Current and planned community-engaged work further focuses on multilingual inclusion in Afrikaans language education. Drawing on my teaching experience in the SAL123 Afrikaans second-language module, I am developing a short course and/or workshop series for teachers working with immigrant and international learners who are required to take Afrikaans as a second additional language despite having limited prior exposure or proficiency. 

The project aims to provide practical teaching resources, lesson plans, and worksheets to support multilingual classrooms. This initiative responds directly to needs identified during teaching practice placements and through feedback from undergraduate and postgraduate students, highlighting a significant gap in support for teachers working in linguistically diverse educational contexts.

My research contributes to public engagement and social impact through feminist public scholarship, literacy advocacy, and multilingual educational support initiatives. 

This includes translating academic research on gender, language, and society into accessible public discourse through essays published on platforms such as Klyntji and Turksvy. In addition, I contribute to literacy development through the “Boeke vir almal” initiative, which redistributes books and educational resources to under-resourced schools in the Western Cape.

Impact at universities

2024-2026

 The collaborative project with Dr Carli Louw, titled Journey to Self-directed teaching: Empowering UWC pre-service teachers through Immersive Excursions, exemplifies a significant step forward in integrating experiential learning into teacher education. This initiative explores how immersive excursions support the development of future teachers in South Africa’s diverse educational context, bridging theory and practice through active, community-based learning environments. Held annually (2023-2026), the 2025 excursion used qualitative methods, including focus group interviews, questionnaires, and visual artefacts, to assess the transformative impact of these experiences. By fostering critical self-reflection and culturally responsive teaching practices, the excursions aim to equip pre-service teachers with practical insights and readiness for real-world classrooms, with plans to publish the findings in a comprehensive research study.

2023-2026

Through the ongoing collaboration with HAN University, I hope to deepen participants' understanding and perception of the world. This partnership seeks to create a global perspective among students, highlighting the interconnectedness of diverse educational practices and social contexts. The use of structured questionnaires throughout the project has been pivotal in capturing the participants’ evolving experiences. This data provides invaluable insights into the impact of cross-institutional collaboration on student growth, professional readiness and cultural competence. By fostering critical engagement and reflective practice, this project positions itself as a transformative tool for shaping globally minded teachers.