Room 3.54, 6 Neville Alexander Building, Lover's Walk

Convener 

New Generation of Academic Professionals (NGAP) in Multilingual and Multiliteracies Education

Bio

She is an early literacy specialist with interests in biliteracy development; emergent literacy; bi/multilingual education; language and literacy as social practice; multi-literacies;  multi-modality; third spaces and bilingual children's literature. She has experience in early literacy and biliteracy teacher training and community literacy training. She is a storyteller, author and translator of children's literature and develops bilingual teacher professional materials. She is one of the founders of a network of community literacy clubs emerging across the country and is a doctoral student researching children's translanguaging and multi-literacies practice.

Publications

• Guzula, X. (2022). De/coloniality in South African Language in Education Policy: Resisting the Marginalisation of African Language Speaking Children. In C. McKinney and P. Christie. Decoloniality, Language and Literacy: Conversations with teacher educators. Multilingual Matters. UK
• Abdulatief, S., Guzula, X., McKinney, C (2021) Delinking from Colonial Language Ideologies: Creating third spaces in teacher education. In Z. Bock and C. Stroud (Eds). Decolonising Languages and Literacies in Higher Education: Reclaiming Voices from the South. Bloomsbury. UK
• Guzula, X. (2019). Moving beyond artificial linguistic binaries in the education of African Language speaking children: A case for simultaneous biliteracy development. Special Issue of Perspectives in Education, Vol. 36 (2), pp 1-14
• Abdulatief, S. & Guzula, X. (2017) Whatsapp as postgraduate writing support tool. In Theresa Lillis & Mary Jane Curry (eds) Global Academic Publishing: Policies, Practices and Publishing. Multilingual Matters. UK
• Guzula, X., McKinney, C. & Tyler, R. (2017) Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces
• Bloch C, Guzula, X and Ntombizanele Nkence (2010) Towards Normalising South African Classroom Life: the ongoing struggle to implement Mother Tongue Based Bilingual Education in Garcia, O & Menken, K (eds) Language Policy in the Classroom: Teachers as change agents , Routledge, USA.
• Guzula, X (2011) Interactive reflective journal writing as a tool for mentoring and teacher professional development: A Case-Study University of Cape Town