LESV111 Tutorial worksheet 5 2025:
MEMORANDUM
This worksheet is based on the content of Lectures 9 and 10
Section One: Clarification
Match the concept with the correct statement in the second column and the appropriate
key idea in the third column:
Concept
What it’s about
Practice
A Beliefs about language
Indexicality
B Habits/routines of language
Ideology
C Acting identity in context
Performance
D Signals in speech
Key Idea
1 We show identity
through speech
2 Language points to
social info
3 We build identity
over time
4 Judgments & power
dynamics
Answers:
Concept
What it’s about
Key Idea
Practice
Habits/routines of language We build identity over time
Indexicality Signals in speech
Language points to social info
Ideology
Beliefs about language
Judgments & power dynamics
Performance Acting identity in context We show identity through speech
What it’s about (letter of correct Key Idea (number of correct
Concept
answer)
answer)
Practice
B
3
Indexicality
D
2
Ideology
A
4
Performance
C
1
Section Two: Application
Read the passage below and then answer the questions which follow.
Zandi is a first-year university student from a rural village in the Eastern Cape. At home, she
speaks mostly Xhosa with her family and friends, but she also uses English, especially when
speaking to her lecturers or in academic settings. In her first university tutorial, she’s eager to
participate but feels unsure about whether her natural Xhosa accent and occasional codeswitching are ‘acceptable’ in the academic environment.
During a class discussion on the history of South Africa, Zandi raises her hand and begins
speaking in English, but halfway through her point, she switches to Xhosa to emphasize an
idea. Her lecturer gives her a confused look, and a few classmates seem unsure about what
she’s saying. Zandi immediately switches back to English, feeling self-conscious. After class,
she tells her friend, “I felt like they didn’t understand me when I switched to Xhosa. Maybe I
shouldn’t do that again.”
The answers below are suggestions of possible answers but allow the students to discuss
and bring their own opinions
Application Questions:
1. How does Zandi’s use of both Xhosa and English demonstrate the
relationship between language and identity?
Zandi’s use of both languages reflects different aspects of her identity. Xhosa
connects her to her cultural and community identity, while English is associated with
her academic identity at university. Her language choices show that identity is
communicated and constructed through language use.
2. How is performance visible in Zandi’s situation? [Why does she
switch between English and Xhosa in the classroom?]
Zandi is performing her identity by switching between languages. In the classroom, she
adjusts her language to fit the expected academic environment, but she also brings in Xhosa
to express herself more authentically and powerfully. This is a way of balancing two
identities: her academic self and her cultural self.
3. What does Zandi’s use of Xhosa and English in different settings
show about her practice? [How does her language change depending
on the context and people around her?]
Zandi has a language practice that involves code-switching between English and Xhosa
depending on the situation. She’s used to speaking Xhosa at home and in informal contexts,
but she switches to English in academic settings because that’s the language used in education.
4. What might Zandi’s use of English and Xhosa index in this scenario?
[How might her choice of language signal something about her
identity, background, or social group?]
Zandi’s choice of language indexes her cultural identity and social background. When she
speaks Xhosa, it signals that she’s from the Eastern Cape, part of the Xhosa-speaking
community. When she switches to English, it may signal an attempt to align with the academic
world or show that she’s capable of speaking English in an academic setting.
5. What language ideologies are at play in Zandi’s experience? [Why
might her use of Xhosa in class make her feel self-conscious? What
assumptions might her lecturer or classmates have about her use of
both languages?]
The reaction from the lecturer and classmates might reflect the ideology that English is the
‘correct’ or ‘professional’ language in academic spaces. Zandi might feel that switching to
Xhosa could be seen as ‘unprofessional’ or ‘unintelligible’ in this context, which reflects a
judgment about what languages are valued in university.
6. According to the lecture, ideologies can create inclusion and
exclusion. How does Zandi’s experience illustrate this idea?
Zandi feels excluded when others seem confused by her use of Xhosa. The expectation that
students should speak English makes her feel that her own language practices are less valued or
accepted in the university environment.
7. Why does Zandi immediately switch back to English after noticing
the reactions of others? Refer to the concept of performance in
your answer.
Zandi adjusts her language to perform the identity expected in the academic context. She
switches back to English because she believes that English is the appropriate language for being
understood and accepted at university.
8. If you were Zandi, how would you feel about switching languages in
academic settings? [Do you think her code-switching is an effective
way of expressing her ideas? Why or why not?]
What do your students think?
9. How does Zandi’s statement, “Maybe I shouldn’t do that again,”
show the influence of social pressure on language use and identity
construction?
The statement shows that Zandi is becoming aware of social expectations about language
use. The reactions of others influence how she thinks she should speak, which may shape
how she performs her identity in future situations.
10.If you were Zandi’s friend, how would you respond to her comment:
“Maybe I shouldn’t do that again”? What would you say to support
her identity expression?
I would tell her that her voice matters, and that switching to Xhosa shows her depth of
thought and cultural pride. I’d remind her that academic spaces should be inclusive,
and that code-switching is a powerful part of being multilingual. I’d also encourage her to
keep expressing herself fully, and maybe suggest that we speak to the lecturer about
making space for multilingual contributions.
11.Discuss how English may be associated with authority, education, or
professionalism in the university context. What are some of the
problematic consequences of this assumption?
In many university contexts, English is associated with intelligence, professionalism,
education, and academic success. Students may feel that speaking fluent or “standard”
English makes them appear more competent and credible. This ideology can cause
students like Zandi to believe that their home languages or accents are less appropriate in
academic settings.
One problematic consequence is that students who speak English as an additional
language may feel excluded, judged, or less confident participating in class discussions. It
can also marginalise African languages by presenting English as more valuable or
legitimate. This may discourage multilingual students from expressing themselves fully or
using their linguistic resources in learning environments. In addition, accent prejudice and
negative assumptions about non-standard English can reinforce inequality and limit
inclusion within the university space.