Odisee University of Applied Sciences, in collaboration with the Flemish Interuniversity Council, UWC, CPUT, Ghent University and HOWEST cordially invites you to attend a symposium entitled

Training the teachers of tomorrow: a language across the curriculum approach to meeting the language and literacy needs of a diverse student population

in Odisee campus Aalst, Kwalestraat 154, 9320 Aalst
on Wednesday 18th of May 2022 from 1 pm until 5 pm

Please register before May 15th by clicking on https://bit.ly/3kCa2aw

Kom in om te leer


  • 12.30h
    Coffee and refreshments in the Wintertuin     
  • 13.00h-13.05h
    Welcome by the Odisee Director of the Faculty of Education in 1O04 - 
    Gert Naessens 
  • 13.05h-13.35h
    Session 1. An introduction and overview of the project - Hanlie Dippenaar and  Johan Anker
  • 13.35h-14.05h
    Session 2. The Opportunities and Constraints of Multilingual Teaching: A Reflection Across Continents - Nell Foster, Maxime Van Raemdonck and Rinelle Evans
  • 14.05h-14.35h
    Session 3. The use of multilingual glossaries in teacher training - Linda Manashe, Dorothy Esau and Joanne Arendse
  • 14.35h-14.55h
    Coffee break in the Wintertuin              
  • 14.55h-15.25h
    Session 4. Literacy development in the multilingual context of South Africa - Stuart Strauss
  • 15.25h-15.55h
    Session 5. Virtual reality in education: hype or more? - Carl Boel
  • 15.55h-16.20h
    Session 6. Back to the basics: a Language MOOC design model for novice students in higher education - Ann Van Kerckhove and An De Moor
  • 16.20h-16.40h
    Session 7. Consequences of The National Reading Strategy in Flanders on future teachers - An De Moor
  • 16.40h
    Session 8. A reflection on the project - Candice Livingstone
  • 17.00h 
    Drinks in the Wintertuin
Language symposium

This presentation is about the project “Training the teachers of the future: language policy and literacy development”, an international collaborative project between the University of Ghent, Odisee-hogeschool, Howest Hogeschool, the University of the Western Cape and the Faculty of Education at the Cape Peninsula University of Technology (CPUT). The project started in 2016 during a visit of colleagues from Howest Hogeschool to CPUT. Discussions on the process of integrating language teaching as part of the teaching of all academic subjects were explored and led to this collaboration.

The theory underpinning this project is embedded in language across the curriculum and disciplinary literacy where the theoretical aspects and integration of language in teaching were examined. The emphasis was placed on the use of specialised language, knowledge and literacy abilities to create meaning within the different subject disciplines with their specialized genres, text types, symbolic artefacts and traditions of communication. Theories and research by Shanahan, Coetzee-Lachman, Unsworth, Vollmer, and Snow were inter alia studied in this process. Eventually the Multi-layered Model of Language Development  (MMLDP) model of Brigulio and Watson (2014) was used to determine four levels of embedded support to be used in the development of a literacy policy. The development of different actions in this project linked to the MMLDP model includes the development of self-access materials for students, generic reading strategies, support for staff, development of rubrics for the teaching of subject-specific characteristics, and staff development toward a fully integrated teaching curriculum for the teaching of subject domains.

The project started off with a comprehensive needs analysis of the Faculty of Education of CPUT in 2018. This was followed by staff training and development, postgraduate research, several publications and academic exchanges. Symposiums were presented in both South Africa and Belgium. Conference presentations led to further collaboration with other Higher Education Institutions. Multilingual glossaries were developed and made available to students. A course on diversity and language issues which will be housed on the institutional learner management system (Blackboard) as a compulsory module for all Education students, was developed and will be introduced in due course. The impact of the project will enhance the training of teachers for the classrooms of the future. 

For many years now, scholars have advocated for multilingual teaching approaches in linguistically diverse classrooms where pupils do not necessarily use the language of schooling at home. Strategies such as Functional Multilingual Learning and translanguaging draw on research about language acquisition and the reality of multilingual pupils’ lives to propose effective practices to enable L2 learners to access content material and develop strong academic language skills.  This presentation explores multilingual teaching across two contexts, Belgium and South Africa, to examine how policy makers, teachers and pupils create opportunities for learning, whilst also navigating and embodying local constraints. It compares three key dimensions:  language policy, the teacher’s language repertoire and learner identity, to elaborate on commonalities and differences and how we can forge new perspectives by learning across contexts.

CPUT's language policy defines multilingualism as the use of multiple languages with a particular emphasis on Afrikaans, English, isiXhosa and South African Sign Language (SASL) (CPUT Language Policy, 2019).  Responding to the Department of Higher Education's call to promote and strengthen multilingualism in South African universities, CPUT embarked on a process of developing an online Information Literacy (IL) multilingual glossary and the translation of the English IL course learning materials (infographics and e-Books) into isiXhosa and Afrikaans. The aim was to provide isiXhosa, English and Afrikaans home language students with the opportunity to engage with IL learning materials in their home language and in their second and third language and to promote and acknowledge, not only the diverse language identities of a large number of postgraduate students at the institution, but also to include the student voice by including them in the process of co-creating the multilingual glossary.

Qualitative focus group and survey data obtained from purposely selected postgraduate students from the Education Faculty, on the IL multilingual language resource developments, indicated that the respondents overall perceived the multilingual language resources as important to increase and enhance their understanding of IL and research concepts and to develop higher order analytical thinking, reading and academic writing skills of a more exceptional quality. The study follows a constructivist approach as it seeks to understand students’ views about the value of a multilingual glossary and their lived experiences of being immersed in a process of co-creating in such a process.

It is recommended that the implementation of the South African government’s language policy on multilingualism in higher education be brought closer to being realised, not only to promote lifelong learning but also to bring about much needed equilibrium in the country’s socio-economic imbalances, advocated by the apartheid regime.

The huge number of learners dropping out of the formal schooling system has a significant impact on the ever-increasing unemployment rate in South Africa, which is the reason for the majority of its citizens living in dire poverty. Learners from these poverty-stricken areas rarely have access to educational resources and literacy materials and neither do they attend schools that do. This reality gave rise to an education system which is marred by inequality, exposing the masses of learners from rural areas, townships and other under-resourced dwellings to the difficult and complex challenges at institutions of learning. One such challenge, as emphasized by scholars like Howie (20170) and Spaull (2013), refers to learners’ poor performance in literacy-related tasks, especially when participating in continental and international evaluation programmes. It is within the context of these literacy challenges that this study aims to explore the literacy and language practices of students, lecturers and other role players at a higher education institute in the Western Cape, particularly to establish how these role players negotiate the challenges relating to their educational interactions. In order to advance a comprehensive account of literacy and language practices at the university, this study deemed it necessary to not only focus on students currently studying, but to also include teachers who completed their teacher training at this institute, thus providing holistic reports of past and present encounters of role players’ engagement with literacy and language as learners, students, teachers and lecturers. Through an ethnographic approach, this study will use focus groups and interviews to gather data relating to participants’ schooling history, their challenges with language and literacy and their perception of their educational futures. The data emanating from these methodological approaches will be analysed and interpreted before presentation of the findings with suggestions.

Immersive virtual reality has gained maturity lately, following major technological advancements by big tech companies such as Meta, HTC, HP and Lenovo. Since the introduction of affordable consumer market VR such as the Oculus Quest leading to mass sales in 2020, VR has jumped forward as an educational tool. Lots of teachers have been engaged in experimenting with virtual reality in their courses ever since, however not always to success. In this presentation we discuss how VR can and should be integrated into secondary education classroom practice fostering the affordances of immersive virtual reality in an effective way.

Lecturers in higher education notice a decreasing language proficiency of first-year students, especially in their academic reading and writing skills. These students also often lack self-regulatory skills which impact their chances for academic success. To address both problems a MOOC was developed, following the methodological framework of Educational Design Research. MOOCs (Massive Open Online Courses) infer affordances which are both beneficial for language and self-regulation. However, most participants of MOOCs lack the essential skills to complete a MOOC, such as self-regulatory and digital skills.

Carl Boel, Florian Brokken, An De Moor and a team of language experts in Odisee developed a new MOOC design model aiming at improving both language and academic skills in order to attain the original goals of MOOCs: the altruistic nature of open education. Different strategies of implementation and preliminary results are discussed. This MOOC has both an academic and practical impact as it helps to understand how the instructional design of MOOCs can be improved and how first-year students can be supported in their academic language proficiency and their self-regulated learning, with a possible effect on their academic success.

In recent years, alarm bell after alarm bell has been ringing in Flemish education. In the international surveys PIRLS and PISA, Flanders is in free fall. Today, Flanders is in a 32nd place in the PIRLS ranking, which charts the reading skills of 10-year olds. No other region has declined more in ten years than Flanders.

The Flemish government is investing two million euro’s in a Reading Offensive, a major social project to guide Flanders back to the European top. From crèche to rest home: in the coming years, all Flemings must be drawn into the reading pool. To this end, a broad promotional campaign for reading will be launched. In addition, there will be a new reading fund that can attract extra private funds. The aim is to mobilise as many people as possible to read aloud on a massive scale, including in places where reading is currently absent or too infrequent. Ireland is a common thread in the plan because it has managed to make enormous progress in international surveys in ten years' time.

There is a clear focus on teacher training, early literacy and weak and struggling readers. Authors will, for example, work for months in author residencies with schools of technical and vocational education, and with pupils from disadvantaged groups. By means of inspiration guides, the evidence-informed material developed can be used not only by teachers but also in teacher training courses, linked to intensive professional development programmes for teachers, tutors, childcarers, etc. In this respect, an important task is reserved for - also future - teachers. For example, it is a misconception that only language teachers have to deal with language and reading. It is quite normal to have a reading policy for subjects such as mathematics or biology as well, because in any subject you can work with language and reading.






Johan Anker was born in Humansdorp (RSA) in 1952, studied at the universities of Stellenbosch, Cape Town and Unisa and completed his MA (Unisa) and PhD (Cape Town) in Afrikaans Literature. He taught Afrikaans at school and different Teacher’s Colleges and was the Assistant Dean of Education at the Wellington campus of the CPUT from 2004-2016. He retired in April 2017. Prof Anker supervised and examined MA, MEd and PhD studies, did research in and published more than 30 academic articles and delivered 12 papers at international conferences about Afrikaans literature, literature and trauma, Young Adult Literature and reading comprehension. He is also a critical reader of articles for different literature and educational journals. He is a writer of texts books for schools and for 20 years he was also part of the Language Committee for Afrikaans in the South African Academy for Science and Arts.









Joanne Arendse currently holds the position of Branch Librarian at the Cape Peninsula University of Technology (CPUT) Wellington Campus. She is mainly responsible for managing the campus branch library and to provide professional academic information support services to CPUT researchers, postgraduate and undergraduate students in the faculty of Education. Joanne is a passionate and experienced information specialist who is actively involved in the development of academic digital library information services, research and information literacy skills teaching on all levels and university community engagement projects. Some of her research focus areas include digital information literacies, multilingualism, diversity and inclusivity in education and work sector, community engagement and service learning.

Her academic qualifications include a Bachelor's degree in Library and Information Science from the University of Stellenbosch and she is currently studying towards a Master’s degree in Information Sciences at the University of South Africa (UNISA). Additional to these formal qualifications she attended the Carnegie Library Leadership Academy in 2011, HERS SA Academy for women in the Higher Education sector in South Africa in 2016 and was elected the first CPUT librarian to visit Virginia Tech University Libraries in the US, as part of a librarian research exchange collaboration agreement between the two universities in 2015.




Zannie Bock is Associate Professor of Linguistics and Deputy Dean of Teaching and Learning in the Faculty of Arts and Humanities at the University of the Western Cape, South Africa. Her recent publications are in decolonial pedagogies, and narrative and discourse analysis, with a focus on racialising discourses among university students. She is the project co-ordinator and co-editor of the first southern African textbook in Linguistics, Language, Society and Communication: An Introduction, Van Schaik. She is also co-editor, with Christopher Stroud, of the Bloomsbury volume, Language and Decoloniality in Higher Education: Reclaiming Voices from the South (2021).









Carl Boel was a secondary education teacher in English and Dutch for 15 years. Since 2006 he investigated how technology could enhance his courses and teaching practice. He inspired hundreds of teachers and staff with keynotes and workshops. In 2016 he started working at Ghent University as a lecturer in academic writing and presentation skills. These courses were integrated into other courses within the concept of language across the curriculum. In 2018 he was asked by Odisee to create a MOOC strengthening novice preservice teachers in their communication and self-regulating skills. Since 2019 he works as a researcher at Thomas More investigating how the affordances of XR can enhance a learning and training experience. He combines expertise from both research and industry with a focus on evidence-based instructional design. Carl is a researcher on XR in education, both at Thomas More University of Applied Sciences and at Ghent University, where he is completing his PhD on this topic. He is involved in several research projects on XR, both domestic and internationally. Carl also leads the Learning Network on XR in education in Flanders and was the main author for the advisory policy report on XR in education for the Ministry of Education in Flanders. As a consultant he has designed, developed and tested multiple learning experiences for companies, organizations and governmental institutions.




An De Moor is a language and education expert. She is also Vice-President of the National Reading Strategy and was advisor of the Commission Better Education, both by order of the Flemish Government. She is the Language Policy Co-ordinator for all 25 professional Bachelor’s programmes at Odisee University of Applied Sciences and for the Master's programs at the Katholieke Universiteit Leuven campus Brussels, and is also a member of the board of directors of the Flemish-Dutch Cultural House DeBuren in Brussels. In addition to being the President of the non-profit association ‘Movement Flanders-Europe’, An has received numerous awards such as the 'Frans Drijversprijs', the 'Order of the Golden Dragon', 'Academic of the year 2016' from the Flemish Association of Academics and in 2018 she received the 'Praise of the Dutch Language Award’ in the Brussels parliament.







Dorothy E. Esau works in the Education Faculty of CPUT, Wellington Campus as Lecturer in Education (Senior Phase & Further Education & Training) and is the coordinator for Professional Practice. She also teaches Research Methods of Education in the B. Ed Honours programme and is currently supervising three Master students in her faculty. Her research area of specialisation is support and mentorship of teachers, and more specifically, Novice Teachers. She has initiated a mentorship programme for novice teachers in one of the Western Cape Education Department districts, with a special focus on the Eight Dimensions of Holistic Wellbeing (physical, vocational, psychological, spiritual, intellectual, social, environmental and financial). 

Published articles

Re-positioning the competences of beginner teachers in South Africa: A capabilities perspective

DE Esau, R Maarman. South African Journal of Higher Education 33(6), 111-132, 2019 

Re-imagining support for newly qualified teachers in relation to initial teacher education policy in

DE Esau, R Maarman. South African Journal of Education 41 (4),1, 2021




Hanlie Dippenaar is the Assistant Dean on the Wellington campus of CPUT. She holds a PhD from Northwest University and is an associate professor in the Department of English. She has been working in the field of Language Teaching for the past 30 years. Her research interests combine Community Engagement, Service-learning and Language teaching. She currently explores collaboration between university partners, using Activity Theory and Change Laboratories. Her other research interests are in tutor programmes in the Faculty of Education, work readiness of English teachers, literacy development and language across the curriculum. She works with schools and institutions in the Wellington area on the enhancement of reading skills, as part of the professional development of pre-service teachers of English.










Rinelle Evans is currently a professor emerita involved with teacher education in the Faculty of Education, University of Pretoria. She holds a doctorate in instructional communication via television technology and also obtained a Masters degree (cum laude) in teaching English to speakers of other languages from the University of Birmingham, England.

She is an NRF-rated researcher (C2) and has not only published several textbooks, study guides and video material for English language learners, but also numerous academic articles in refereed and non-refereed journals. Her scholarly book, Complex classroom encounters – a South African perspective was published with a Canadian counterpart. Her teaching career spans over 30 years and on six occasions she has received awards in recognition of good teaching practice, amongst others the Dean’s Award for Excellence in the Scholarship of Teacher Education (2014).

Her academic interests relate to English language teaching, instructional design & communication, and language-in-education matters. She has successfully supervised 26 postgraduates to completion and has a sound track record of conference presentations and assistance with the professional development of academics. 

She has extensive managerial experience and before moving to higher education was a deputy principal at a large co-ed school and also managed the University of Pretoria’s satellite campus in Witbank. She has served on various educational panels responsible for in-service training, assessment, materials development, and policy making in the English Second Language arena. 


Nell Foster is a PhD candidate at the Centre for Diversity & Learning at Ghent University and the University of the Western Cape, South Africa. Her research focuses on the social and learning dimensions of Functional Multilingual Learning in primary schools, and in particular the perspectives of the pupils. She is also a pedagogical advisor at the Université libre de Bruxelles, specialised in the domain of English medium instruction. 


Candice Livingston is an Associate Professor and the Research co-ordinator at the Faculty of Education at the Cape Peninsula University of Technology where she is involved with numerous literacy projects (both nationally and internationally). She is a member of the Faculty Research, Ethics and Teaching and Learning committees.  Her research interests include teaching with technology, language across the curriculum, the study of fairy tales and storytelling. In 2019 and 2021, she received Teaching Excellence Awards from CPUT and is currently a TAU fellow.


Linda Manashe is a Courseware Developer at the Centre for Innovative Educational Technologies (CIET) and a member of the Language Working Group at Cape Peninsula University of Technology.  She holds an Honor’s Degree in Information Technology. Her main fields of research include multilingualism, multilingual education, and educational technologies. She has co-authored and published a few accredited articles, a book chapter, also presented a number of papers at national conferences. She is currently studying towards her Master’s degree focusing on the impact of the online multilingual glossaries platform on the academic experiences and success of students at CPUT. She is also a member of the Community of Practice for the Teaching and Learning of African Languages (CoPAL).

Publications: https://scholar.google.co.za/citations?user=5-3N5qsAAAAJ&hl=en


Ilse Mestdagh has been the language policy coordinator at Howest since 2010. In this role, she supports courses at Howest to implement and embed a language policy. Currently, she also leads a language policy project to support the language development of graduate students. She also has more than 20 years of teaching experience and has been with the Journalism program for ten years, where she teaches writing skills, print journalism and Dutch. She is also responsible for student counseling.




Ellen Simon is a Professor of English Linguistics at Ghent University. She specializes in second language acquisition and phonology (the sound systems of language). She also has a keen interest in second language proficiency and how the acquisition of language structure and proficiency development are related to one another. She is currently involved in the supervision of projects on literacy development in South Africa, the development of storytelling competences in Turkish-Dutch bilingual children and the linguistic expectations from Newly Arrived Migrants in Flemish secondary schools. She’s teaching courses in English linguistics, Phonology and Old and Middle English.


Stuart Garfield Strauss is a full-time PhD student registered to UGent in Belgium and UWC in South Africa and forms part of the ‘Training the teachers of tomorrow’ project. He completed his matric at the Carlton-van Heerden High School in Upington, Northern Cape in 1980. He started his undergraduate studies at UWC in 1981 and then completed the B.A. degree in 1984 and then a Higher Diploma in Education in 1992. In 1986 he started as an English teacher at a high school, and in 2012 completed a M.Phil degree at the University of Stellenbosch in 2012. Stuart continued his studies at US and also completed an M.A. degree, focusing on code-switching and translanguaging in 2016.



Piet Van Avermaet is head of the Centre for Diversity and Learning, at the Linguistics Department of Ghent University. He teaches 'multicultural studies', 'multilingualism in education' and 'language policy' at the same University. His expertise and research interests cover topics related to multilingualism in education, social inequality in education, language policy and practice in education, language policy and practice in contexts of (social) inclusion, language assessment, diversity and inclusion, integration and participation, discrimination in education, migration.


Ann Van Kerckhove works as a teacher trainer and is affiliated with the Odisee co-university of applied sciences. She is also a language coach and anchor person for educational development and quality besides an IKCO process supervisor. As a professional bachelor in secondary education (history, geography and Dutch) and master in Linguistics and Literature, she has more than twenty years of teaching experience. She also participated in various research projects (e.g. Ear Openers).


Maxime Van Raemdonck is a PhD candidate at the Centre for Diversity & Learning (Department of Linguistics, Faculty of Arts & Philosophy – Ghent University). Her work focuses on the dynamics of language policy in secondary schools and the implementation of Functional Multilingual Learning (FML). Thereby she focuses on teachers’ language beliefs and practices toward students’ home languages.




Quentin Williams is Director of the Centre for Multilingualism and Diversities Research (CMDR) and an Associate Professor of Sociolinguistics in the Linguistics Department at the University of the Western Cape (UWC). He is also the Ghent Visiting Professor (Leerstoel Houer) at the Centre for Afrikaans and the study of South Africa at Ghent University (Belgium) (2022/2023). His most recent books are Struggles for Multilingualism and Linguistic Citizenship with Tommaso Milani and Ana Deumert (Multilingual Matters, 2022), and Global HipHopography with Jaspal Singh (Palgrave MacMillan, 2022). He leads the Trilingual Dictionary of Kaaps (TWK) project that will develop the first dictionary of Kaaps (see here: www.dwkaaps.co.za).   


Gerti Wouters is Doctor in the linguistics and literature. She has been the Head of the Department of Communication and before that teacher in print and online Journalism and photography in Howest. Since 2012 she is Head of the Department of Journalism of the same University of Applied Sciences.. She won the First prize for Literature from the Province of West Flanders in 1996 and also the First prize for Literature from the Royal Academy of Linguistics and Literature in 1997 for 'Elcerlyc is also a woman'.