional valence and flexibility of
Afrikaans taste and smell adjectives.
T. Collington-O’Malley. 2021. ‘What’s in a name?’: Political correctness,
euphemism, and the impact of name-words on thought.
L. Schütz. In progress. The foreign language effect in a southern African context.
M. Kajombo. Communicating cultural taboo and women’s bodies: A
sociolinguistic study of speech codes in gynaecological consultations in Blantyre,
Malawi (Co-supervisor).
A. Nozewu. Investigating the language practices and literacy practices of isiXhosa
families in Western Cape homes: An ethnographic approach (Co-supervisor).
M. White. 2018. Processes underlying language development and rate of English language acquisition, with specific reference to ELLs in a multilingual South African Grade R classroom.
S. Nahayo. 2017. Construction of linguistic identities among cross-border
communities: The case of Samia of Uganda and Samia of Kenya (Co-supervisor).
J. Nel. 2015. The comprehension and production of later developing language
constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners.
Marcelyn Oostendorp
Primary: Multilingualism, multimodal discourse analysis, sociolinguistics, language and food
Developing interests: decolonial theory, alternative academic writing practices
Image-ining multilingualism in transformation: The linguistic repertoires of underrepresented students in higher education (2017–2021). Funded by the Andrew Mellon Foundation small grants (as part of Unsettling Paradigms suprabid).
Re-imagining Afrikaans: Past, present and future Politics of the Belly: Language, Food, and Memory in the (Re)construction of South African Identity (2020-2022). Funded by the NRF.
Semiotic diversity in educational contexts in the Western Cape (2014-2016). Funded by South Africa’s National Research Foundation (NRF) of Competitive Support for Unrated Researchers scheme
Oostendorp, M. (In press.) Linguistic citizenship and non-citizens: Of utopias and dystopias. In Williams, Q., Deumert, A. & Milani, T. (Eds.) Multilingualism and linguistic citizenship: Education, narrative and episteme. Clevedon, UK: Multilingual Matters.
Mashazi, S. & Oostendorp, M. (In press.) The interplay of linguistic repertoires, bodies and space in an educational context. In Purkarthofer, J. & Flubacher, M. (Eds.) Speaking subjects – Biographical methods in multilingualism research. Bristol: Multilingual Matters.
Oostendorp, M. 2021. Raced repertoires: The linguistic repertoire as multi-semiotic and racialized. Applied Linguistics. https://doi.org/10.1093/applin/amab018
Oostendorp, M., Duke, L., Mashazi, S. & Pretorius, C. 2021. When linguists become artists: An exercise in boundaries, borders and vulnerabilities. In Bock, Z. & Stroud, C. (Eds.) Language and decoloniality in higher education: Reclaiming voices from the South. London: Bloomsbury.
Oostendorp, M. 2018. Extending resemiotization: Time, space and body in discursive
representation. Social Semiotics 28(3): 297–314.
Haese, A., Costandius, E. & Oostendorp, M. 2018. Fostering a culture of reading with
wordless picturebooks in a South African context. International Journal of Art and Design Education 37(4): 587–598.
A. van der Merwe. 2021. ’n Sosiolinguistiese analise van koffiewinkels as virtuele voedsellandskappe.
T. Plato. 2021. A sociolinguistic analysis of coloured gay men’s linguistic repertoires and the intersections of Kaaps and Gayle as performative linguistic varieties.
L. Duke. 2020. Decoloniality in academic writing: A South African case study.
R. Luizinho. 2020. Constructing first additional language learning: A thematic and discourse analysis of CAPS.
S. Mashazi. 2020. Linguistic repertoires of underrepresented students: Embodied experiences of inclusion, exclusion and resilience.
C. Pretorius. 2020. The discursive construction of space at Goldfields Residence.
T. Bates. 2019. Linguistic diversity in a rural Northern Cape municipality: A sociolinguistic investigation of Gamagara local municipality.
S. Roman. 2019. What Kaaps brings to the table: A sociolinguistic analysis of the intersection between language, food, and identity in Vannie Kaap memes.
S.-L. Williams. 2018. The discursive construction of the language ideological debate at Stellenbosch University: A comparison of the English and Afrikaans printed press.
R. Abiyo. Literacy practices in and out of school in multilingual Kenya: A case study of Tana River County.
A. Anthonie. Investigating the potential of heteroglossic teaching and learning practices in an underrepresented higher education setting: A case study of a South African technical and vocational education and training college.
L. Hamukwaya. Discourses of and on food among Ovawambo people of Namibia: An ethnographic study of identity construction.
C. Klingbeil. Time, space and identity in Pope memes: A multimodal analysis. A. Nozewu. Investigating the language and literacy practices of isiXhosa families in Western Cape homes: An ethnographic approach.
S. Roman: Discursive constructions of “colouredness” and memory in food and memory cookbooks, memes and personal narratives.
S. Mashazi. “What’s so funny?”: Humour, multilingualism and identity on South African social media.
V. Dlamini-Akintola. 2019. The discursive construction of identity in young offenders’ narratives in Swaziland.
A. Le Roux. 2017. An exploration of the potential of wordless picture books to encourage parent-child reading in the South African context.
S. Nahayo. 2016. Construction of language identities among cross-border communities: The case of Samia of Uganda and Samia of Kenya.
Kate Huddlestone
PhD (University of Utrecht) entitled “Negative indefinites in Afrikaans”
Language structure, language variation, pragmatics, sign language linguistics
Negation in South African Sign Language
Information structure in South African Sign Language
Grammatical and lexical variation in South African Sign Language
Syntax-pragmatic interface in Afrikaans and South African English (Pragmatic markers in Afrikaans & South African English)
Huddlestone, K. 2021. Negation and polar question–answer clauses in South African Sign Language. Sign Language & Linguistics 24(1).
Ssentanda, ME, Huddlestone, K. & Southwood, F. 2019. Curriculum expectations versus teachers’ opinions and practices in teaching English in rural primary schools in Uganda. Language Matters 50(2): 141163.
Huddlestone, K. 2017. A preliminary look at negative constructions in South African Sign Language: Question-Answer clauses. Stellenbosch Papers in Linguistics 48:93104.
Berghoff, R. & Huddlestone, K. 2016. Towards a pragmatics of non-fictional narrative
truth: Gricean and relevance-theoretic perspectives. Stellenbosch Papers in Linguistics Plus 49: 129144.
Ssentanda, ME, Huddlestone, K. & Southwood, F. 2016. The politics of mother tongue education: The case of Uganda. Per Linguam 32(3): 6078.
Huddlestone, K. & de Swart, H. 2014. A bidirectional Optimality Theoretic analysis of multiple negative indefinites in Afrikaans. Stellenbosch Papers in Linguistics 43: 137–164.
Huddlestone, K. & Fairhurst, M. 2013. The pragmatic markers “anyway”, “okay”, and “shame”: A South African English corpus study. Stellenbosch Papers in Linguistics Plus 42: 93–110.
S. Njeyiyana. 2021. Lexical variation and change in SASL: A case study of a Western Cape school-lect.
C.M. Nieman. 2020. Tertiary education in a second language: A case study of the linguistic repertoires and experiences of multilingual students at a South African tertiary institution.
E. de Villiers. 2019. Towards a Minimalist analysis of imperatives in Afrikaans: A first survey of the empirical and theoretical terrain.
A. Palmer. 2019. Developing a Sentence Repetition Test for the evaluation of Deaf children’s use of South African Sign Language. (Main supervisor.)
A. Van Niekerk. 2019. A lexical comparison of South African Sign Language and potential lexifier languages.
B Groenewald. 2018. Reconstructing the crime: The use of past tense in “The Monogram Murders/ Meurtres en Majuscules”.
N. Lochner. 2018. “So we were just like, ‘ok’”: The discourse markers like and just in the speech of young South Africans.
S. Strauss. 2017. Afrikaans-English code-switching among high school learners in a rural Afrikaans-setting: Comparing the GET and FET phases.
JJ. Meyer. 2016. A nominal-shell analysis of restrictive relative clause constructions in Afrikaans. (Co-supervisor.)
D. Nyakana. Multilingual acquisition of determiner phrases in L2 English and L3 French by Swahili speakers in Tanzania.
A. Gauché. 2017. A relevance-theoretic analysis of selected South African English pragmatic markers and their cultural significance.
S. Nakijoba. 2017. Pragmatic markers in Luganda-English bilingual spoken discourse: A relevance-theoretic approach.
LI Dreyer. Morphosyntactic construction markers in Afrikaans: A corpus-based analysis.
A. van Niekerk. Verb agreement in South African Sign Language.
Robyn Berghoff
PhD (Stellenbosch University) entitled “Syntactic processing in English–Afrikaans bilinguals”.
Psycholinguistics, multilingualism, language structure
Flipping the switch: Testing structural constraints on the priming of code-switching in
high-proficiency English-Afrikaans bilinguals (collaboration with Marianne Gullberg, Lund University, Sweden; and Gerrit Jan Kootstra, Radboud University Nijmegen, the Netherlands)
Syntactic processing in English-Afrikaans bilinguals (Stellenbosch University PhD)
Cross-categorial degree modification in Afrikaans (Utrecht University MA)
Berghoff, R. 2021. The role of English in South African multilinguals’ linguistic repertoires: a cluster-analytic study. Journal of Multilingual and Multicultural Development: 1-15.
Berghoff, R., McLoughlin, J., & Bylund, E. 2021. L1 activation during L2 processing is modulated by both age of acquisition and proficiency. Journal of Neurolinguistics 58: 100979.
Berghoff, R. 2020. The processing of object–subject ambiguities in early secondlanguage acquirers. Applied Psycholinguistics 24: 1–30. doi:10.1017/s0142716420000314
Berghoff, R. 2020. L2 processing of filler-gap dependencies: Attenuated effects of
naturalistic L2 exposure in a multilingual setting. Second Language Research 25.
doi:10.1177/0267658320945757
Berghoff, R. 2020. Evaluativity in the Afrikaans equative and excessive constructions.
Language Matters 51(2): 25–48. doi:10.1080/10228195.2020.1767180
Berghoff, R., R. Nouwen, L. Bylinina & Y. McNabb. 2020. Degree modification across
categories in Afrikaans. Linguistic Variation. https://doi.org/10.1075/lv.17004.ber
Berghoff, R. 2017. Movement in the Afrikaans left periphery: A view from anti-locality.
Stellenbosch Papers in Linguistics Plus 48: 35–50.
Berghoff, R. & K. Huddlestone. 2016. Towards a pragmatics of non-fictional narrative
truth: Gricean and relevance-theoretic perspectives. Stellenbosch Papers in Linguistics Plus 49: 129–144.
Z. Nakidien. In progress. L2 formulaic sequence acquisition: An empirical study of cross-linguistic influence in Arab beginner-level EFL learners (Co-supervisor).
D. Adams. To buy or not to buy?: A psycholinguistic perspective on code switching in advertisements.
J. Mcloughlin. 2019. Parallel processing in Afrikaans-English bilinguals: An eye-tracking study (Co-supervisor).
D. Zimny. 2017. Language policy and place-making: Public signage in the linguistic landscape of Katutura, Namibia (Co-supervisor).
Simangele Mashazi
Sociolinguistics, multilingualism, arts-based methods
What’s so funny?: Humour, multilingualism and identity on South African social media (PhD in progress, Stellenbosch University).
Embodied experiences of exclusion and inclusion: The linguistic repertoires of under-represented language groups at Stellenbosch University (Honours thesis, Stellenbosch University).
Entanglements of language, bodies, and space: Repertoires, biographies, and the lived experience of Stellenbosch University staff and students (MA thesis, Stellenbosch University).
Mashazi, S. 2021. There was also me. In Gouws, A. & Ezeobi, O. (Eds.) The COVID diaries:
Women’s experience of the pandemic. Cape Town: Imbali Academic Publishers.
Mashazi, S. & Oostendorp, M. (In press.) The interplay of linguistic repertoires, bodies
and space in an educational context. In Purkarthofer, J. & Flubacher, M. (Eds.)
Speaking subjects – Biographical methods in multilingualism research. Bristol: Multilingual Matters.
Oostendorp, M., Duke, L., Mashazi, S. & Pretorius, C. 2021. When linguists become artists: An exercise in boundaries, borders and vulnerabilities. In Bock, Z. & Stroud, C. (Eds.) Recapturing voices in higher education: Contributions from the South. London: Bloomsbury.
Taryn Bernard
Primary: Systemic functional linguistics, critical discourse analysis, academic literacies,
higher education, corporate communication, sustainability discourses, decolonial theory
Developing interests: Tech discourses (Big Data, AI), spatial theory
Mapping the experiences and literacy practices of a group of multilingual
students at Stellenbosch University (2020-2023). Funded by Stellenbosch University
as part of a Teaching Fellowship award.
The representation of gender in corporate social responsibility reports.
A critical analysis of images in corporate social responsibility reports.
The ghost and the machine: The discursive representation of ‘the human’ in South African press articles on Big Data and Artificial Intelligence.
Tracing discursive representations of the university as ‘home’ over time and texts.
Bernard, T. (In preparation.) Reading images, taking photographs, writing words: incorporating visual literacy into an academic writing course. In G. Fosbraey (Ed.) Think left and think right: Practical approaches to creative learning and teaching in higher education. London: Bloomsbury.
Bernard, T. (In press.) Rethinking (English) academic literacy practices during a pandemic: Mobility and multimodality. In R. Govender (Ed.) Critical reflections on professional learning: Context, choice and change during the COVID-19 pandemic. Cape Town: Heltasa.
Bernard, T. 2021. From didactics to datafication: A critical reflection on virtual
learning environments and the production of space. Journal of Student Affairs in Africa 9(1): 197204.
Bernard, T. 2020. Corporate social responsibility in postcolonial contexts: A critical analysis of the representational features of South African corporate social responsibility reports. Critical Discourse Studies 18(6): 619-636.
Bernard, T. 2019. The discursive representation of social actors in the corporate social responsibility (CSR) and Integrated Annual (IA) reports of two South African mining companies. Critical Approaches to Discourse Analysis across Disciplines
(CADAAD) 10(1): 81-87.
Hendricks, J. 2020. Identities, ideologies and practices of English Language teachers in a kindergarten school in the UAE: An ethnographic study.
Martin, M. 2019. An analysis of the linguistic realisation of agency in the narratives of students on an extended degree programme.
Lee, M. 2018. Civil unrest in South Africa Insights from cognitive linguistics and critical discourse analysis.
Jubber, K. 2018. A cross-cultural analysis of corporate press release statements: A case study of Monsanto.
Lotter, R. 2018. A study of multilingual Extended Degree Programme (EDP) students: The construction of voice through metadiscourse markers in written texts. (Co-supervisor.)
Luyt, R. 2017. #Strength: A critical investigation of the contemporary representations of men and women in fitness communities on Instagram.
Louw, N. A critical review of corporate strategy discourse over time. (Co-supervisor, Economic and Management Sciences Faculty).
Chikaipa, V. 2018. A critical discourse analysis of environmental discourse in media reporting after catastrophic flooding in southern Malawi. (Co-supervisor.)
Prof Anne Baker
Post-Doctoral Students
Patricia Makaure
PhD (Linguistics, Languages and Literature).
Patricia’s research interests are in early child language and literacy development. Her areas of expertise include phonological processing and literacy development in monolingual and multilingual children. As part of her MA and PhD studies, she produced language and literacy assessment tests in Sepedi (Northern Sotho), one of South Africa’s official languages. Patricia also has a deep passion for Data Science and its application in child language development and acquisition.
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Academic Staff
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Professor Heather BrookesAssociate ProfessorEmail: heatherbrookes@sun.ac.zaTel: 021 808 2005Short Bio
Heather Brookes
Highest QualificationPhD (Stanford) entitled “A Contextual Study of Gestural Communication in a South African Township”.
Fields of academic expertise
Gesture, interactional linguistics, sociocultural linguistics, ethnography of communication, multimodal language development, youth language.
Current research project(s) as at December 2021Developing communicative development inventories for South Africa’s official languages Gesture and language development across Romance and Bantu languages Understanding language input in early childhood in South Africa
Recent completed research projects
Adapting assessment tools to measure language development in Swedish, SeSotho and SeTswana Speaking children from 8 to 36 months.
Understanding of thinking for speaking in Xhosa language speakers learning English in South Africa.
Gesture and language development in South Sotho speaking children.
The role of language in the construction of identity and authenticity among male township youth: a study of multimodal and multilingual linguistic and discursive practices.Recent publicationsBrookes, H.J. 2021. Rethinking youth language practices in South Africa: An interactional sociocultural perspective. In Mesthrie, R., Hurst-Harosh, E., & Brookes
H.J. (Eds.) Youth language practices and urban language contact in Africa. Cambridge: Cambridge University Press.
Mesthrie, R. and Brookes, H.J. 2021. Language practices and language change among transnational migrants to South Africa, 1990-2020 – a survey. Revista da Anpoll.
Mesthrie, R., Hurst-Harosh, E., & Brookes H.J. (Eds.) 2021. Youth language practices and urban language contact in Africa. Cambridge: Cambridge University Press.
Southwood, F., White, M.J., Brookes, H.J., Pascoe, M., Ndhambi, M., Yalala, S.,
Mahura, O., Mössmer, M., Oosthuizen, H., Brink, N., & Alcock, K.J. 2021.
Sociocultural factors affecting vocabulary development in young South African children. Frontiers in Psychology, Section Educational Psychology.
Brookes, H.J. 2020. Youth language in South Africa: The role of English in South African
tsotsitaals. In Hickey, R. (ed.) English in a multilingual South Africa. Cambridge:
Cambridge University Press. pp. 176–195.
Makukule, I. & Brookes, H.J. 2020. The changing status of English in the linguistic and
identity practices of black male township youth in South Africa. World Englishes
40(1): 1–11.
Brookes, H.J. & Le Guen, O. 2019. Gesture and anthropological perspectives: An introduction. Gesture 18(2/3): 119–141.
Brookes, H.J. & Le Guen, O. (Eds.) 2019. Special Edition – The Anthropology of Gesture. Gesture 18(2).
Brookes, H.J. & Le Guen, O. (Eds.) 2019. Special Edition – The Anthropology of Gesture. Gesture 18(3).
Ovendale, A., Brookes, H.J., Colletta, J.M. & Davis, Z. 2018. The role of gestural
polysigns and gestural sequences in teaching mathematical concepts: The case of halving. Gesture 17(1): 128–158.Recent MA supervisionM. Mössmer. 2021. Language shift and language death in Xri, a Khoekhoe language in the Northern Cape, South Africa.
S. Yalala. 2021. Language acquisition in Setswana speaking infants aged 8–18 months:
Using a communicative development inventory to describe lexical development.Current PhD supervision(as at December 2021)N. Buthelezi. Developing MacArthur Bates Communicative Development Inventories (MB-CDI) for isiZulu speaking infants and toddlers.
T. Ditsele. Language variation between Sepitori and Tswana in Soshanguve township, Tshwane.
O. Mahura. 2021. The acquisition of Setswana phonology in children aged 2;0–6;0 years.
M. Ndhambi. The validation of the Xitsonga MacArthur Bates Communicative
Development Inventory (MB-CDI) Toddlers’ Form: ‘Words and Sentences’.Recent completed PhD supervisionD. Agyepong. 2018. Cutting and breaking events in Akan.
I. Makukule. 2017. The role of language in the performance of authenticity in
male township youth identities in Thokoza.
CloseProfessor Manne BylundAssociate ProfessorEmail: mbylund@sun.ac.zaTel: 021 808 2006
Short BioManne Bylund
Highest QualificationsPhD 1 (Stockholm University) entitled “Age differences in first language attrition: A maturational constraints perspective”.
PhD 2 (Stockholm University)entitled “Conceptualización de eventos en español y en sueco. Estudios sobre hablantes monolingües y bilingües”Fields of academic expertisePsycholinguistics, multilingualism, language and cognition
Current research project(s) as at December 2021The foreign language effect and societal multilingualism Pitch in language and perception, Lexical processing and representation in bilingualism Colour terms and colour categorisation
Recent completed research projectsTime in language and thought Linguistic diversity and motion event cognition The effects of age of acquisition and bilingualism on L2 proficiency
Recent PublicationsNorrman, G., Bylund, E. & Thierry, G. (In press). Irreversible specialization for speech
perception in early international adoptees. Cerebral Cortex.
Berghoff, R., Mcloughlin, J., & Bylund, E. 2021. L1 activation during L2 processing is
modulated by both age of acquisition and proficiency. Journal of Neurolinguistics
58, 100979.
Bylund, E., Hyltenstam, K. & Abrahamsson, N. 2021. Age of acquisition – not bilingualism –
is the primary determinant of less than nativelike L2 ultimate attainment. Bilingualism:
Language and Cognition 24: 18–30.
Athanasopoulos, P. & Bylund, E. 2020. Whorf in the wild: Naturalistic evidence from human interaction. Applied Linguistics 41: 947–970Recent MA supervisionT. Beyers. 2021. Scents and sensitivity: The emotional valence and flexibility of
Afrikaans taste and smell adjectives.
T. Collington-O’Malley. 2021. ‘What’s in a name?’: Political correctness,
euphemism, and the impact of name-words on thought.
L. Schütz. In progress. The foreign language effect in a southern African context.Current PhD supervision (as at December 2021)J. Crossley. The influence of orthography on the mental timeline.
S. Gultzow. Motion events in speech and gesture.
K. Jonas. The influence of isiXhosa noun classes on cognitive processing.
M.-L. van Heukelum. Syntactic attrition in L1 Afrikaans (with T. Biberauer).Recent completed PhD supervision
A. Ogelo. 2021. Linguistic categories and cognition in Dholu.
R. Berghoff. 2019. Sentence processing in Afrikaans-English bilinguals.CloseProfessor Frenette SouthwoodAssociate ProfessorEmail: fs@sun.ac.zaTel: 021 808 2010Short BioFrenette Southwood
Highest QualificationsPhD (Radboud University Nijmegen)entitled “Specific language impairment in Afrikaans: Providing a Minimalist account for problems with grammatical features and word order”.
Fields of academic expertiseChild language, language impairment
Current research project(s) as at December 2021Early childhood language development and family socialisation in three South African language communities Towards a dialect-neutral evaluation instrument for the language skills of South
African English and Afrikaans-speaking children Linguistically fair and culturally relevant early child language assessment:
Developing the MacArthur-Bates Communicative Developmental Inventory in seven South African languagesRecent completed research projectsReceptive and expressive activities for language therapy
Recent PublicationsSimonsen, H.D.G. & Southwood, F. 2021. Child language assessment across different multilingual contexts: Insights and challenges from South and North. In: U. Røyneland
& R. Blackwood. Multilingualism across the Lifespan. New York: Routledge.
Southwood, F., & White, M.J. 2021. The elicited production of part/whole and general/specific articles by 4- to 9-year-old Afrikaans-speaking and South African English-speaking children. Language Matters. https://doi.org/10.1080/10228195.2020.1825514
Southwood, F., White, M.J., Brookes, H., Pascoe, M., Ndhambi, M., Yalala, S., Mahura, O.,
Mössmer, M., Oosthuizen, H., Brink, N., & Alcock, K. 2021. Sociocultural factors
affecting vocabulary development in young South African children. Frontiers in Psychology 12: 1645. https://doi.org/10.3389/fpsyg.2021.642315
Southwood, F. & de la Marque Van Heukelum, M.L. 2020. Intercultural communicative
competence is essential for students of international business – but can it be taught?
The case of third-year BCom students. South African Journal of Higher Education
34(3): 297–318.
Southwood, F., & White, M.J. 2020. Fast mapping of Verbs in Afrikaans-speaking children
from low and mid socioeconomic backgrounds and children with language impairment. Clinical Linguistics and Phonetics.
https://doi.org/10.1080/02699206.2020.1839968
Southwood, F., Oosthuizen, H. & the Southern African CDI team. 2020. Afrikaanse
taalvariasie: Uitdagings vir regverdige meting van jong kinders se taal. SPiL PLUS 59:
81–104.
Oosthuizen, H. & Southwood, F. 2019. South Africa. In Law, J., McKean, C., Murphy, C.-A.,
& Thordardottir, E. (Eds.) Managing children with developmental language disorder:
Theory and practice across Europe and beyond. Oxon: Routledge. pp. 441–450.
Ssentanda, M.E., Huddlestone, K. & Southwood, F. 2019. “800 words in three years”:
Curricula expectations versus teachers’ opinions and practices in teaching English in
rural primary schools in Uganda. Language Matters 50(2): 141–163.
Haman, E., M. Łuniewska, P. Hansen, H.G. Simonsen, S. Chiat, J. Bjekić, A. Blažienė, K.
Chyl, I. Dabašinskienė, P. Engel de Abreu, N. Gagarina, A. Gavarró, G. Håkansson, E.
Harel, E. Holm, S. Kapalková, S. Kunnari, C. Levorato, J. Lindgren, K. Mieszkowska, L.
Montes Salarich, A. Potgieter, I. Ribu, N. Ringblom, T. Rinker, M. Roch, D. Slančová, F.
Southwood, R. Tedeschi, A. Müge Tuncer, Ö. Ünal-Logacev, J. Vuksanović & S.
Armon-Lotem. 2017. Noun and verb knowledge in monolingual preschool children
across 17 languages: Data from cross-linguistic lexical tasks (LITMUS-CLT). Clinical
Linguistics & Phonetics 31(11–12): 818–843Recent MA supervisionT. Beyers. 2021. Scents and sensitivity: The emotional valence and flexibility of
Afrikaans taste and smell adjectives.
T. Collington-O’Malley. 2021. ‘What’s in a name?’: Political correctness,
euphemism, and the impact of name-words on thought.
L. Schütz. In progress. The foreign language effect in a southern African context.Current PhD supervision (as at December 2021)M. Kajombo. Communicating cultural taboo and women’s bodies: A
sociolinguistic study of speech codes in gynaecological consultations in Blantyre,
Malawi (Co-supervisor).
A. Nozewu. Investigating the language practices and literacy practices of isiXhosa
families in Western Cape homes: An ethnographic approach (Co-supervisor).Recent completed PhD supervision
M. White. 2018. Processes underlying language development and rate of English language acquisition, with specific reference to ELLs in a multilingual South African Grade R classroom.
S. Nahayo. 2017. Construction of linguistic identities among cross-border
communities: The case of Samia of Uganda and Samia of Kenya (Co-supervisor).
J. Nel. 2015. The comprehension and production of later developing language
constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners.CloseProfessor Marcelyn OostendorpAssociate Professor |Department ChairpersonEmail: moostendorp@sun.ac.zaTel: 021 808 9288Short BioMarcelyn Oostendorp
Highest QualificationFields of academic expertise
Primary: Multilingualism, multimodal discourse analysis, sociolinguistics, language and food
Developing interests: decolonial theory, alternative academic writing practicesCurrent research project(s) as at December 2021Image-ining multilingualism in transformation: The linguistic repertoires of underrepresented students in higher education (2017–2021). Funded by the Andrew Mellon Foundation small grants (as part of Unsettling Paradigms suprabid).
Re-imagining Afrikaans: Past, present and future Politics of the Belly: Language, Food, and Memory in the (Re)construction of South African Identity (2020-2022). Funded by the NRF.Recent completed research projects
Semiotic diversity in educational contexts in the Western Cape (2014-2016). Funded by South Africa’s National Research Foundation (NRF) of Competitive Support for Unrated Researchers scheme
Recent publicationsOostendorp, M. (In press.) Linguistic citizenship and non-citizens: Of utopias and dystopias. In Williams, Q., Deumert, A. & Milani, T. (Eds.) Multilingualism and linguistic citizenship: Education, narrative and episteme. Clevedon, UK: Multilingual Matters.
Mashazi, S. & Oostendorp, M. (In press.) The interplay of linguistic repertoires, bodies and space in an educational context. In Purkarthofer, J. & Flubacher, M. (Eds.) Speaking subjects – Biographical methods in multilingualism research. Bristol: Multilingual Matters.
Oostendorp, M. 2021. Raced repertoires: The linguistic repertoire as multi-semiotic and racialized. Applied Linguistics. https://doi.org/10.1093/applin/amab018
Oostendorp, M., Duke, L., Mashazi, S. & Pretorius, C. 2021. When linguists become artists: An exercise in boundaries, borders and vulnerabilities. In Bock, Z. & Stroud, C. (Eds.) Language and decoloniality in higher education: Reclaiming voices from the South. London: Bloomsbury.
Oostendorp, M. 2018. Extending resemiotization: Time, space and body in discursive
representation. Social Semiotics 28(3): 297–314.
Haese, A., Costandius, E. & Oostendorp, M. 2018. Fostering a culture of reading with
wordless picturebooks in a South African context. International Journal of Art and Design Education 37(4): 587–598.Recent MA supervisionA. van der Merwe. 2021. ’n Sosiolinguistiese analise van koffiewinkels as virtuele voedsellandskappe.
T. Plato. 2021. A sociolinguistic analysis of coloured gay men’s linguistic repertoires and the intersections of Kaaps and Gayle as performative linguistic varieties.
L. Duke. 2020. Decoloniality in academic writing: A South African case study.
R. Luizinho. 2020. Constructing first additional language learning: A thematic and discourse analysis of CAPS.
S. Mashazi. 2020. Linguistic repertoires of underrepresented students: Embodied experiences of inclusion, exclusion and resilience.
C. Pretorius. 2020. The discursive construction of space at Goldfields Residence.
T. Bates. 2019. Linguistic diversity in a rural Northern Cape municipality: A sociolinguistic investigation of Gamagara local municipality.
S. Roman. 2019. What Kaaps brings to the table: A sociolinguistic analysis of the intersection between language, food, and identity in Vannie Kaap memes.
S.-L. Williams. 2018. The discursive construction of the language ideological debate at Stellenbosch University: A comparison of the English and Afrikaans printed press.Current PhD supervision(as at December 2021)R. Abiyo. Literacy practices in and out of school in multilingual Kenya: A case study of Tana River County.
A. Anthonie. Investigating the potential of heteroglossic teaching and learning practices in an underrepresented higher education setting: A case study of a South African technical and vocational education and training college.
L. Hamukwaya. Discourses of and on food among Ovawambo people of Namibia: An ethnographic study of identity construction.
C. Klingbeil. Time, space and identity in Pope memes: A multimodal analysis. A. Nozewu. Investigating the language and literacy practices of isiXhosa families in Western Cape homes: An ethnographic approach.
S. Roman: Discursive constructions of “colouredness” and memory in food and memory cookbooks, memes and personal narratives.
S. Mashazi. “What’s so funny?”: Humour, multilingualism and identity on South African social media.Recent completed PhD supervisionV. Dlamini-Akintola. 2019. The discursive construction of identity in young offenders’ narratives in Swaziland.
A. Le Roux. 2017. An exploration of the potential of wordless picture books to encourage parent-child reading in the South African context.
S. Nahayo. 2016. Construction of language identities among cross-border communities: The case of Samia of Uganda and Samia of Kenya.CloseDr Kate HuddlestoneSenior LecturerEmail: katevg@sun.ac.zaShort BioKate Huddlestone
Highest QualificationsPhD (University of Utrecht) entitled “Negative indefinites in Afrikaans”
Fields of academic expertiseLanguage structure, language variation, pragmatics, sign language linguistics
Current research project(s) as at December 2021Negation in South African Sign Language
Information structure in South African Sign Language
Grammatical and lexical variation in South African Sign Language
Syntax-pragmatic interface in Afrikaans and South African English (Pragmatic markers in Afrikaans & South African English)Recent PublicationsHuddlestone, K. 2021. Negation and polar question–answer clauses in South African Sign Language. Sign Language & Linguistics 24(1).
Ssentanda, ME, Huddlestone, K. & Southwood, F. 2019. Curriculum expectations versus teachers’ opinions and practices in teaching English in rural primary schools in Uganda. Language Matters 50(2): 141163.
Huddlestone, K. 2017. A preliminary look at negative constructions in South African Sign Language: Question-Answer clauses. Stellenbosch Papers in Linguistics 48:93104.
Berghoff, R. & Huddlestone, K. 2016. Towards a pragmatics of non-fictional narrative
truth: Gricean and relevance-theoretic perspectives. Stellenbosch Papers in Linguistics Plus 49: 129144.
Ssentanda, ME, Huddlestone, K. & Southwood, F. 2016. The politics of mother tongue education: The case of Uganda. Per Linguam 32(3): 6078.
Huddlestone, K. & de Swart, H. 2014. A bidirectional Optimality Theoretic analysis of multiple negative indefinites in Afrikaans. Stellenbosch Papers in Linguistics 43: 137–164.
Huddlestone, K. & Fairhurst, M. 2013. The pragmatic markers “anyway”, “okay”, and “shame”: A South African English corpus study. Stellenbosch Papers in Linguistics Plus 42: 93–110.Recent MA supervisionS. Njeyiyana. 2021. Lexical variation and change in SASL: A case study of a Western Cape school-lect.
C.M. Nieman. 2020. Tertiary education in a second language: A case study of the linguistic repertoires and experiences of multilingual students at a South African tertiary institution.
E. de Villiers. 2019. Towards a Minimalist analysis of imperatives in Afrikaans: A first survey of the empirical and theoretical terrain.
A. Palmer. 2019. Developing a Sentence Repetition Test for the evaluation of Deaf children’s use of South African Sign Language. (Main supervisor.)
A. Van Niekerk. 2019. A lexical comparison of South African Sign Language and potential lexifier languages.
B Groenewald. 2018. Reconstructing the crime: The use of past tense in “The Monogram Murders/ Meurtres en Majuscules”.
N. Lochner. 2018. “So we were just like, ‘ok’”: The discourse markers like and just in the speech of young South Africans.
S. Strauss. 2017. Afrikaans-English code-switching among high school learners in a rural Afrikaans-setting: Comparing the GET and FET phases.
JJ. Meyer. 2016. A nominal-shell analysis of restrictive relative clause constructions in Afrikaans. (Co-supervisor.)Recent completed PhD supervision
D. Nyakana. Multilingual acquisition of determiner phrases in L2 English and L3 French by Swahili speakers in Tanzania.
A. Gauché. 2017. A relevance-theoretic analysis of selected South African English pragmatic markers and their cultural significance.
S. Nakijoba. 2017. Pragmatic markers in Luganda-English bilingual spoken discourse: A relevance-theoretic approach.Current PhD supervision (as at December 2021)LI Dreyer. Morphosyntactic construction markers in Afrikaans: A corpus-based analysis.
A. van Niekerk. Verb agreement in South African Sign Language.
CloseDr Robyn BerghoffLecturerEmail: berghoff@sun.ac.zaTel: 021 808 9392Short BioRobyn Berghoff
Highest QualificationsPhD (Stellenbosch University) entitled “Syntactic processing in English–Afrikaans bilinguals”.
Fields of academic expertisePsycholinguistics, multilingualism, language structure
Current research project(s) as at December 2021Flipping the switch: Testing structural constraints on the priming of code-switching in
high-proficiency English-Afrikaans bilinguals (collaboration with Marianne Gullberg, Lund University, Sweden; and Gerrit Jan Kootstra, Radboud University Nijmegen, the Netherlands)Recent completed research projectsSyntactic processing in English-Afrikaans bilinguals (Stellenbosch University PhD)
Cross-categorial degree modification in Afrikaans (Utrecht University MA)Recent PublicationsBerghoff, R. 2021. The role of English in South African multilinguals’ linguistic repertoires: a cluster-analytic study. Journal of Multilingual and Multicultural Development: 1-15.
Berghoff, R., McLoughlin, J., & Bylund, E. 2021. L1 activation during L2 processing is modulated by both age of acquisition and proficiency. Journal of Neurolinguistics 58: 100979.
Berghoff, R. 2020. The processing of object–subject ambiguities in early secondlanguage acquirers. Applied Psycholinguistics 24: 1–30. doi:10.1017/s0142716420000314
Berghoff, R. 2020. L2 processing of filler-gap dependencies: Attenuated effects of
naturalistic L2 exposure in a multilingual setting. Second Language Research 25.
doi:10.1177/0267658320945757
Berghoff, R. 2020. Evaluativity in the Afrikaans equative and excessive constructions.
Language Matters 51(2): 25–48. doi:10.1080/10228195.2020.1767180
Berghoff, R., R. Nouwen, L. Bylinina & Y. McNabb. 2020. Degree modification across
categories in Afrikaans. Linguistic Variation. https://doi.org/10.1075/lv.17004.ber
Berghoff, R. 2017. Movement in the Afrikaans left periphery: A view from anti-locality.
Stellenbosch Papers in Linguistics Plus 48: 35–50.
Berghoff, R. & K. Huddlestone. 2016. Towards a pragmatics of non-fictional narrative
truth: Gricean and relevance-theoretic perspectives. Stellenbosch Papers in Linguistics Plus 49: 129–144.Recent MA supervision
Z. Nakidien. In progress. L2 formulaic sequence acquisition: An empirical study of cross-linguistic influence in Arab beginner-level EFL learners (Co-supervisor).
D. Adams. To buy or not to buy?: A psycholinguistic perspective on code switching in advertisements.
J. Mcloughlin. 2019. Parallel processing in Afrikaans-English bilinguals: An eye-tracking study (Co-supervisor).
D. Zimny. 2017. Language policy and place-making: Public signage in the linguistic landscape of Katutura, Namibia (Co-supervisor).CloseMs Simangele MashaziJunior LecturerEmail: mashazi@sun.ac.zaTel: 021 808 2008Short BioSimangele Mashazi
Highest QualificationsFields of academic expertiseSociolinguistics, multilingualism, arts-based methods
Current research project(s) as at December 2021What’s so funny?: Humour, multilingualism and identity on South African social media (PhD in progress, Stellenbosch University).
Recent completed research projectsEmbodied experiences of exclusion and inclusion: The linguistic repertoires of under-represented language groups at Stellenbosch University (Honours thesis, Stellenbosch University).
Entanglements of language, bodies, and space: Repertoires, biographies, and the lived experience of Stellenbosch University staff and students (MA thesis, Stellenbosch University).Recent PublicationsMashazi, S. 2021. There was also me. In Gouws, A. & Ezeobi, O. (Eds.) The COVID diaries:
Women’s experience of the pandemic. Cape Town: Imbali Academic Publishers.
Mashazi, S. & Oostendorp, M. (In press.) The interplay of linguistic repertoires, bodies
and space in an educational context. In Purkarthofer, J. & Flubacher, M. (Eds.)
Speaking subjects – Biographical methods in multilingualism research. Bristol: Multilingual Matters.
Oostendorp, M., Duke, L., Mashazi, S. & Pretorius, C. 2021. When linguists become artists: An exercise in boundaries, borders and vulnerabilities. In Bock, Z. & Stroud, C. (Eds.) Recapturing voices in higher education: Contributions from the South. London: Bloomsbury.Close -
Affiliated Lecturers
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Dr Taryn BernardSenior LecturerEmail: tbernard@sun.ac.zaShort Bio
Taryn Bernard
Short bioHighest QualificationsFields of academic expertisePrimary: Systemic functional linguistics, critical discourse analysis, academic literacies,
higher education, corporate communication, sustainability discourses, decolonial theory
Developing interests: Tech discourses (Big Data, AI), spatial theoryCurrent research project(s) as at December 2021Mapping the experiences and literacy practices of a group of multilingual
students at Stellenbosch University (2020-2023). Funded by Stellenbosch University
as part of a Teaching Fellowship award.
The representation of gender in corporate social responsibility reports.
A critical analysis of images in corporate social responsibility reports.
The ghost and the machine: The discursive representation of ‘the human’ in South African press articles on Big Data and Artificial Intelligence.
Tracing discursive representations of the university as ‘home’ over time and texts.Recent PublicationsBernard, T. (In preparation.) Reading images, taking photographs, writing words: incorporating visual literacy into an academic writing course. In G. Fosbraey (Ed.) Think left and think right: Practical approaches to creative learning and teaching in higher education. London: Bloomsbury.
Bernard, T. (In press.) Rethinking (English) academic literacy practices during a pandemic: Mobility and multimodality. In R. Govender (Ed.) Critical reflections on professional learning: Context, choice and change during the COVID-19 pandemic. Cape Town: Heltasa.
Bernard, T. 2021. From didactics to datafication: A critical reflection on virtual
learning environments and the production of space. Journal of Student Affairs in Africa 9(1): 197204.
Bernard, T. 2020. Corporate social responsibility in postcolonial contexts: A critical analysis of the representational features of South African corporate social responsibility reports. Critical Discourse Studies 18(6): 619-636.
Bernard, T. 2019. The discursive representation of social actors in the corporate social responsibility (CSR) and Integrated Annual (IA) reports of two South African mining companies. Critical Approaches to Discourse Analysis across Disciplines
(CADAAD) 10(1): 81-87.Recent MA supervisionHendricks, J. 2020. Identities, ideologies and practices of English Language teachers in a kindergarten school in the UAE: An ethnographic study.
Martin, M. 2019. An analysis of the linguistic realisation of agency in the narratives of students on an extended degree programme.
Lee, M. 2018. Civil unrest in South Africa Insights from cognitive linguistics and critical discourse analysis.
Jubber, K. 2018. A cross-cultural analysis of corporate press release statements: A case study of Monsanto.
Lotter, R. 2018. A study of multilingual Extended Degree Programme (EDP) students: The construction of voice through metadiscourse markers in written texts. (Co-supervisor.)
Luyt, R. 2017. #Strength: A critical investigation of the contemporary representations of men and women in fitness communities on Instagram.Current PhD supervision (as at December 2021)Louw, N. A critical review of corporate strategy discourse over time. (Co-supervisor, Economic and Management Sciences Faculty).
Recent PhD supervisionChikaipa, V. 2018. A critical discourse analysis of environmental discourse in media reporting after catastrophic flooding in southern Malawi. (Co-supervisor.)
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Researchers
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Prof Anne BakerExtraordinary ProfessorEmail: anneedithbaker@gmail.comShort Bio
Prof Anne Baker
Anne Baker has been special professor in the Linguistics Department of the University of Stellenbosch since 2013. She is emerita professor from the University of Amsterdam, The Netherlands. Her specializations are the linguistics of sign languages, and language acquisition and pathology. She regularly teaches courses in Stellenbosch on sign linguistics, supervises Masters and PhD theses and does research into South African Sign Language. She is originally British but has lived in Amsterdam since 1988 after a time working in Germany.CloseProf Birgitta BuschExtraordinary professorPost-Doctoral Students
Dr Patricia MakaurePostdoctoral FellowShort BioPatricia Makaure
Highest QualificationPhD (Linguistics, Languages and Literature).
Patricia’s research interests are in early child language and literacy development. Her areas of expertise include phonological processing and literacy development in monolingual and multilingual children. As part of her MA and PhD studies, she produced language and literacy assessment tests in Sepedi (Northern Sotho), one of South Africa’s official languages. Patricia also has a deep passion for Data Science and its application in child language development and acquisition.
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Administrative Staff
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