Outputs/ Innovations derived from the project The project is ongoing, and the team has learnt from previous challenges, such as instances where students seemed to suggest different interpretations than ones presented by the glossary, tutors, and lecturers and how to motivate students who are at risk of failing the module to participate. Future plans range from incentivising students by making the project official by setting an assignment or an assessment that will count for marks. Furthermore, to expand the project and conduct tutorial classes on all five translated glossaries. Below is a Glossary extract with the various translations: Reference list Giambo, D., & Szecsi, T. (2015). Promoting and maintaining bilingualism and biliteracy: Cognitive and biliteracy benefits and strategies for monolingual teachers. The Open Communication Journal, 9(1), 56–60. Nomlomo, V. & Katiya, M. (2018). Multilingualism and (Bi)Literacy Development for Epistemological Access: Exploring Students Experience in the Use of Multilingual Glossaries at a South African University. Educational Research for Social Change, 7(1), 77-93. 4. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2022 60
RkJQdWJsaXNoZXIy MjU1NDYx