TOGI 2021 Journal

TWO OCEANS GRADUATE INSTITUTE JOTUORGNIAL DEC 2021 VOL 2 ISSUE 1

TOGI Journal 2021 Page |2 Publisher The TOGI Journal is published by the Two Oceans Graduate Institute (TOGI) 2 Eighth Ave, Grassy Park, Cape Town, 7888 Tel +27 021 829 7015 https://togi.ac.za/ Access to this journal is available free online as an open educational resource (OER). This Photo by Unknown Author is licensed under CC BY-NC-ND

TOGI Journal 2021 Page |3 TOGI Journal 2021 Vol 2 Issue 1 Dec 2021 4 5 Table of contents 21 31 Editorial 40 Isabel Tarling Clicking with Camtho – the 12th (unofficial) language of ‘Mzantsi 54 Alex Bryant Children’s Literature in Translation: Travelling between Cultures? Carine Janse van Rensburg An investigation into the digital support for non-traditional students Pam Miller Plagiarism in the online teaching and learning space at a Higher Education Institution Georina Westraadt Poster Submission The impact of Covid-19 protocols on practical Natural Science and Technology lessons of pre-service teachers during the Teaching Practices period of May / June 2021 Shahida Anthony

TOGI Journal 2021 Page |4 Editorial The TOGI Journal for 2021 is published at a time when the education system globally, as in South Africa, has faced significant challenges from multiple fronts. In the past two years, most education institutions faced the daunting task of changing face-to-face classroom teaching and learning, to an online mode. The accompanying challenges this created, provided a unique opportunity for education to innovate as a field, and to reinvent centuries old practices, policies, pedagogies and processes. Unpresented innovation blossomed as millions of educators around the world digitized, optimized and redesigned learning for digital spaces. At the Two Oceans Graduate Institute, innovation is no stranger. Some years back, educators from TOGI already pivoted to online learning, changing face-to-face teaching and learning to completely online modes. Since then, TOGI’s learning design processes have grown and evolved to create online learning that engages, equips and empowers students. This is an ongoing learning process and one that the life-long learners at TOGI embrace whole heartedly. TOGI’s lecturers are not only innovators but also educational researchers. This journal captures some of the exciting research undertaken by TOGI’s researchers. It starts with Alex Bryant’s fascinating work about isiCamto, the 12th (unofficial) language of South Africa while Carine Janse van Rensburg presents deep insight into the world of children’s literature. Both Drs Pam Miller and Geo Westraadt focus on their own teaching and learning practice. Dr Miller researches best practice in creating and presenting orientation modules for first-time TOGI students, and Dr Westraadt explores the troubling increase in Plagiarism by higher education students and ways to address this. The TOGI Journal concludes with Shahida Anthony’s poster presentation of research on students experiences of Natural Science practicals during Teaching Practice and how COVID-19 protocols impacted this. These papers and the poster presentation were first presented at TOGI’s Research Sharing Day in September 2021. In the fully online sharing day, presenters shared their research, whether completed, planned or a work-in-progress. The day was preceded by an Abstract Writing and Ethics workshop to sharpen writing skills and reinforce ethical standards for research within the organisation. Following the research sharing day, presenters anonymized papers and the poster was submitted to a double-blind peer review process. The outcomes from the peer review process was shared with authors who finalized their submissions. These final double-blind peer reviewed articles and the poster is included in this journal, the culmination of vision, dedication and perseverance. Congratulations to all authors for this interesting and innovative collection!

TOGI Journal 2021 Page |5 CLICKING WITH ‘CAMTHO – THE 12TH (UNOFFICIAL) LANGUAGE OF ‘MZANTSI Alex Bryant Abstract As a way of bridging the cultural gap and improving cross-cultural communication and understanding in multi-cultural classrooms, this paper aims to introduce non-mother tongue teachers of African languages to the 12th language of South Africa: isiCamtho. African language speakers use a slang called isiCamtho (also known as Scamtho). It is the language of the urban black youth - an informal language, descriptive, humorous and expressive. Each generation formulates its own brand of slang which reflects the preoccupations and styles of the times. The methodology for this study involved desk research and empirical interviews based on four questions. The sample was 55 scholars: 20 boys and 35 girls aged between 16-18. The data garnered were high frequency isiCamtho words used by isiXhosa learners in a classroom. They were documented, interpreted and analysed using linguistic subfields of phonology, semantics and historical research. The results of this study are a glossary of high frequency isiCamtho words. The etymology recognises that isiCamtho comprises a mixture of all the vernacular languages of South Africa. It borrows heavily from English and Afrikaans and casts these words into the open syllable vowel, consonant, vowel (CVC) phonological formation of isiXhosa. Word formation occurs through metaphor, clipping, compounding and onomatopoeia. The paper concludes that isiCamtho is a remarkably versatile lingua franca, which, with a little practice, is easy to use and easy to understand and is a way of bridging the cultural gap of our multicultural classrooms.

TOGI Journal 2021 Page |6 Introduction South Africa is a multilingual society which recognises 11 official languages and these are all guaranteed equal status according to the constitution. Yet, in practice this is not the case. South Africans still remain linguistically divided with English and Afrikaans-speaking people tending not to have linguistic ability in indigenous languages. There is, however, a language being spoken by the South African urban youth which is a dialect formed from all 11 official languages. This language or dialect is called isiCamtho, the 12th language of Mzantsi (South Africa), albeit unofficial. Have you ever been to a kasi or to Gomorrah? What would your reaction be if someone gave you a tiger or a smiley? Have you ever met a jita or a tshizboyi? Have you ever been in a gusheshe or a vrrr pha? Do you admire ama-reverse and windscreens? If you can answer these questions, then you are speaking isiCamtho. This paper offers an introduction to isiCamtho words and the linguistic relationship between these words and their etymology, where they are borrowed from and how they are derived. It also aims to introduce and familiarise non-mother tongue teachers and student teachers of African languages, who might encounter students using this language in their classrooms, to isiCamtho, as a way of bridging the cultural language gap. Objectives This research is sociolinguistic and aims to unravel the complex relationship between language, society and culture by explaining aspects of the complex linguistic subculture of black urban areas in South Africa. It aims to create awareness of a domain of language in a linguistically divided country. This linguistic divide permeates many classrooms in the daily lives of teachers. This paper offers valuable insights into the emergence and development of a dynamic lingua franca widely known as isiCamtho which can improve cross-cultural communication and understanding in multi-cultural classrooms and thereby enable sustainable, effective education. Background IsiCamtho was originally known as Tsotsitaal and was associated with the fringes of society - rebels, outcasts and criminals. According to Ngwenya (1995:2), “Tsotsitaal was first used by gangsters and thugs to communicate among themselves so policemen could not easily understand them”.

TOGI Journal 2021 Page |7 Tsotsitaal later developed over the years as a means of communication between people of different ethnic and racial backgrounds in the urban milieu of South Africa. It was in Sophiatown and neighbouring black residential areas that such a language took root and blossomed. By the 1940s Tsotsitaal seems to have stabilised on the Reef, resulting in thousands of second language users (Milamu, 2003:4). However, according to (Brandford, 1993:11) the “post apartheid socio-political revolution was accompanied by a vocabulary explosion” and Tsotsitaal was hijacked by the urban youth who injected it with a fresh vitality of black-urban-youth-speech. Thus, a new lingua franca called isiCamtho was created. IsiCamtho is an informal language, descriptive and at times humorous and expressive. It reflects the preoccupations and styles of the times and captures the spirit of the streets. Each generation formulates its own brand of slang which is influenced by the culture of the time. The youth love the fluidity of isiCamtho and the ability to subvert traditional meanings and usages of certain words. It is seen as hip and happening and anti-establishment due to the liberal use of profanity where certain expressions are deemed unacceptable in formalised vernaculars (Bryant, 2007:222). IsiCamtho gives identity to the black youth and carries with it their view of the urban world and how they interact with the political, social and economic environment. The words are reflective of how black youths, through language, navigate and slip seamlessly between different vernaculars in their day-to-day lives and thus define themselves as a dynamic mass of people. They proudly claim their space in an environment where they are afforded little or no recognition at all (Bryant, 2007:222). Methodology and Analysis This study investigates and analyses high frequency isiCamtho slang words used by isiXhosa learners in a modest classroom, during the years of 2008 to 2018, in the suburb of Langa. The sample was 55 scholars with isiXhosa as their home language: 20 boys and 35 girls aged 16-18. Data garnered, via participant observation and questioning, were high frequency isiCamtho words used by isiXhosa learners in a classroom. The methodology entailed desk research, interviewing, interpretation and analysis. The word list was built over time from use in the classroom. In order to understand the word’s meaning, the input of contextual information (pragmatics) was necessary to arrive at an understanding of what a speaker meant by a certain word or expression.

TOGI Journal 2021 Page |8 The empirical interviews that followed were based on four questions. These were: What does the word mean? In which context is it used? Is the word used figuratively or metaphorically? What is its etymology? Once recorded, each word had the explanation of the meaning attached and its contextual use defined. Once this had been achieved, the words were linguistically analysed according to linguistic subfields of phonetics, phonology, morphology, syntax and semantics. Further validation came from reference material to supplement and reinforce the interpretation of words. Follow-up face-to-face interviews with key informants in a classroom were conducted to clarify the nature, structure and rhythms of the words. Contexts were often relatively unstructured with the final interpretation reached through group consensus. Results The results of this study is a glossary of high frequency isiCamto words used in a humble classroom in the suburb of Langa. On analysis the findings emerged in four major streams. These are: • The majority of isiCamtho words are derived from adapting indigenous words metaphorically and by adopting or borrowing words from English and Afrikaans. • IsiCamtho vocabulary, as with all slang, “appears to cluster around certain subjects or themes which include music, drugs, drink, sex, body parts, crime, and insults” (Green:2021). • IsiCamtho has a fully developed functional grammar with a set of rules based on isiXhosa grammar that structures the linguistic characteristics of phonetics, phonology, morphology and syntax. Borrowed words, through transliteration, are generally cast into the open syllable, vowel consonant vowel (VCV) phonological formation of isiXhosa. Nouns all fall into the noun class system; relatives are formed as stems, for example: ivovo (fake), and verbs are formed using the infinitive prefix uku. • Word formation patterns are shown to be strongly involved with: • metaphor (metonomy and synecdoche), ixalanga (metaphor for tow-truck); • clipping and compounding, tshis’inyama (braai-meat); • onomatopoeia in the formation of deideophonic nouns, vrrr pha (Golf GTI); • euphemism against taboo, uqhuba i-Z3 (He drives a Z3).

TOGI Journal 2021 Page |9 Nouns and Categories All nouns are categorised into a set of noun classes. Each noun class consist of a noun prefix and a noun root. The noun prefix is a group of letters, found at the beginning of a noun which identifies the class to which a noun belongs and indicates whether the noun is singular or plural. These words are adopted and then placed into either Classes 1a & 2a, Classes 5 & 6, or Classes 9 & 10. Class 1a Class 2a utshomi ootshomi friends - word borrowed from ‘chum’ Class 5 Class 6 ipharaphara amapharaphara drug addict - borrowed from paranoia Class 9 Class 10 ihosi iihosi hospitals – clipped into VCV formation What follows are groups of nouns according to categories: music, place names, vehicles, people, money, alcohol, body parts and clothing. Music Kwaito n. a genre of music Hand in hand with isiCamtho goes Kwaito. Kwaito’s lyrics are in isiCamtho. Kwaito is a music genre inspired by life in the townships and has become a culture in it own right. It is kwaai, it is cool and it

TOGI Journal 2021 P a g e | 10 is ganster. The word kwaito comes from the colloquial Afrikaans word kwaai meaning ‘angry’, ‘hot’, ‘good’, ‘cool’, ‘lekker’; and from the isiXhosa/isiZulu word into, meaning ‘a thing’. Kwaai + into = Kwaito A hot thing! Place names Scamto borrows place names from either English or Afrikaans. These words are then shortened or clipped in translation, and incorporated into the phonetics of isiXhosa. All place names when using a preposition are prefixed by e to translate as in on to and from. Ekasi means in/on/to/from the township depending on the context of the sentence. iBush n. eBush adv. University of the Western Cape A throw back to apartheid when all universities were segregated and ‘non-white’ universities referred to as ‘Bush Colleges’. iJozi n. eJozi adv. Johannesburg A clipped word borrowed from either the English or Afrikaans for Johannesburg. ihosi hospital Borrowed from either the English or Afrikaans hospital or hospitaal and clipped. ikasi n. ekasi adv. township Apartheid era townships were known as lokasie (locations) by the authorities of the day. The original word has been clipped to lokshin and kasi by the locals. iGomorrah n. Alexandra township in Johannesburg A derogatory name suggesting an extremely wicked place. One of two sinful cities mentioned in the Book of Genesis 19:24. ismokolo n. esmokoleni adv. an illicit establishment selling illicit goods From the Afrikaans smokelaar (smuggler/dealer) selling alcoholic beverages or illegal drugs. Mzantsi n. South Africa A clipped version of the standard isiXhosa/isiZulu name for South Africa, UMzantsi Afrika.

TOGI Journal 2021 P a g e | 11 itshis’inyama n. a place of braaing Areas in townships allocated to meat braaiing - ukutshisa (to burn) and inyama (meat). Vehicles i-g-string n. BMW 3 series BMW 3 series - refers to the mould on the bonnet resembling a G-string. ivrrrr pha n. Golf 6 GTI Golf GTi derived from onomatopoeia, the particular sound made by the exhaust of the car on take- off and on acceleration. igusheshe n. BMW 325 series BMW 325 series has become a cult township car for its ability to effortlessly spin its rear wheels, which allows for the performance of all sort of life-threatening and much-admired stunts. The term to gushesha has also come to mean ‘show off’ so the performance of doing tricks with a soccer ball is to gushesha. The word is derived from onomatopoeia. In order to spin the car, the handbrake must be pulled up, hence the sound gu. This is followed by sheshe the sound made as the BMW spins. i-Zola Budd n. Toyota Hiace The 16-seater vehicle that shuttles South Africans to and from their places of work. Following the release of a Brenda Fassie’s song named after our 80’s middle distance runner, taxis became known as Zola Budds, for their speed, and because they, like her, are small & fast! i-Benz n. Mercedes Benz Only ever referred to as a ‘Benz’ never a ‘Merc’ or Mercedes. An intsimbi (steel or iron) is the very old Mercedes Benz. No need for an explanation here! iphela / amaphela n. township taxi cars/cockroaches Township taxi cars, like old Toyota Cressidas and Valiants etc which crawl around with no brakes or road worthy certificates, are seen as a nuisance and referred to as cockroaches. A metaphor comparing old taxi cars to cockroaches.

TOGI Journal 2021 P a g e | 12 ixalanga / amaxalanga n. vulture / breakdown tow truck A breakdown tow-truck. A metaphor comparing tow trucks to vultures - both feed off carrion! People ijita / amajita n. young men between the ages of 20 and 30 Name given to the Bafana Bafana under 20 soccer side and adopted as a term for twenty to thirty- year-old men. i-gent / ama-gent n. middle aged men between 30 and 40 Borrowed from the English clipped to ‘gents’ and incorporated into the isiXhosa noun class system. ithayma / amathayma n. older men from 40 upwards Borrowed and clipped from the colloquial English ‘old timer’ and incorporated into the isiXhosa noun class system. ikwere-kwere / amakwere-kwere n.foreign nationals A derogatory name for foreign nationals derived from onomatopoeia ‘kwere kwere’ - the perceived sound of a language spoken and not understood. u-model C / oo-model C n.black learner attending a white private school Associated with the Model C schools of the 90s, when black learners were allowed to be admitted to white schools. The implication being that these learners think they are a ‘cut’ above township school learners due to their Model C accents and fluency in English. utshomi / ootshomi n. a friend Borrowed from the English word chum, the word for a fellow prisoner itshizboyi / iitshizboyi n. a young upwardly mobile township boy (spoilt brat) The cheese boy (or girl) has a slice of cheese in his or her igwinya (fetkoek) whereas other township children have their amagwinya plain. These are the rich kids, the 'spoilt brats' of the townships. Words cheese and boy borrowed from English. Cheese is associated with wealth, so while poor kids eat theirs plain, a cheese boy or cheese girl gets a slice of cheese in his/her igwinya.

TOGI Journal 2021 P a g e | 13 iblesa / iiblesa n. sugar daddy A ‘blesser’ derived from English, is an older man who is willing to provide the various material wants of a younger mistress for sexual favours. i-black-diamond n. young well educated upwardly mobile young black person The vanguard of the steadily growing middle classes – snazzzily dressed in designer labels. The association being that ‘black diamonds’ are the most valuable of all diamonds. i-pharaphara / amapharaphara n. a drug addict The reference to a drug addict comes from the long-term use of drugs which leads to paranoia. The word ‘paranoia’ is then adapted and compounded and placed in the isiXhosa noun class system. isikhothana / izikhothana n. a flashy spender Urban youth culture referring to someone from a poor background who spends beyond his or her financial means to purchase high-end brands which are then destroyed or disposed of in an attempt to create a perception of opulence and thereby gain social status. i-jazz player n. someone slick and cool Jazz musicians have a coolness about them, a certain energy, flair or panache! Makes the association with ‘coolness’. umagriza / oomagriza n. an elderly woman A disparaging/derogatory term for an older woman griza loaned from ‘grizzle’ i-Ben 10 / ii-Ben 10 n. a toy boy A young man popular among older, richer women - from the cartoon character Ben 10. Ingam’la n.white person Although umlungu is the isiXhosa term for a white person, ingam’la is the isiCamtho term, roughly translated as ‘the one with the name’. uchiskop n.a bald head

TOGI Journal 2021 P a g e | 14 A bald head or closely shaven head. Borrowed from the English ‘cheese’ and the Afrikaans ‘kop’ and is associated with the smooth look of cheese when sliced. Money Tiger n.money Why a tiger? Although tigers do not occur in South Africa, the Leopard Panthea Pardus is referred to as a tier in old Afrikaans. The theory is that the word comes from the leopard on the 200 rand note and tiger is borrowed from the Afrikaans-tin tier (Brandford, 1993:334). i-half tiger 5 rand i-tiger 10 rand i-three tiger 30 rand etc i-clipa n.100 rand The word is adopted from English word clip wallet with the clip being able to hold the correct number of notes to total a hundred rand. Alcohol izamalek n. Carling Black Label beer Named after the Egyptian football club Zamalek after they had beaten the Soweto giants- Kaiser Chiefs – because both the beer and the club were so strong (Richman, 2013:38). intombi eneshoro n. Castello or Autumn Harvest wine This is how you ask for Autumn Harvest or Castello wine. The association is with the shape of the bottle (including the small glass handle on one side) which resembles a ‘self assured girl’ with her hand on her hip, confident and with attitude and using the element of personification. iCuppachino n.Guiness Milk Stout Associated with the head of foam formed after pouring.

TOGI Journal 2021 P a g e | 15 Body Parts / Food / Clothing The following words are derived from metaphor using both metonymy and synecdoche and are self explanatory. ikota bunny chow (a quarter loaf of bread with chips and meat) i-dairy breasts i-windscreen face i-reverse buttocks. i-walky-talky chicken heads and feet (a delicacy in taverns) i-smiley sheep head (the charred receding lips give it the smiley look) idimas dark glasses. iskaftin Tupperware (borrowed from the word ‘skoff’ – to eat greedily and ‘tin’, a container for food or ‘varkpan’ word used in gauls (Brandford, 1993:290) Qualificatives IsiCamtho qualificatives describe nouns and verbs in a relative sense. Sho’tleft just over there “Sho't Left” is derived from everyday South African “taxi lingo”. A commuter wanting a ride to a destination close by will say ‘Sho't left, driva’ – meaning, I want to jump off just around the corner. The term has moved into the tourism campaign focusing on domestic travel market. Ivovo fake Origin unknown foshizi the genuine article Origin unknown Dollie delightful After Dollie Rathebe - She exuded a beauty and glamour that led to her name becoming synonymous for everything delightful. Anything and everything can be Dolly or Double Dolly

TOGI Journal 2021 P a g e | 16 Gucci all good A versatile term based on the luxury fashion brand meaning okay/good/great/awesome etc. To be ‘all Gucci’ is a wonderful thing indeed. Verbs All isiCamtho verbs are formed by prefixing the infinitive formative, uku to the stem. ukugoboza v.to gossip (from the English word gossip) ukuspeeda v.to be forward/ fast and provocative ukuvat en sit v.to cohabit (live together out of wedlock) ukuvaya v.to go away (from the Afrikaans ‘waai’) ukurepozessa v. to steal (‘to repossess’ – the implication being that they are not stolen but rather reclaimed) ukuspinza v. to drink alcohol (from the English to spin) ukujewisha v. to dress stylishly and fashionably (the implication being that Jewish people have style and taste: ‘all joozhed up’) ukudonora v. to beat someone up (from the Afrikaans word ‘donner’) Interjections, exclamations and responses African language is exceptionally dynamic in its expressiveness. This is conveyed through the intonation and rhythm of speech (not covered in this paper) and in its management of difficult and emotional subject matter. Interjections are spontaneous expressions or verbal gestures of surprise, reluctance outrage, irritation, joy, happiness etc. Interjections are used by a listener in a conversation, by the audience at a performance and in response to a public speaker. Interjections are an interactive process that produces vitality and dynamism to the communication process in African culture. One again body language, expression and tone are important when using interjections (Bryant, 2007:220) Hayibo!

TOGI Journal 2021 P a g e | 17 An expression of shock excitement, amazement, surprise, disgust, irritation and or disbelief. Although this is an original isiXhosa exclamation, it has been appropriated by nonmother tongue speakers of South African everywhere. Eish! An expression of reluctance or disappointment. It is used to express a whole gamut of reactions, be it frustration, bewilderment, resignation and the like. It can also have a contemplative or ruminative element to it as well. Basically, it can represent just about any emotion you want. Up to you really. Ayeye! An expression used to tease or mock someone for their faults. Nca! An expression to depict something ‘just right’. Taboo topics It is important to note that in isiXhosa culture, euphemisms are normally used when talking about body parts and certain illnesses referring to sex and sex organs. This follows the tradition of ‘avoidance’ known as hlonipha. Very often isiXhosa speakers do not refer to someone as having HIV/AIDS, but will say: Unamagama amane S/he has four words (AIDS) Unamagama amathathu S/he has three words (HIV) Unamagama amakhulu S/he has big words. Unnxiba isikafu esibomvu S/he wears a red scarf. Because HIV is a three-letter acronym, some speakers make any three-letter acronym synonymous with the illness. Uthatha i-Fat Attack (S/he is taking Fat Attack – a dieting concoction from the 90s) Uqhuba iZ3 (S/he is driving a Z3). HIV/Aids is also referred to as ilotto as in Wadlala ilotto S/he played the lotto.

TOGI Journal 2021 P a g e | 18 Further euphemisms are used for condoms. idyasi a raincoat / a condom isingxobo a gun holster / a condom igambhutsi gumboots / condom iplastiki plastic / condom IsiCamtho greeting A typical isiCamto greeting which could go something like this. (Dowling,n.d.) Andile: Hola joe ‘Hola’ borrowed from Spanish for hello. ‘Joe’ the word for ‘friend’ Sibu: Heyta/Heitha bra borrowed from the English, ‘Hi’. Andile: Uspruce? To ask how you are. Borrowed from the English ‘spruce’. Sibu: Kugrand/Shap/Moja borrowed from the English, ‘grand’ and ‘sharp’. Moja borrowed from Swahili for “We are one”. Sibu: Veder? And how about you? Borrowed from the Afrikaans word ‘verder’. the V is pronounced as an “f” and the guttural r is not pronounced. Andile: Ndiriti / Kugrand. An expression of positivity or acceptance of something good. Ndiriti borrowed from Eng. Right. (Ku uses the impersonal prefix ku. It’s ok/good/grand. Sibu: Tshawuza. (Good bye) borrowed from the Italian for ‘goodbye’ Ciao! Andile: Babayini! Goodbye borrowed from ‘bye bye’ with the suffixed ni to indicate the plural form. Summary The paper presents an interesting glossary of words, phrases and expressions which constitute the remarkably versatile lingua franca. The etymology recognises that isiCamtho comprises a mixture of

TOGI Journal 2021 P a g e | 19 all the vernacular languages of South Africa. The language reveals more than the etymological content. These words are active components in the urban and social worlds of the generation who produced them. IsiCamtho mirrors the diversity of the South African youth and the proud elements of South African culture. It forms a bridge between English, Afrikaans, isiXhosa, isiZulu and other indigenous languages. The youth shows their uniqueness and individuality through IsiCamtho. It is a language which celebrates township life. IsiCamtho tears down barriers and builds bridges between different cultures that have so long been perceived as separate. Further work can be done to open present and future educators to the richness of isiCamtho and its promise to enrich their teaching and classroom dynamics. And for South Africans at large, a little practice in turning our ears to isiCamtho while walking the streets of Mzantsi will increase our inclusivity in our diverse society and contribute to nation-building. In the words of Rholihlahla Nelson Mandela: If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.

TOGI Journal 2021 P a g e | 20 References Branford, J. & Branford, W. 1993. A dictionary of South African English. Cape Town: Oxford University Press. Britannica: The development of Slang. [Online] Available at: https://www.britannica.com/topic/slang [Accessed 1/10/2021]. Bryant, A. 2007. Xhosa for Second Language Speakers. Cape Town: Phezulu Publishing. Dowling, T. n.d. The African Voice. News Letter. Cape Town: African Voices. Green, J. 2021. Green’s Dictionary of Slang. [Online] Available at: https://blog.greensdictofslang.com/category/articles [Accessed 20/9/2021]. Merriam Webster Dictionary. [Online] Available at: Where do new words come from https://www.merriam-webster.com/help/faq-etymology [Accessed 23/9/2021]. Molamu, L. 2003. Tsotsitaal: A dictionary of the language of Sophiatown. Pretoria: University of South Africa. Motshegoa, L. 2003. Scamto Dictionary – Talk to us the way we understand. Johannesburg: Motshegoa. Ngwenya, A.V. 1995. The static and dynamic elements of Tsotsitaal with special reference to Zulu – A sociolinguistic research. Unpublished Master’s Thesis. Pretoria: University of South Africa. Richman, T. & Hendricks, S. 2013. An alternative guide to South Africa Johannesburg: Burnet Media.

TOGI Journal 2021 P a g e | 21 CHILDREN’S LITERATURE IN TRANSLATION: TRAVELLING BETWEEN CULTURES? Carine Janse van Rensburg Abstract In a diverse, multicultural context, such as the South African one, the bridging of differences across cultural groups can be facilitated by the introduction of the literature of the “other” culture. Literature, being intrinsically rooted in the language and culture of the author, can aid the process when young readers are acquainted with translations of these literary works. The “consciousness of a difference” (Venuti in Sas, 2010:36) supports the goal of translating children’s literature: to enrich children’s lives by broadening their horizons. Translation is indeed an intercultural communicative act. The challenge is thus to justify the translation of children’s literature by showing firstly, that the good story travels easily between languages; secondly, that translated children’s literature is able to break down barriers of geography and race; and thirdly, that learning about other cultures is an enriching experience that opens up new horizons and stimulates new ideas. The paper will address the following questions: Should the translator of children’s literature aim to preserve the linguistic and cultural difference of the foreign text, thereby taking his young readers “abroad” and granting them the same enchantment that the reading of the work in the original language would afford them? Or should the translator choose to remain invisible by domesticating the source text, thereby leaving his readers “at home”? Introduction As you will see I have added a question mark to my topic. I hope that at the end of this paper you will be able to decide whether you want to remove it again. That would mean that you will have gained answers and insights while reading this article, which have eluded me in the weeks that I have taken to prepare this paper. What do you pack when you travel? What does a child pack when he travels – if he were allowed to make his own decision as to what he wants in his travelling bag? Colouring books, pencils, iPad and

TOGI Journal 2021 P a g e | 22 headphones, cricket bat and ball, soccer ball, sweets and biscuits, Lego blocks, puzzles, stuffed toys? No space left for necessities. There is obviously no clear-cut answer to this question as there, unfortunately, might well be no clear-cut answer to the questions that my topic poses. We might even end up with frightfully more questions than answers, because the answer depends on several variables for example, the duration of the journey, the destination, the travelling mode, the weather conditions, the size of the suitcase, the culture, the craze of the moment … What am I trying to demonstrate by this specific question? Merely this: while we, as adults, are looking at the translation of children’s literature, we need to bear in mind that the readers of translated children’s literature are in fact children. This should naturally impact not only on which books are chosen to be translated, but also on the choice of translation method. Parents, pedagogues and publishers prefer to see children read edifying books, books that will improve their reading skills, educate them on certain topics and teach them values. They prefer texts that instruct morally and that contain no violence or scatological humour, which children, by the way, particularly enjoy. Children on the other hand do not find it important to be enlightened by a book. They read to relax and they want to be drawn into the fantasy world of the story, be thrilled or energised by it, or at least read something that makes them laugh. In view of the above it is evident that children’s literature, being a genre apart from adult literature, might ask for different modes of translation. Traditional modes of translation The phrasing of my topic is based on the presumption of traditionalist translators (to which I cling extremely lightly) that the process of translation involves a travelling between cultures, and that this journey is, if not essential, at least valuable for the bridging of differences across cultural groups. This presumption is then based on the assumption that each language is nested in the culture of its speakers, and that the process of translation thus necessarily entails the grappling of at least the translator with the culture of the target language which inevitably, according to Friedrich Schleiermacher (Venuti, 2004:49), leads to the translator either leaving the author in peace as much as possible and moving the reader towards him (known as foreignisation); or leaving the reader in

TOGI Journal 2021 P a g e | 23 peace as much as possible and moving the author towards him (known as domestication). In his view Schleiermacher holds that any attempt to combine these two options is certain to produce a “highly unreliable result and to carry with it the danger that writer and reader might miss each other completely” (Venuti, 2004:49). He strongly prefers the option that the translator highlights the otherness of the translated text, by “striving to adhere so closely to the foreign text as his own language allows” (Venuti, 2004:49). Not only Schleiermacher, but also Antoine Berman and Lawrence Venuti have opted for a foreignising rather than a domesticating translation method. Venuti even believes a translation should not read as if it were an original, but should bear the visible signs of its translatedness. The central question of this paper is: Should the translator of children’s literature aim to preserve the linguistic and cultural difference of the foreign text, thereby taking his young readers “abroad” and granting them the same enchantment which the reading of the work in the original language would afford them? Or should the translator choose to remain invisible by domesticating the source text, thereby leaving his readers “at home”? Is what Eva Hoffman states in Lost in Translation (1998:273) true? “In order to translate a language, or a text, without changing its meaning, one would have to transport its audience as well.” Or are there other options available? We need to remember, as mentioned earlier, that the translator in the first place has to take his audience into account: the child-reader whose cognitive and linguistic skills are far removed from that of the adult reader. And which necessitates the translator to ask questions like, inter alia, will the foreignness alienate or attract the reader? Klingberg and Zohar Shavit on the translation of children’s literature According to Sas (2010: 56) researchers of translated children’s literature have, similarly to translation studies, engaged in the “eternal dichotomy between adaptation (bad) and faithfulness (good).” Göte Klingberg and Zohar Shavit regard adaptation negatively, while Riitta Oittinen has a new way of looking at adaptations in children’s literature. Let us consider Klingberg’s approach towards the translation of children’s literature (1986).

TOGI Journal 2021 P a g e | 24 According to him the aim of translating children’s books is to make more literature available to children, to which he adds in parenthesis, “hopefully works of literary merit” (Klingberg, 1986:10). For this aim the translator will closely adhere to the original to ensure that it is presented to the target readers “in its totality and with its distinctive characteristics” (Klingberg, 1986:10). A second aim is to further the reader’s international outlook and understanding which will also ask for close adherence to the original, as the removal or change of any peculiarities or cultural elements of the foreign culture will not support this aim. Klingberg then continues to point out two pedagogical goals that would allow the translator to revise the source text. Firstly, should the translator have reason to believe that the young reader may have difficulty understanding the text due to a lack of knowledge of the foreign culture, he could resort to a strategy of “cultural context adaptation”. The most radical form of adaptation occurs when the translator domesticates the story in such a way that every source element is adapted to fit the target culture. He claims that such drastic adaptation should be limited to details and he continues to name specific categories where cultural context adaptation may be necessary to improve the reader’s comprehension of the source text, e.g. literary references, foreign languages in the source text, references to mythology and popular belief, historical, religious and political background, building and home furnishings, food, customs and practices, play and games, flora and fauna, personal names, titles, names of domestic animals, names of objects, geographical names, weight and measures (Klingberg, 1986:17-18). Secondly, should the translator find values in the original that he deems improper to pass on to young readers, he could apply a strategy of purification. Klingberg then also touches on a third strategy, namely modernisation, which he proposes for the refreshing of classic works or changing settings of bygone days to more recent ones. It is clear that Klingberg does not consider the child’s preference to what he would like to take along on his travels. His views on translation methods focus primarily on educational purposes. Zohar Shavit affords the translator sanction to change, enlarge or abridge a text through deletions or additions provided the adjustment to the text “make it appropriate and useful to the child in accordance with what society regards (at a certain point in time) as educationally ‘good for the child’” and provided that the adjustment of plot, characterisation, and language is according to prevailing society’s perceptions of the child’s ability to read and comprehend (Shavit, 1986:112-113).

TOGI Journal 2021 P a g e | 25 Shavit bases this liberty of translators on her view that children’s literature takes a peripheral position within the literary polysystem on par with uncanonised literature which is more likely to be adapted or abridged to suit the needs of the target readers. More liberal approaches In recent years there has been a move in the direction of a more liberal approach where the focus is not so much on the method of translation as on the reader’s interaction with the text. This approach follows the reader-response theory where the role of the reader as the most important interpreter of the text is emphasised. Translators are inevitably in the first place readers of the source text and their interpretations will this guide their translation (O’Sullivan in Lathey, 2006:123). Fornalczyk speaks of a “cultural turn” (2011): translation is no longer seen as purely linguistic matter, but as something affected by social, cultural, economic and political factors. Whatever approach the translator favours, the words of Anne McLean, Spanish translator and two times winner of the Independent Foreign Fiction Prize for translation, remain true: “Translation is not a matter of just words; it is a matter of understanding where these words come from” (2009). Reaching this understanding entails travelling, as Jakob Grimm had stated in the nineteenth century when he compared the task of the translator with that of a sailor: the sailor mans a ship which he directs to the opposing shore where he has to land on “different earth and where different air plays” (Klingberg, Ørvig, & Amor, 1978:130). Rephrasing my topic in the light of Grimm’s metaphor: will the sailor, after tasting different air, remain on the opposite shore, or will he decide to take a deep breath and return to domestic soil and familiar air? If not, will he return, bringing along lumps of distant soil and scents of faraway skies? In other words, will he resort to a mode where he combines the best of two worlds? The Spanish translation scholar Dora Sales Salvador seems to think so. He suggests that “in the contradictory yet complementary dialectic between exoticising (foreignising) and familiarising (domesticating), the ideal solution would be to find a medium term, an in-between space, respecting otherness but able to transmit and communicate to the target culture” (2010:32). It appears that Christopher Rollason also agrees. He indicates that the terms “domestication” and “foreignization” may no longer be wholly appropriate in the globalising context of today’s world and suggests the naturalising and the dialogic as alternative terms. Naturalising translation would avoid risks and efforts for its readers and would diminish the differences between their own world and

TOGI Journal 2021 P a g e | 26 that of the translated texts, while dialogic translation would celebrate the surprises and complexities of intercultural encounter in a globalised world. He concludes that translation now “appears as an interlocking series of dialogues – between cultures, between languages, between author and translator and translator and reader – and above all, between two texts, source and target” (2010:34). Riitta Oittinin is another scholar who rejects the generalised approach of foreignisation as it does not apply to every reading situation. A foreignised approach to educate the child (as Klingberg advocates) or to add to the canon of children’s literature (as Shavit favours) is also not a reader- friendly view. Oittinin thus proposes a dialogic view on translation, an approach which is reader- friendly and based on her belief that if we do not translate for the reader, why do we translate at all? In this view faithfulness to the source text is far less important than loyalty to the reader. She grounds her ideas of dialogue on Mikhail Bakhtin’s concept of dialogism: “A reading experience is dialogic and consists not only of the text, but also of the different writers, readers, and contexts, and the past, present and future. The word is always born in a dialogue and forms a concept of the object in a dialogic way” (Bakhtin quoted by Oittinen in Sas, 2010:61). If this is the case, dialogue is a context in which texts and human beings, shaped by culture, language, time and place, communicate with each other. With reference to the child’s choice of books that contain humour and suspense, Oittinin also shares Bakhtin’s ideas on carnivalism with regard to the translation of children’s books. It is precisely the significance of the homo ludens children’s literature that characterises it and sets it apart from adult literature and the translation thereof. As said before, to Oittinen, the most important factor to bear in mind is that we are talking about translation for children, and children’s literature has common characteristics that can be conveyed in many different languages. Carnivalism, unlike foreignisation, does not alienate readers. They are rather encouraged to join up. This brings me back to my first question: what do you pack when you travel? But now I am addressing my question only to the child, because adults have always acted as censors of children’s literature, deciding what is best for them to read, what should be published and what should be translated. But the books that adults deem as appropriate for children do not necessarily correspond to what the child considers as fun to read. To understand this, one can contemplate Oittinen’s definition of children’s culture being “an underground culture outside the establishment” (Sas, 2010:62).

TOGI Journal 2021 P a g e | 27 She further relates it to Mikhail Bakhtin’s ideas on carnivalism, the latter referring to the unpretentious folk culture of humour, and shows a number of similarities between carnivalism and children’s culture, namely, the absence of dogma, authoritarianism, pretence and inclusivity. Because carnivalism was considered a lower genre in literature, portraying the lives of individuals of lower social ranking, it was regarded a marginal form of writing, as is the case with children’s literature. This view of a carnivalesque children’s culture has affected children’s literature and the translation thereof. Adults often find pedagogically unacceptable exactly that which makes children laugh – abusive and vulgar language, references to grotesque images of the body, expressions linked to genital organs, the mouth and the belly. The latter is important as can be seen by the popularity of eating and drinking in children’s literature. Oittinen regards the carnivalesque culture of children as having something to offer adults: although the delight children find in the grotesque and scatological humour may not strike a chord with adults as adults should “dive in their carnivalism, not teaching them but learning from them” (Oittinen in Sas, 2010:64). This view is confirmed by the success of, for example, Flemish author Marc de Bel, whose every single book that is published turned into a bestseller. This is because Marc de Bel and his young readers are, in manner of speaking, on the same page. The author himself declares: Ik babbel veel liever met kinderen dan met volwassenen. Dat komt allicht door die val uit mijn boomhut. Daardoor ben ik altijd voor een stuk elf jaar gebleven. En dat mag voorlopig gerust zo blijven. Hopelijk groeit mijn opengebarsten fontanel, waarlangs al die keutelspannende, slappelachgrappige, vlinderfladderige avonturen mijn hoofd binnenstromen, nooit dicht! (2011). According to Isabeau Sas children love his writing because “he breaks taboos and is not afraid to use ‘forbidden’ words” (Sas, 2010:17). Conclusion Does the translation of children’s literature entail travelling between cultures? The answer probably depends on still more variables than I have mentioned. I do, however, believe the most important issue is summarised by the following two quotations: Philip Pullman: “You never know what will set a child’s imagination on fire...if we DON’T offer children the experience of literature from other languages, we’re starving them. It’s as simple as that” (Pullman, 2005:9).

TOGI Journal 2021 P a g e | 28 Anthea Bell, winner of the Marsh Award for Children’s Literature in Translation, on accepting the award in 2007: “When that archetypal story-teller the Ancient Mariner holds you with his glittering eye and you cannot choose but hear, the tale he is telling wasn’t necessarily in your mother tongue to start with. That is where translations and translators come in. The good story, the real page- turner … travels easily between languages …” Whether the translator remains on foreign ground or returns to familiar earth, or whether he travels back and forth between continents on his translation journeys, one truth remains: We need to translate children’s books, because as Christopher Rollason (2010:29) argues, without translation the book simply does not exist for those who do not read the original language.

TOGI Journal 2021 P a g e | 29 References Bell, A. 2007. Speech delivered at the 2007 Marsh Award for Children’s Literature in Translation, London, January 23, 2007. Carousel News (2007). [Online]. Available at: http://carouselnews.blogspot.com/ [Accessed June 14, 2011]. Berman, A. 2004. “Translation and the trials of the foreign.” In Venuti, L. (Ed.). The translation studies reader. New York: Routledge. 284-297. Bricker, T. n.d. Photo from “Disney Packing List Tips & Tricks.” [Online]. Available at: https://www.disneytouristblog.com/what-to-pack-for-disney/ [Accessed 12 August 2021]. De Bel, M. “Who the hell is Marc de Bel?” [Online]. Available at: http://www.marcdebel.be/mezelf [Accessed July 27, 2021] Fornalczyk, A. 2007. Anthroponym Translation in Children’s Literature – Early 20th and 21st Centuries. Kalbotyra, 57(3):93–100 [Online]. Available at: http://www.leidykla.vu.lt/fileadmin/Kalbotyra_3/57__3_/93-101.pdf [Accessed 6 August 2011] Hoffman, E. 1998. Lost in Translation. London: Vintage Books. Klingberg, G., Ørvig, M, & Amor, S. (eds.) 1978. Children’s Books in Translation. Sweden: Almqvist & Wiksell. Klingberg, G. 1986. Children’s Fiction in the Hands of Translators. Lund: Bloms Boktryckeri AB. McLean, A. 2009. Making a Whole Culture Intelligible? Panel Discussion at World Literature Weekend. London. [Online]. Available at: http://www.youtube.com/watch?v=b1jVKqQUq6I [Accessed 3 August 2021]. Oittinin, R. 2000. Translating for Children. New York: Garland Publishing, Inc. O’Sullivan, E. 2006. Does Pinocchio have an Italian passport? What is specifically national and what is international about classics of children’s literature. In Lathey, G. (ed.). The translation of children’s literature: A reader. Clevedon: Multilingual Matters. 146-162. Pullman, P. 2005. Foreword to Outside In, Children’s Literature in Translation. Chicago: Millet Publishing.

TOGI Journal 2021 P a g e | 30 Rollason, C. 2010. Beyond the Domestic and the Foreign: Translation as Dialogue, in Perspectives on Comparative Literature and Culture in the Age of Globalization. New Delhi: Anthem Press: 29-39 [Online]. Available at: http://yatrarollason.info/files/TranslationasDialogue.pdf [29 July 2021]. Sas, I. 2010. The Treacle Triplets: A Functional Approach to the Translation of Children’s Literature. Unpublished Master’s Thesis. Stellenbosch: University of Stellenbosch. Shavit, Z. 1986. Poetics of Children’s Literature. Athens: The University of Georgia Press. Stolt, B. 1978. ‘How Emil becomes Michel: On the Translation of Children’s Books’ in Klingberg, G., Ørvig, M, & Amor, S. (eds). Children’s Books in Translation. Sweden: Almqvist & Wiksell. Venuti, L. 2004. (ed.). The translation studies reader. New York: Routledge.

TOGI Journal 2021 P a g e | 31 AN INVESTIGATION INTO THE DIGITAL SUPPORT FOR NON-TRADITIONAL STUDENTS Pam Miller, PhD Abstract The importance of an orientation module to the successful online learning of students was shown. At TOGI the students begin their PGCE module with their week-long Orientation Module. The current module includes the units of Finding your way in Moodle, the TOGI Handbook, Retrieving information, Keeping safe, Creating videos, and Useful things when studying online. Moodle and ICT skills are embedded in those units. Feedback was obtained from the students midway through their PGCE course evaluating the module. They indicated that they also wanted ICT skills, academic skills, information about the university and course itself, and communication skills. The topics required by the students will be embedded in the current format. Recommendations for making the Orientation Module effective and relevant to the students were described. Introduction The Orientation Module is very important as a foundation to the PGCE. This paper looks at what is currently offered in the Orientation Module and the responses of a class cohort when asked for suggestions for improvements. Background and context This article focuses on the Post Graduate Certificate in Education (PGCE) offered at the online university, Two Oceans Graduate Institute (TOGI). It describes the current Orientation Module offered, and then makes recommendations for improvement based on the responses from the students midway through their first semester. The article focuses on what is now and what should be added to meet the needs of the students. Online learning readiness is closely linked with success in learning in online environments (Liu, 2019: 42-43). Online readiness can be developed in an orientation module. An online orientation (OLO) module can reduce anxiety and develop student autonomy (McGowan, 2018:1), develop a sense to community, improve student comfort level and most importantly give students time to get used to

TOGI Journal 2021 P a g e | 32 online teaching (Agormedah, Henaku, Ayite & Ansah, 2018: 198). It can build confidence and skills, and clarify course expectations (Abdous, 2019: 181). A student doing the PGCE could be termed a ‘Non-Traditional Student’. This student is usually 25 years or older, studying part-time, has work experience, is usually working full time and often has family commitments. These non-traditional students are not the same as traditional students who have recently left school and are studying full-time. They have different expectations. For them any work done must be worth the time spent, i.e. it must be useful. They need to be treated differently to traditional students. Some of them are skilled, others not, they are sensitive and demanding. The degreed student may have studied at a high-tech or low-tech university, or studied long ago. When the course was designed, the author focused on the student, the introduction to the Moodle learning platform, plus perceived essential digital skills for online learning. The Orientation Module at TOGI for the 2nd cohort of the PGCE in 2021 is the module being described and the focus of this discussion. It was offered over 1 week at the beginning of semester two. It was not for credit. There was no final percentage however every activity was given a percentage, and the grades were visible to the students. The topics were chosen to reflect what I thought were important. My background may have influenced my focus on digital support for the PGCE students at TOGI. My background is teaching and writing textbooks on computers at high school (the school subject Computer Applications Technology or CAT), at university to 1st, 2nd and 4th year B.Ed. IP and CAT students, Honours CAT and PGCE students, and a master’s program in computer-assisted education. I have experience in teaching PGCE students at a residential South African university for 5 years. I taught at the online university, TOGI, for 4 years at undergrad B.Ed. level. I taught PGCE at TOGI for one semester before creating this Orientation Module. I based the topics taught in this Orientation Module on my high school experience, my experience with PGCE students, and B.Ed.IP online. The module opened with a welcome video from the PGCE co-ordinator and provided details about myself. Students were encouraged to message me about any problem they had with the work during the Orientation Module. From the cohort of 175 students between 500 and 550 messages were received during the Orientation Module week which can be interpreted that the students needed support, and felt comfortable enough to ask for support. The Orientation Module was initially created with six units on topics considered useful: 1. Finding your way in Moodle with the PGCE Programme Handbook

TOGI Journal 2021 P a g e | 33 2. Retrieving information 3. Keeping safe 4. Creating videos 5. Useful things when studying online Then there was the Evaluation of the module, and then the unit ‘Added late’. Table 1: The units, topics and the Moodle activities and support provided Units Topics Moodle activities and support Finding • Moodle interface There was a quiz and two assignments. your way in • Creating a profile The unit ended with a Moodle • Sending a message Moodle ‘Book’ with all the videos in the unit. • How to download Moodle from an There was a quiz about the handbook. app store and install it on phone or There were two quizzes. tablet The unit ended with a Moodle ‘Book’ with all TOGI • Handbook the videos in the unit. There were three quizzes Handbook on the unit. Retrieving • Using the TOGI e-library There were no quizzes but the students had to information • Obtaining journal articles from Eric create a video, upload it to their YouTube channel • Searching for information and post the link to the Forum. The unit ended • How to find the top journals in your with a Moodle ‘Book’ with all the videos in the field using Google Scholar unit. There was an assignment Keeping • Viruses where the focus was on uploading a document. safe • Passwords The unit ended with a • Locking the computer screen Moodle ‘Book’ with all the videos in the unit. • Keeping text in a Word document hidden Creating • Creating own YouTube channel videos • Creating a video • Create a video using PowerPoint • Uploading a video to YouTube and copy the link to the Forum in Moodle. Useful • Providing details of local Internet café things • Obtaining free Microsoft Office when • Connecting with Zoom studying • Saving a web page as a PDF document online • Creating a screen grab • Transcribing or dictating text • Annotating a PDF document

TOGI Journal 2021 P a g e | 34 Added late • Translating a document • Spelling and punctuation • An activity where the students had to upload the annotated PDF of a graded assignment. The content was taught via the Moodle learner management system using self-grading quizzes, assignments, files and videos to read and view, and contributions to a forum. The personalised feedback for every graded assignment indicated how it would be useful to the student in their online studies. The students were given a checklist of all the Moodle features taught and in which activity they were found. They were repeatedly told where and how to find their grades. There was never a final grade nor were the students coerced to complete all the topics. In the Evaluation Survey at the end of the Orientation Module most students indicated that they were very satisfied with the Orientation Module. Students made the following suggestions for inclusion in future orientation modules: 1. refresher courses in Word, Excel and PowerPoint 2. more on the use and function of Zoom and Teams 3. information about the forthcoming modules, the lecturers, the university and teaching practice 4. information on referencing 5. information on Turnitin 6. the module and videos to be there for future reference. After the experience of doing the Orientation Module and studying at TOGI for half a semester, it was decided to ask the students what should remain in the module and what should be added. The students had to be comfortable working online. The module had to be valuable to them and provide knowledge and skills. The module had to complement what they learnt in the PGCE. The module hd to support the students. The students had to get a sense of belonging to an online community. The students had to develop confidence in online work. The skills learned had to be proactive, instead of reactive, with respect to common skills. The students had to be able to focus on their studies when the academic part of the course opened. All technical problems should have been resolved before the ‘studying’ part of the module began. I decided to do research on the design and development of the Orientation Module and find what was needed to achieve those goals.

TOGI Journal 2021 P a g e | 35 Methodology A questionnaire with tick boxes and an open section was designed to get the students’ opinions about the topics covered in the Orientation Module. The questionnaire focused on which topics should remain in the module and what additional topics should be added in the fields of ICT skills, academic skills, the course itself and communication skills. The questionnaire was designed and the ethics application was sent to the Ethics Committee. When the ethics application was accepted the questionnaire was made available to the students. The 177 students were given seven days to complete the questionnaire. The Moodle course page as well as the questionnaire itself had the information about the data collection as indicated below: I need to do research to make the Orientation Module better and more useful for the PGCE students next semester. I would like you to complete this questionnaire please: • It is anonymous. • You do not have to do it but I would be very happy if you did it. • You do not have to complete the questionnaire but I would appreciate it if you completed the questionnaire. • You may stop completing the questionnaire at any time but I would appreciate it if you completed the questionnaire. The purpose of the research questionnaire is to make the Orientation module better meet the needs of the PGCE course. The cohort of students was reminded almost on a daily basis to complete the questionnaire. The questionnaire was completed by 113 students, 63% of the total cohort. It was not known at the time the questionnaire was presented what the attrition rate was, and how many students were still active on the course and how many declined to complete the questionnaire. Findings and discussion The aim of the TOGI Orientation Module was to introduce the student to the world of online learning. The Orientation Module aimed to meet those needs. It had been focused on ICT in the online learning space. That was the aim of the Orientation Module but from the responses it was clear that the students wanted more. The responses were positive – the Orientation Module was

TOGI Journal 2021 P a g e | 36 fine as it was, and all of the possible items should be added bar one. Additional topics and skills should be added. The students wanted work as suggested in the questionnaire in the fields of ICT skills, academic skills, about the university and course itself, and communication skills. Terminology: Embedding content and using Moodle skills When the activities were developed useful content was embedded, content of value to students doing the PGCE along with digital literacies / skills to use Moodle. To explain what is meant consider that when you learn Excel normally business ideas are embedded in the learning activities. So too with the activities in the Orientation Module. For example, in ‘Providing details of local Internet café’ found in Unit 6. There the students have to provide details of the emergency place in the event of there being problems with their computer, plus save the information as a PDF file and upload the file to Moodle. That activity is graded and in a later activity the student has to submit a graded annotated assignment, the student is required to find the graded annotated assignment on Moodle. So many skills necessary for an Orientation Module are embedded in an activity. Additions to current units In the questionnaire the students indicated that they wanted certain topics continued to be taught and others added. ICT skills: The questionnaire first asked if the current ICT skills should still be taught in the Orientation Module. The students responded positively to keep all the current topics except for ‘Keeping text in a Word document hidden’. PowerPoint, Word on essay layout and Excel are not currently taught in the Orientation Module but the students would like that to be taught. They will be embedded in the current topics/units in the module. Academic skills: Academic matters or skills were not taught in the current Orientation Module. The questionnaire asked if the following topics should be in the Orientation Module. There was a very positive response. Turnitin, Harvard TOGI referencing, how to study online, time management, and how to 'read' journal articles will be added to the Orientation Module. About the whole PGCE course: Information about the PGCE was available in the Orientation Module in the Programme Handbook and on the web page. The students positively indicated that they

TOGI Journal 2021 P a g e | 37 would like it in the Orientation Module. Maybe what is meant is that the students would like the information in a shorter more accessible format in the Orientation Module. The students wanted Information on the whole program (modules, assessments, prescribed material, types of activities), information on teaching practice, and Information about TOGI staff. Communication skills: The students were asked if Zoom and Forum skills should be taught in the Orientation Module and they responded positively. They will be embedded in the current topics/units in the module. Table 2: Going forward the following content and skills will be added to current units, and embedded in the units on the left Unit New topics/New content to be Skills/content to be added added/embedded across units Finding your way in Moodle TOGI Handbook – Information re whole program Excel for data analysis this would be (modules, assessments, Forum linked to social renamed to – PGCE prescribed material, types of interactions and chat at TOGI activities, etc.), Information re Google suite teaching practice, and Information Group work, collaboration / Retrieving about TOGI staff ethics / skills / strategies information Paraphrasing and summarising Keeping safe How to 'read' journal articles PowerPoint (animations, voice overs, music, inserting videos) Creating videos Turnitin, TOGI Harvard Word (essay layout) referencing, (intellectual Zoom linked to social interactions ownership, academic integrity, styles) Useful things when Time management, How to study studying online online Work on the new Orientation Module has started. Moodle skills, and requested skills and or content, are being embedded into the activities. For example: • In the unit Keeping safe the skills on adding a Zoom virtual background for privacy and safety has been created. • In the unit Retrieving information students have to upload the video of a Zoom session to the forum.

TOGI Journal 2021 P a g e | 38 • In the unit Useful things how to translate text from English to your home language or another language, the text selected is about the benefits of group work. Reflection and recommendations In order for the Orientation Module to support students in their online learning preparation for the PGCE the following is recommended: • The number of units/topics covered in the Orientation Module are extended to cover the requests from the students • The Orientation Module should remain open for the whole time while the students are doing the PGCE unlike the current week • The time in which to complete the Orientation Module is extended to two or three weeks, beyond the current week in order to give the students time to work through and learn the offering in the module • More activities are added to the units/topics in the Orientation Module in order to help engage the students more with the learning material • The Orientation Module remains not a credit-bearing module, however each activity are given a grading and the students encouraged to complete all the activities • Cognisance is taken by all the lecturers in the PGCE that students come with, possibly little ICT skills, and the Orientation Module cannot fully close that gap • The Orientation Module should regularly be refined or customised in response to feedback to ensure it remains effective as suggested by Horvath, Stirling, Bevacqua, Coldrey and Buultjens (2019: 11). Conclusion Students’ opinions of the current Orientation Module were obtained midway through their 1st semester. It was deemed an appropriate time to get their responses as they were experiencing their 1st semester, and an aim of the Orientation Module is to prepare students for their studies. Their responses were discussed as well as their suggestions for improvements to the content and skills taught. Maybe in future investigations the teaching methodology of the Orientation Module could be examined.

TOGI Journal 2021 P a g e | 39 References Abdous, M. 2019. Well begun is half done: Using online orientation to foster online students’ academic self-efficacy. Online Learning, 23(3), 161-187. Agormedah, E. K., Henaku, E. A., Ayite, D. M. K. & Ansah, E. A. 2020. Online learning in higher education during COVID-19 pandemic: A case of Ghana. Journal of Educational Technology & Online Learning, 3(3),183-210. Horvath, D., Stirling, E., Bevacqua, J., Coldrey, M. & Buultjens, P. 2019. Plan, prepare and connect: How investing in understanding and tracking the evolving needs of online students informs the development of targeted programs for transition and success. Journal of University Teaching & Learning Practice, 16(1), 1-14. Liu, J.C. 2019. Evaluating online learning orientation design with a readiness scale. Online Learning, 23(4), 42-61. McGowan, V.F. 2018. An investigation into web-based presentations of institutional online learning orientations. Journal of educators online, 15(2), 1-16.

TOGI Journal 2021 P a g e | 40 PLAGIARISM IN THE ONLINE TEACHING AND LEARNING SPACE AT A HIGHER EDUCATION INSTITUTION Georina Westraadt, PhD Abstract Plagiarism is using the work, ideas, words images, photographs, opinions, discoveries, inventions, methods, results, mathematical proofs, scientific data, artwork, music, recordings or computer- generated work such as computer programs, software, websites, the Internet or other electronic resources, either published or unpublished, as one’s own work. It is a problem at all Higher Education Institutions (HEIs). At an institution where teaching and learning is fully online, for a variety of reasons, the incidence of plagiarism is high, in spite of a Policy on Plagiarism and measures in place to assist students not to plagiarise. Even in modules where a concerted effort was made to set assignments in such a way that students need to find and interpret information, quite a number of students still fall in the trap. An attempt to outsmart students, using expert guidance, to adjust assignments and pedagogical approaches to discourage plagiarism, did not yield the desired result. This study attempts to ascertain the reasons for and student’s views on plagiarism. Students on the plagiarism register were contacted and asked to complete a voluntary questionnaire giving their explanations for the transgression. There was an inquiry as to whether the plagiarism procedure was effective in guiding the student not to commit the offence again. The information was dealt with anonymously and in confidence. No student was coerced to participate. Findings were analysed and written up in a research report, hoping that understanding of the problem, would lead to solutions. Introduction At a higher education institution where teaching and learning is fully online, for the past four years, the incidence of plagiarism has been reported as very high. Since 2019, 111 names had been listed for a first offence on the plagiarism register, nine of which have received second warnings. Two

TOGI Journal 2021 P a g e | 41 students received third warnings followed by a disciplinary discussion. Annual quality enhancement review report revealed that many cases of plagiarism have not been noticed, or dealt with. At this particular institution, there is a Policy on Plagiarism and measures in place to assist students not to plagiarise. Although students are trained to paraphrase, use in-text references and a reference list during orientation and in the Academic Literacy module, there are constant reports and warnings issued. As a formative measure, a register of offenders is kept so staff members can assist these students to overcome this problem. Even in modules where a concerted effort was made to set assignments in such a way that students needed to find and interpret information, quite a number of students still fell in the copy and paste trap. An attempt to outsmart students, using expert guidance, to adjust assignments and pedagogical approaches to discourage plagiarism, did not yield the desired result. Rationale for the research This small scale case study attempts to ascertain the reasons for committing plagiarism and the student’s views on this practice. The concerns are not a fixation on the technicalities of citations and bibliography, but rather a deep concern about student learning and knowledge acquisition. The question being, do students own the pedagogical knowledge that should be deeply ingrained as part of the inner fibre of being a teacher if they merely copy work from a resource. Research question Are we training teachers to qualify with a ‘copy and paste’ degree? The next section presents a brief review of the literature consulted. Review of the literature Plagiarism is the presentation of another person’s work, ideas, words, images, photographs, opinions, discoveries, inventions, methods, results, mathematical proofs, scientific data, artwork, music, recordings or computer generated work such as computer programmes, software, websites, the internet or other electronic resources, either published or unpublished, as one’s personal work. It is claiming the above-mentioned examples of work conceptualized by others, published or unpublished, without duly acknowledging the authors with proper attribution or citation.

TOGI Journal 2021 P a g e | 42 Coetzee and Breytenbach (2006) reported that it was found that plagiarism is a problem at all HEI’s and becoming more prevalent due to the increased use of the internet. It seems that students think the internet is the only source of information. They are of the opinion that plagiarism not only poses a threat to academic credibility, but that no learning takes place. This resonates with the note of caution by Louw (2017) that students find ways that Turnitin cannot detect (paraphrased work) and they get better marks, but still do not understand the work. Students do not know how to collect and assimilate information and to write it up for an assignment. The work is not studied. Students no longer read for information gathering and students do not understand the seriousness of the offence. They speak of the fact that Generation Y assumes propriety rights to the www (Coetzee & Breytenbach, 2006). Louw (2017) wrote that students copy and paste or use direct quotes without referencing. It is noticed in for example verbatim copies, images, artwork, videos, music, assignments purchased on the internet. They refuse to include in-text reference to citations, or it is inconsistent, incorrect and incomplete with no reference list. This author calls it ‘an ethical failure, leading to a cheating culture, likened to theft, causing academic institutions to lose integrity’ and agrees that finding information is not the same as understanding and applying information. The serious implication is the detrimental long-term effect on student cognition and performance (Louw, 2017). Louw (2017) stated some of the reasons for the occurrence of plagiarism at HEI’s in South Africa on the side of the students: 1. Students’ inability or unwillingness to write in their own words. 2. Laziness, time pressure, or a lack of confidence to paraphrase. 3. Survival measures due to poor vocabulary. 4. Lack of cognition and skill. On the side of the lecturers: 1. No consistency across year groups and lecturers – poor pedagogy. 2. Lecturers do not check. 3. Lecturers ignore the problem, or are pressurized to attain pass marks. 4. Assignments accepted and marked correct in spite of inaccuracies. These concerns resound as background for this particular research, the question asked whether students are able to apply information gathered and critically engage with it. Mere copying form

TOGI Journal 2021 P a g e | 43 resources will not lead to ownership of the deep pedagogical content knowledge that has to be embedded into the fibre of educators. In these circumstances, it is unlikely for them to become change agents, as they often slavishly follow hurriedly written, poorly superficial school textbooks as a resource for the knowledge required in their teaching practice. Measures taken against plagiarism at Higher Education Institutions in South Africa According to the survey by Louw (2017), the following measures are taken against plagiarism: Warnings, suspension, names published, other institutions informed, hearings, students forfeit marks and the offence is entered on academic records, students are fined and disciplinary steps are taken. At some institutions actions are more proactive in the form of awareness campaigns, students are well informed and trained to prevent committing plagiarism and distribution of official information pamphlets. In spite of most of the above measures in place, the incidence of plagiarism is still alarmingly high and, in some cases, students are defensive and offended when they receive a warning. The following measures are in place at this institution: • A comprehensive plagiarism policy, based on and in line with similar policies from other HEI’s; • Students are informed about plagiarism and trained during the orientation week on how to avoid such practice and advised on steps to succeed in academic study; • Comprehensive guidance on plagiarism and how not to fall in the trap is set out in the Programme Handbooks available to all students; • All students undergo ample tuition on reading, selecting, summarising, paraphrasing, citation, bibliography and referencing during the Academic Literacy module; • First year students are guided and informed on sound academic practice; • Students receive formative comments after assessment to caution and guide them; • The names of offenders are placed on a register, not as a punitive measure, but to enable lecturers to provide extra assistance to students on the register so as to prevent second and third offences; • Turnitin is plugged into the Learner Management System to issue similarity reports to students, enabling them to revise and resubmit work.

TOGI Journal 2021 P a g e | 44 Unfortunately, similar to the worrying phenomenon of inconsistency of lecturers noticed at other HEI’s, at this institution there are cases where students passed with high grades in spite of large percentage of plagiarism in a task, an indication that not all lecturers are constant in applying the policy regulations. 2020 Review reports revealed many cases were not reported, students therefore are not guided, corrected and warned by all lecturers. Methodology In an attempt to understand the phenomenon at a particular higher education institution and to ascertain the reasons for committing plagiarism, a small scale case study was conducted. The study also attempted to hear the student’s views on plagiarism, hoping that findings could lead to an understanding of the problem and pose possible solutions. Ethical clearance was obtained from the institution to proceed with the study. From the plagiarism register of 2019 – 2021, which contained the names of 111 students from cluster 1 – 7, twenty were randomly selected as participants. Nine of the students have received second warnings and two students have received third warnings, leading to a disciplinary discussion. The remaining nine were first time offenders. The twenty randomly selected students on the plagiarism register were contacted via an e-mailed letter which explained the purpose and process, voluntary participation, as well as the reassurance of anonymity and confidentiality. No student was coerced to participate. Of the twenty students contacted, six responded indicating their willingness to participate. The six students were asked to complete a voluntary questionnaire, created on a Google form, shared with them, giving their explanations for the transgression. Their opinion on whether the plagiarism procedure was effective in guiding them not to commit the offence again, was also added. The information was dealt with anonymously and in confidence. Questions asked on the Google form • Please write down your understanding of plagiarism • Explain the reasons why you plagiarized • Were you warned when you plagiarized in the earlier clusters? • If you were warned, did you understand what the warning was about? • Did you keep the warning in mind when you did following assignments?

TOGI Journal 2021 P a g e | 45 • Could you apply what you have learned about paraphrasing in all your modules? • Did you apply what you have learned about in-text referencing in all your modules? • Was the plagiarism procedure followed by TOGI lecturers effective? • What would you suggest be put in place to assist students not to plagiarize? • Do you consider Turnitin as a solution to the problem of student plagiarism? The next section expounds the analysis of the data that was collected with the use of the Google form. See Annexure 1 for the data. Analysis of the data Once the data was collected, it was downloaded from the Google sheet and transcribed in textual format under the headings of each question. After consideration of each answer, inferences were made based on the responses to the questions. The following section is a summary of the data that was collected. 1. For question one, namely: ‘The reasons provided for the question on the student’s understanding of plagiarism’, it is clear that all six students understood what plagiarism was. 2. For question two, on the reasons why they plagiarised, responses varied from thinking that it will result in better marks, not being aware, to not providing a reason, to time management problems, to not finding the required details. 3. On the question whether they understood what the warning was about, the responses were diverse, ranging from, that they did not understand, were not warned, they were confused at first, but eventually understood. 4. When asked if they kept the warning in mind when working on following assignments, the majority of student commented that they did. The answer for whether they applied the instructions on paraphrasing was mostly yes. All six students agreed that they applied what they have learned about in-text referencing in all their modules. 5. The majority (five) students agreed that the plagiarism policy that was applied by lecturers was effective. 6. When asked what they suggest be put in place to assist students not to plagiarize, answers ranged from that everything was clear, that students should be ‘directed more specifically to reputable sources, and to engage the students more on how reference should be typed out (in text, and citations). Interesting was the response that some lecturers did not require

TOGI Journal 2021 P a g e | 46 referencing, while others did, the suggestion of an app to run work through. One student commented on difficulty to find the author and relevant details as reference. 7. Most students agreed that Turnitin would be a solution to the problem. In the following section, the data is discussed. Discussion of the data The deduction made after analysing all the answers is that the majority of respondents were cautioned and informed about plagiarism in their first year. They all understood what plagiarism was, therefore students cannot claim not to have been informed. The reasons why they plagiarised in spite of being informed are a concern and contradicts the answers given to question one. However, some of these reasons correspond with those reported in the study by Louw (2017) namely time constraints and a lack of confidence in their own ability to write in academic language. Students responded diversely on the question whether they understood what the plagiarism warning was about and the inference can be made that they are not all certain of how to deal with their academic tasks. The responses to this question could be an indication that many students need even more and repeated instruction and constant feedback and guidance from lecturers on paraphrasing, and critical engagement with the texts they read. The majority of students took the warnings seriously and made an attempt to apply the instructions on paraphrasing and referencing in following tasks. Once can infer that the warning letters had a positive impact as students reported they had put in practice what they have learned about in-text referencing in following assignments. The majority furthermore agreed that lecturers applied the plagiarism policy successfully. Student suggestions on the prevention of plagiarism yielded interesting data, especially that students should be “directed more specifically to reputable sources, and to engage the students more on how reference should be typed out” (in text, citations and how to find the author and relevant details for a reference). An alarming response was that some lecturers did not require referencing, while others did. These findings are in line with the quality enhancement review report as well as the work by Louw (2017) which revealed inconsistency amongst year groups and lecturers. Most students agreed that Turnitin would be a solution to the problem and since the time of the research, the institution has purchased the licence and it has been plugged in to yield similarity reports so students can work on the originality of their work.

TOGI Journal 2021 P a g e | 47 The following section will provide some solutions and suggestions for the future deduced from the above, as well as literature on the topic. The situation at the moment In a fully online teaching and learning offering, with continuous assessment enforcing constant engagement, many submissions and very frequent testing of activities, copying and pasting is sometimes condoned and overlooked. Another factor can be the circumstances of current students, many are non-traditional learners, some with schooling backgrounds that did not prepare them for tertiary study, therefore they not have confidence in their own writing ability. Some students experience difficulty in putting their own thoughts in writing, or they think it does not sound academic enough. Deficits in language ability are reported by lecturers, which reveal challenges in reading comprehension and writing skills. In many cases the transfer of what is learned during Academic Literacy and in the Orientation Module, does not happen in the other modules. Some students think research and online learning means to find something on the internet and to reproduce it in a task. The internet is regarded as the ultimate resource. Unfortunately, there is inconsistency in the expectations from lecturers in information gathering, reading, application, selection of content, critical engagement and analytical thinking. Therefore, in some modules, copying and pasting is overlooked and accepted, lecturers do not check and plagiarised work is accepted and assessed. Turnitin has only recently been purchased and plugged in (2021), therefore it is a new experience for lecturers and students. The next section deals with possible solutions and suggestions for the future. Suggestions and possible solutions The suggestion would be to build on what is in place at institution at the moment, namely the sections warning against plagiarism in all documents that students receive, such as the orientation booklet and programme handbooks. Students should be encouraged to engage critically with material, to read, think, make connections, analyse and paraphrase information that they find. Furthermore, that lecturers in all modules build onto the work done during the Academic Literacy module and make sure students apply the correct technique for citation and bibliography.

TOGI Journal 2021 P a g e | 48 Currently staff members are made aware of the application of the institutional policy on plagiarism at staff meetings and also in review reports and in the annual quality enhancement plan. Individual lecturers are informed and guided on the correct practice. Lecturers should make certain that assignment instructions to students are clearly guiding students to summarise, paraphrase, reference in the text and include all references cited in the list at the end. A recent suggestion is to include guiding information into the Academic Support portal, a facility which is available to all students on the Learner Management System. Lecturers will be able to refer students to this facility to find the required information and guidance to correct their practice. Further suggestions Concluding this paper, further suggestions are made, for instance to outsmart the students when setting assignments. Think really carefully on how students can be encouraged to think independently, to become self-effective, not always depending on information from a resource. Adjust assignments and pedagogical approaches to discourage plagiarism and to stimulate more student engagement and quality of teaching and learning (Hale, 2018). Consider suggestions such as visual assignments like poster presentations, comic strips, storyboarding and mind maps. Experiment with scaffolded, frequent lower weighted assignments with multiple opportunities to submit. Consider process journals, verbal presentations and peer reviews, as well as an annotated bibliography as an assignment. Carefully consider assignment instructions, especially essay type assignments. It could be a solution to suggest sub-divided, labelled sections. Provide a grading guide or rubric, referring to the sub- divided, labelled sections. It is important for lecturers to model the correct referencing technique to students when setting assignments and when uploading reading material on the LMS. In an attempt to persuade students to read, assignment instructions should include the compulsory use of the e- library books, which are peer reviewed, trusted resources. When grading, check and follow up student references and provide constructive, formative feedback. Lecturers should make sure that they locate tried and tested links to quality, reliable, academic resources, limit links and videos to make sure all the material is of a high academic standard. Make sure instructions guide students to find specific information, not just a random search for anything remotely related to the topic that is available on the www.

TOGI Journal 2021 P a g e | 49 In conclusion, considering the diversity of the students, the challenges many students face, as well as the unique online mode of delivery at the institution with continuous assessment and not the traditional concept of examinations, to achieve and maintain authenticity in the assessment practices, it remains a challenge to make sure all assessment practices contribute to deep engagement with the content.

TOGI Journal 2021 P a g e | 50 References Coetzee, M. & Breytenbach, H.J. 2006. Plagiarism at tertiary institutions: Perceptions of lecturers at the UFS campuses. Communitas. 11:37 – 51. Hale, M. 2018. Thwarting plagiarism in the Humanities classroom. Journal of the Scholarship of Teaching and Learning. 18:4. Louw, H. 2017. Defining plagiarism: student and staff perceptions of a grey concept. South African Journal of Higher Education. 31:5.