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All Journal EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies Language Literacy: Journal of Linguistics, Literature, and Language Teaching k@ta Rainbow : Journal of Literature, Linguistics and Culture Studies
Malesela Edward Montle
University of Limpopo
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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English linguistic knowledge of police trainees in SAPS training academies Tebogo Johannes Kekana; Malesela Edward Montle
EduLite: Journal of English Education, Literature and Culture Vol 7, No 2 (2022): August 2022
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.7.2.279-295

Abstract

This article reports on the findings of a study about South African Police Services (SAPS) training with specific reference to English linguistic knowledge of police trainees. English linguistic training in (SAPS) training academies have become central to both training and teaching and learning. Despite several benefits identified in literature regarding adequate English linguistic knowledge, the training in SAPS leaves much to be desired. Therefore, the impetus of this paper is to make a case to challenge the tacit and poignant factors affecting effective SAPS training program with specific reference to English linguistic competence. The researcher makes a case that the training program in its current state is faced with many challenges and intricacies that hampers it from achieving one of its goals which is to produce police officers with adequate workplace English linguistic competency. A mixed research approach was adopted to investigate the phenomena. The research instruments were a locally designed questionnaire complimented by in-depth interviews with a selected sample and extensive literature review of scholarly literature on the matter. Needs Analysis theory was adopted as the pillar in this study. Among the findings was the lack of expertise in teaching English writing by police instructors. The study also found that SAPS Language policy is ‘completely’ silent as far as pedagogy is concerned in SAPS training academies. The study also found the other a systemic problem called ‘placement conundrum’. Furthermore, the study also found that ineffective English writing screening measures for police recruits contributes to the problem. In addition, the other unsurprising was the over dominance of physical training over academic teaching in the training colleges. This study underscores the crucial aspect of reflective research as a source of information for improving training in SAPS training academies. 
Uprooting the Pretexts of gender-disparity and its aftermaths in Mary E. Wilkins Freeman’s The Revolt of Mother Malesela Edward Montle
Journal of English Language Studies Vol 8, No 1 (2023): Available Online in March 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i1.16606

Abstract

The global arena in the present-day is plagued by gender-related issues such as toxic masculinity, misogyny and patriarchy. These problems are so menacing to an extent that various mechanisms such as campaigns, media platforms and governmental interventions are besought to combat them. These stratagems have tackled gender-related ills head-on with an intense focus on their impact on societies. Therefore, the paper aims to revisit the genesis of gender-disparity and its development into a pandemic in an effort to uproot its pretexts. There is no adequate scholarly exploration to trace the foundations of gender-disparity and the study pinpoints this as a gap in the on-going discourse on gender issues. The paper employed a qualitative methodology to fulfil its main objective alluded to above and has relied on literary appreciation as a case in point. This noted, The Revolt of Mother by Mary E. Wilkins Freeman has been textually analysed due to its Germanness to the study. The paper’s findings delineate that gender-disparity is rooted in traditional and religious underpinnings that are abused to perpetrate discriminatory attitudes against women. These findings will aid and make a significant contribution to global contest against gender-related ills by tracing gender-disparity from its genesis and unmasking its janitors, thus, addressing the gap and providing additional insights to the existing body of knowledge on the identified problem.
The Language of Police Officers Matters: Factors Hampering Workplace English Writing Capability in the South African Police Services (SAPS) Tebogo Johannes Kekana; Malesela Edward Montle
k@ta: A Biannual Publication on the Study of Languange and Literature Vol. 25 No. 2 (2023): DECEMBER 2023
Publisher : The English Department, Faculty of Humanities & Creative Industries, Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/kata.25.2.92-110

Abstract

This article reports on the findings of an exploratory-based study about variables hampering adequate Workplace English writing competency of police officers in the South African Police Services (SAPS). The main assumption in this article is that this poor English writing proficiency that is tailored for the workplace in the as a result of many intertwined and interrelated factors. A quanti-qualitative research approach was adopted. Data was harvested using a questionnaire and in-depth interviews from 203 research participants from various police stations in Gauteng Province of South Africa. Thematic Content Analysis (TCA) was used for analysis of qualitative data. Quantitative data was analysed using SPSS (Statistical Package for Social Sciences). The investigation was underpinned by Work Integrated Learning (WIL), Genre and NA (Needs Analysis) theories. The investigation found that there is a deficiency of expertise as far as pedagogy is concerned among police trainers. Furthermore, the study revealed that the absence of tertiary qualifications contributes to the problem. Language teaching in the SAPS training colleges is found not to be given adequate emphasis. Lastly, the over-domination of physical training over academic teaching was also a challenge. This investigation underscores the crucial aspect of reflective research as a source of information.
The Fountainhead of African Identity-crisis: A Post-colonial Analysis of Chinua Achebe’s Things Fall Apart Malesela Edward Montle
Rainbow: Journal of Literature, Linguistics and Culture Studies Vol. 13 No. 1 (2024): April 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rainbow.v13i1.1733

Abstract

The African society in the present era is vexed by horrendous altitudes of identity-crises. This marks the unyielding discriminatory and stereotypical outlooks that persist in marginalising African identities despite the various efforts that emerged to rehabilitate them in the post-colonial arena. This paper aimed to deconstruct the base of identity-crisis in the African context to establish the mainspring behind the crisis from a literary standpoint. In this regard, a literary text that mirrors the colonial setting of Africa has been chosen to be utilised as a case in point. Chinua Achebe’s Things Fall Apart is a germane text for the paper and has been employed as a lens to probe the focal theme of the study. Furthermore, this study has relied on a qualitative research method to deconstruct the fountainhead of the African Identity-crisis. The data collected from the literary text has been textually analysed. The study, inter alia, finds that the contact between Africa and the West during the colonial period engendered identity-crisis that is still a problem in Africa despite the continent being no longer under colonial rule. This crisis is perpetuated by colonial remnants such as Western cultures and perceptions that are still predominant in Africa.
PEDAGOGICAL APPROACH TO ENGLISH GRAMMAR STRUCTURES: THE CASE OF EFAL TEACHERS IN SELECTED SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA Malesela Edward Montle; Mmetlane Valery Mashiane; Tebogo Johannes Kekana
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i2.11962

Abstract

English grammar instruction is fundamental to learners’ success, especially in contexts where English is not a first language. However, despite its importance, the teaching and learning of English grammar continue to face persistent challenges. This paper investigates the teaching of English First Additional Language (EFAL) grammatical structures in selected public secondary schools in Limpopo Province, South Africa, and identifies obstacles to effective grammar instruction. The study was prompted by learners’ inadequate grammatical proficiency, as reflected in National Senior Certificate (NSC) examination results. Employing a qualitative exploratory design, data were collected through classroom observations of Grade 11 EFAL teachers across five schools representing five education districts. The study is grounded in both the Grammar Translation and Communicative Language Teaching approaches. Its significance lies in exploring the practical realities of grammar instruction, thereby shedding light on possible causes of learners’ grammatical weaknesses. Findings reveal that while some teachers demonstrated a sound understanding of grammar rules and structures, others showed misconceptions regarding grammar teaching. Evidence of learner interlanguage, permeability, and fossilization was also observed. Moreover, teachers employed varying degrees of adaptation of the three approaches and utilized diverse teaching and learning materials. The study concludes that effective grammar instruction requires enhanced teacher training in the integration of multiple pedagogical approaches to strengthen learners’ understanding of English grammatical structures.
Co-Authors Mmetlane Valery Mashiane Tebogo Johannes Kekana