Modules and responsibilities

Since 2023, I have taught four undergraduate courses (SAL123, TMA303, HDE431, and ELA221) and one honours course (BED753) at the University of the Western Cape. These modules encompass language acquisition, micro-teaching, and educational linguistics, with a strong emphasis on integrating digital literacy.

Previously, I taught modules at SU, CPUT, and UNISA, including Writing Skills 171, Legal Skills 411, and various Afrikaans language acquisition courses. These diverse experiences have allowed me to adapt my teaching to different academic environments and student needs.

I have taught the following modules:

• First Additional Language: Afrikaans I (CPUT)

• First Additional Language: Afrikaans II (CPUT)

• Communication in second additional Language: Afrikaans III (CPUT)

• Writing Skills 171 (SU)

• Legal Skills 411 (SU)

• Storiewêrelde en/in genrefiksie II (Unisa)

• Scientific Communication Skills I (SU)

• Afrikaans Language Acquisition I, II (SU)

Learning and teaching strategies

My teaching strategies are thoughtfully designed to promote active learning, collaboration, and self-direction, ensuring that students are equipped to meet the rigorous demands of academic and professional environments. These strategies are grounded in communicative language teaching (CLT) and task-based language teaching (TBLT), approaches that prioritise authentic communication and practical application of knowledge. 

Role of lecturer and students

As a lecturer, I see myself as a facilitator and guide (as discussed earlier) in the learning process, creating a space where students feel empowered to take responsibility for their learning. My role involves designing structured yet flexible resources, like interactive study guides, that help students navigate complex concepts while leaving room for exploration and independent thought. Students, in turn, are expected to actively engage in the learning process, participate in group work, and embrace self-directed learning.

Planning and preparation

Planning is an integral part of my teaching approach. For each module, I carefully develop study materials and lecture content that align with the course outcomes. This includes:

• Interactive learning management system (LSM): These (like iKamva) provide structured resources that guide students through course material, ensuring they can follow complex concepts with clarity.

• Blended learning approaches: A combination of face-to-face and online teaching methods enhances flexibility and accessibility. For example, I use platforms like Google Classroom and CIECT tools to provide additional resources and foster collaboration.

• Micro-teaching opportunities: Practical sessions, such as those implemented in TMA303, offer students hands-on experience in lesson planning and delivery, helping them refine their instructional skills.

Task-based learning and student-centred approaches 

I emphasise a task-based methodology in my teaching, structuring class activities around a pre-task, task, and post-task framework. This approach allows students to contextualise their learning, engage in meaningful communication, and reflect critically on their progress. By designing tasks that mirror real-world language use, I aim to make lessons relevant and applicable to students' personal and academic goals.

Group work is a central component of this methodology, as it encourages peer-to-peer interaction and collaborative problem-solving. For example, I frequently allocate time during lectures for students to work in pairs or small groups to discuss a question or concept. This collaborative engagement not only facilitates deeper understanding but also helps students learn from one another's perspectives and strengths. After these pair or group discussions, we reconvene as a class to share ideas, during which I guide students toward the correct answer or provide additional context to solidify their understanding.

To address challenges in language acquisition, I integrate strategies that support peer learning and scaffold content effectively. Task-based teaching strategies, such as breaking down linguistic concepts into smaller, manageable steps, provide a structured way for students to build their skills. Additionally, interactive peer discussions within lectures help clarify complex ideas and reinforce new knowledge, offering students a safe space to experiment with language use and make mistakes without fear of judgement.

Maintaining student motivation is another priority. I employ interactive tools like gamification to keep students engaged and foster a positive learning environment. Gamified elements, such as quizzes, language games, or competitions, create opportunities for students to practise new skills or apply recently acquired knowledge in a low-stakes context before moving on to formal assessments. This not only builds confidence but also makes learning more dynamic and enjoyable. In SAL123, I further cultivate authentic and culturally responsive learning spaces through themed activities such as "Nasionale Melktertdag", "Mosbolletjie Maandag", and discussions comparing "koesisters en koeksisters". These activities create positive and informal opportunities for students to practise Afrikaans through shared cultural experiences, conversation, and collaborative participation.

By using these approaches, I aim to support students in developing a deeper understanding of Afrikaans language acquisition and equip them with the tools to approach tasks such as academic writing with confidence. For instance, before students begin an assignment, we engage in activities designed to help them unpack the structure and requirements of academic writing, ensuring they are well-prepared to meet the expectations of higher education. Ultimately, these strategies create an environment where students feel empowered to take ownership of their learning journey while cultivating both linguistic and academic proficiency.

Collaboration and interdisciplinary learning

The Faculty actively encourages interdisciplinary collaboration and innovation, and I have embraced this ethos in my teaching and supervision practices. For example, I have participated in co-supervision opportunities that bring together experts from various departments to mentor students on diverse research projects. These collaborations expose students to a variety of disciplinary perspectives, fostering their ability to think critically and approach challenges from a multifaceted viewpoint. Workshops such as the Masterclass: Leading the Digital Leap – Integrating AI into Pedagogy & Practice and the Supervision workshop hosted by Prof. Jose Frantz have further enriched my teaching methodology, offering insights into emerging teaching trends and innovative pedagogical practices. These professional development opportunities have allowed me to incorporate advanced strategies that align with students' evolving learning needs.

In addition to formal collaborations, mentoring and coaching play a vital role in my teaching practice. Through the Graduate Learning Assistant (GLA) initiative in SAL123 and peer-led mentoring programmes, I actively foster an environment that promotes active learning and collaboration. These initiatives allow students to take on leadership roles while engaging in meaningful academic discussions and activities. For example, GLAs facilitate student discussions and provide academic support. This approach not only develops critical thinking and teamwork skills but also creates a support structure that builds confidence and fosters a sense of community within the classroom.

Specific efforts to address diverse learning needs are central to my teaching philosophy. Recognising the importance of inclusivity, I actively support historically under-represented students in embracing Afrikaans through decoloniality-focused discussions. These discussions create opportunities to challenge traditional narratives, explore the relevance of Afrikaans in contemporary contexts, and develop graduate attributes such as cultural awareness, empathy, and adaptability. By prioritising these efforts, I ensure that all students feel seen, heard, and valued, which directly contributes to their academic and personal growth.

By integrating interdisciplinary collaboration, mentoring, and a focus on inclusivity, my teaching practice aligns with the Faculty's vision of fostering innovation, equity, and excellence. These strategies ensure that students are not only prepared to excel in their academic pursuits but are also equipped with the skills and confidence to navigate a diverse and interconnected career life.

Alignment with learning goals

The strategies I employ align closely with my learning goals for students, emphasising authentic communication and practical application to develop skills essential for academic and career success. By incorporating AI tools like ChatGPT, I enhance engagement and creativity. For example, in the poetry project, students collaborated with AI to generate poems, sparking critical thinking and innovative language use. Interactive tools like Mentimeter.com and gamification further encourage active participation, allowing students to practice and apply new skills in an inclusive, low-pressure environment

Real-world applications play a central role in my teaching. In SAL123, students practice ordering coffee or asking for directions in Afrikaans to apply their language skills. In HDE431, mock interviews prepare students for professional settings, including tips on dress, interview techniques, and test preparedness. By sharing my own experiences with job applications, I foster relatability and encourage students to share their own stories, building a collaborative and supportive learning environment.

Reflective practice and evidence

Thoughtful reflection on my instructional methods enables me to refine my teaching strategies continually. After introducing gamification tools into SAL123, for example, student feedback highlighted increased engagement and deeper understanding of course content. Similarly, in ELA221, my use of interactive rubrics for group projects enhanced clarity and contributed to improved outcomes, as evidenced by positive student evaluations and higher-quality submissions.

Beyond these feedback mechanisms, I employ additional strategies to assess progress and adapt my teaching. At the end of each term, I facilitate reflective and evaluative conversations with students. These discussions occur both in class and through anonymous Microsoft Forms ensure every student has a voice. For instance, during a TMA303 feedback session, students expressed a desire to engage with practical case studies earlier in the year rather than exclusively in the fourth term. This feedback prompted me to revise my annual planning, integrating case studies earlier in the course to better prepare third-year students for their term-three teaching practice.

This combination of feedback tools, reflective conversations, and continuous adaptation ensures that my teaching remains responsive to students’ needs. These strategies not only enhance the learning experience but also build a collaborative environment where students feel empowered to contribute to their educational journey.

Infusion of technologies into teaching and learning

As an advocate for innovative teaching practices, I have embraced the use of digital tools such as ChatGPT to co-create lessons and facilitate interactive learning experiences. These tools enhance student engagement, foster critical thinking, and develop essential digital literacy skills, preparing students to navigate a technologically advanced career life with confidence.

Blended learning and digital integration

During my time at SU and CPUT, particularly during the COVID-19 pandemic, I successfully transitioned courses to fully online learning environments. This included designing blended learning modules that utilised platforms such as Moodle, BlackBoard, Respondus and Quizlet to provide flexibility and ensure accessibility for students navigating unprecedented challenges. In teaching Writing skills to first-year law students, I incorporated postgraduate students as co-lecturers. This approach not only introduced first-year students to the postgraduate program but also enriched their learning experience by adding diversity to the recorded and online classes.

Study-buddy framework

In collaboration with Dr Domonique Fagan, I developed the Study Buddy Framework, a structured peer-support initiative designed to enhance student collaboration and learning outcomes with AI in the classroom. This framework encouraged students to engage in peer-to-peer discussions, guided by structured decision-making processes that I co-created. By fostering a sense of community and accountability, the framework supported students in mastering course material while developing their responsible use of AI software. A visual representation of the framework highlights the decision-making process when using AI in academic circumstances, which includes identifying challenges, proposing solutions and implementing collaborative strategies (forthcoming article with Dr Dominique Fagan in Perspective on Education in June 2026).

Innovative curriculum development

To strengthen the informed use of technology in learning and teaching, I explore less traditional digital media and gamification strategies. For example, I have incorporated tools like Kahoot and Menti.com into my method modules to create engaging, interactive learning experiences. These platforms empower students with dynamic teaching strategies that they can implement during their teaching practice, ensuring they are equipped to engage a technologically savvy generation of learners.

For instance, I integrated the use of the Richard can der Ross Resource Centre and UWC Library into a first-year project aimed at building students’ digital and academic literacy. This project not only introduced students to essential research tools but also demonstrated how to effectively navigate academic databases and digital resources.

Enhancing student engagement and participation

A central feature of my teaching philosophy is facilitating active student participation through technology. For example, I introduce AI as part of a final oral project (SAL123) where students write Afrikaans poems and present their own poem in class. This project combines creativity with digital literacy, as students use AI to draft and refine their work. These innovative approaches ensure that learning remains meaningful, transformative and closely aligned with pedagogical goals.

Transformative potential of technology

Strengthening the informed use of digital tools remains a cornerstone of my teaching portfolio. These technologies are underpinned by sound pedagogical rationales that emphasise active learning, collaboration and creativity. By leveraging tools like virtual discussions, AI platforms and gamification, I aim to transform traditional learning environments into dynamic spaces that inspire innovation.

Evidence of impact

The success of these initiatives is reflected in curriculum development projects that incorporate technology to support academic growth. For example:

• ELA221 Group project: Integrated use of online meeting platforms with international studies from the Netherlands to build digital literacy.

• SAL123 Course enhancements: Gamification strategies to foster engagement and retention, for example playing Bingo while students are practising concord in Afrikaans.

• TMA303 Micro-teaching sessions: Use of MentiMeter to encourage reflection and feedback during hands-on activities.