South African Speech-Language Therapy and Audiology students’ experiences of academic and clinical curriculum transformation
Background: South African Speech-Language Therapy and Audiology (SLH) programmes historically followed Western frameworks, often lacking in cultural and linguistic relevance to the local context. SLH curricula and clinical training continue to face challenges in aligning with South Africa’s diverse...
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| Format: | Article |
| Language: | English |
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AOSIS
2025-05-01
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| Series: | South African Journal of Communication Disorders |
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| Online Access: | https://sajcd.org.za/index.php/sajcd/article/view/1086 |
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| author | Farieda Abrahams Katijah Khoza-Shangase |
| author_facet | Farieda Abrahams Katijah Khoza-Shangase |
| author_sort | Farieda Abrahams |
| collection | DOAJ |
| description | Background: South African Speech-Language Therapy and Audiology (SLH) programmes historically followed Western frameworks, often lacking in cultural and linguistic relevance to the local context. SLH curricula and clinical training continue to face challenges in aligning with South Africa’s diverse population and healthcare needs.
Objectives: To investigate South African undergraduate SLH students’ experiences of transformation in the curriculum and clinical service provision.
Method: A cross-sectional survey design was employed on students from four South African universities. Data were collected through an online questionnaire. Quantitative data were analysed using descriptive and inferential statistics, while thematic analysis was conducted on qualitative responses.
Results: Findings revealed that most students perceived limited cultural and linguistic relevance in the SLH curriculum, with 60% indicating insufficient Afrocentric content and South African language integration. Students reported feeling underprepared for working with diverse linguistic groups, citing a lack of appropriate resources and limited training in cultural competence. Students proficient in an indigenous language reported higher confidence levels in clinical interactions. Qualitative themes included lack of representation in curriculum content, insufficient cultural competence training and desire for indigenous knowledge and Afrocentric approaches.
Conclusion: The study highlights critical gaps in SLH education in South Africa, particularly in the inclusion of culturally and linguistically relevant training. Recommendations include integrating Afrocentric content, indigenous language modules and practical training for working in diverse clinical settings.
Contribution: This study contributes to the discourse on decolonising SLH education in South Africa, offering evidence-based recommendations to align training with the country’s diverse sociocultural and linguistic realities. |
| format | Article |
| id | doaj-art-b48701d67e5a4f91b918e83c221c8b59 |
| institution | OA Journals |
| issn | 0379-8046 2225-4765 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Communication Disorders |
| spelling | doaj-art-b48701d67e5a4f91b918e83c221c8b592025-08-20T02:24:22ZengAOSISSouth African Journal of Communication Disorders0379-80462225-47652025-05-01721e1e1310.4102/sajcd.v72i1.1086772South African Speech-Language Therapy and Audiology students’ experiences of academic and clinical curriculum transformationFarieda Abrahams0Katijah Khoza-Shangase1Department of Audiology, School of Human and Community Development, University of the Witwatersrand, BraamfonteinDepartment of Audiology, School of Human and Community Development, University of the Witwatersrand, BraamfonteinBackground: South African Speech-Language Therapy and Audiology (SLH) programmes historically followed Western frameworks, often lacking in cultural and linguistic relevance to the local context. SLH curricula and clinical training continue to face challenges in aligning with South Africa’s diverse population and healthcare needs. Objectives: To investigate South African undergraduate SLH students’ experiences of transformation in the curriculum and clinical service provision. Method: A cross-sectional survey design was employed on students from four South African universities. Data were collected through an online questionnaire. Quantitative data were analysed using descriptive and inferential statistics, while thematic analysis was conducted on qualitative responses. Results: Findings revealed that most students perceived limited cultural and linguistic relevance in the SLH curriculum, with 60% indicating insufficient Afrocentric content and South African language integration. Students reported feeling underprepared for working with diverse linguistic groups, citing a lack of appropriate resources and limited training in cultural competence. Students proficient in an indigenous language reported higher confidence levels in clinical interactions. Qualitative themes included lack of representation in curriculum content, insufficient cultural competence training and desire for indigenous knowledge and Afrocentric approaches. Conclusion: The study highlights critical gaps in SLH education in South Africa, particularly in the inclusion of culturally and linguistically relevant training. Recommendations include integrating Afrocentric content, indigenous language modules and practical training for working in diverse clinical settings. Contribution: This study contributes to the discourse on decolonising SLH education in South Africa, offering evidence-based recommendations to align training with the country’s diverse sociocultural and linguistic realities.https://sajcd.org.za/index.php/sajcd/article/view/1086speech-language therapyaudiologycurriculum transformationcultural competenceclinical trainingsouth africaafrocentric approachesindigenous languages. |
| spellingShingle | Farieda Abrahams Katijah Khoza-Shangase South African Speech-Language Therapy and Audiology students’ experiences of academic and clinical curriculum transformation South African Journal of Communication Disorders speech-language therapy audiology curriculum transformation cultural competence clinical training south africa afrocentric approaches indigenous languages. |
| title | South African Speech-Language Therapy and Audiology students’ experiences of academic and clinical curriculum transformation |
| title_full | South African Speech-Language Therapy and Audiology students’ experiences of academic and clinical curriculum transformation |
| title_fullStr | South African Speech-Language Therapy and Audiology students’ experiences of academic and clinical curriculum transformation |
| title_full_unstemmed | South African Speech-Language Therapy and Audiology students’ experiences of academic and clinical curriculum transformation |
| title_short | South African Speech-Language Therapy and Audiology students’ experiences of academic and clinical curriculum transformation |
| title_sort | south african speech language therapy and audiology students experiences of academic and clinical curriculum transformation |
| topic | speech-language therapy audiology curriculum transformation cultural competence clinical training south africa afrocentric approaches indigenous languages. |
| url | https://sajcd.org.za/index.php/sajcd/article/view/1086 |
| work_keys_str_mv | AT fariedaabrahams southafricanspeechlanguagetherapyandaudiologystudentsexperiencesofacademicandclinicalcurriculumtransformation AT katijahkhozashangase southafricanspeechlanguagetherapyandaudiologystudentsexperiencesofacademicandclinicalcurriculumtransformation |