JMS introduces isiXhosa

The Rhodes School of Journalism and Media Studies (JMS) and the School of Languages have developed a unique teaching programme that focuses on the communicative competence for journalists in isiXhosa.

The teaching programme will consist of two modules, one targeting mother-tongue speakers and the other non-mother-tongue speakers. Each of these modules will count as a full credit. JMS students will be required to complete this credit by the time they graduate from third year and this will form part of the ten credits that make up a BA degree.

All students whether they go on to the fourth year of the Journalism and Media Studies programme or not, would be expected to meet these requirements.

The department’s motivation comes from their commitment to developing skills and knowledge which includes social and cultural literacy that will lead to producing journalists who can work effectively in the South African context.

The project also represents an attempt to respond to the need for indigenous languages teaching within the South African Higher Education context. It is for the latter reason that the idea of a compulsory Xhosa component for Journalism and Media Studies was so significant.

The decision to prioritise such learning responds, in particular, to the Rhodes University Language Policy and also the references in the Rhodes University vision statement to the importance of emphasising the ‘African Identity’ of our institution.

The response from students has been varied. Some have felt that, given that they are fluent in isiXhosa, the programme is irrelevant to them. Others, who are temporarily in South Africa, feel that such a course again has no relevance to them. English-speaking students feel that the course is prejudicial to their interests and may initially not recognise its eventual benefits.

However in a recent survey well over 50% of students said that they liked the idea of having such a programme in place at Rhodes University.

A total of 34% of students welcomed the idea of a compulsory isiXhosa course and 31% of students were neutral to their feelings towards the compulsory nature. How better to tackle the issues of equity and transformation than through the appreciation and understanding of another language?

Journalism professor Jeanne Du Toit commented on the course by saying: “isiXhosa is empowering and enabling, it has changed people’s attitudes and makes you think about language in a different way.”