Exploring linguistic resources in academic literacy development in isiXhosa printed media texts, within the framework of genre-based teaching
CHAPTER CITATION: Xeketwana. S. 2017. Exploring linguistic resources in academic literacy development in isiXhosa printed media texts, within the framework of genre-based teaching. In: Ralarala, M. K., Barrie, K., Ivala, E., Siyepu, S. (eds.) African languages and language practice research in the 21st century interdisciplinary themes and perspectives. Cape Town: Casas, pp. 75-92.
The original publication is available from http://www.casas.co.za
Chapters in Books
This chapter explores properties of the influential genre-based approach to literacy development (developed by Australian researchers over the past three decades) regarding its possible application in the South African context. The chapter aims at contributing towards the advancement of literacy in writing in isiXhosa in secondary education, from Grades 6 to 12. The genre-based approach and systemic functional linguistics are utilised to examine media texts which can be included in isiXhosa teaching as possible learning materials. An example of a newspaper article (text type) in isiXhosa is examined with regard to its schematic structure and linguistic resources. Arguments are presented to the effect that, (i) the Curriculum and Assessment Policy Statement of the Department of Basic Education contains specifications regarding reading and writing in the home language subject which strongly assume teachers’ expertise in using a genrebased approach and the use of printed-media texts; and (ii) to this effect demonstration of printed-media text (newspapers) will be used to illustrate how media texts can be utilised successfully by teachers in the home language class to facilitate academic literacy. In conclusion, the paper argues that analysis of media texts through the framework of systemic functional linguistics could benefit the educators, in order to develop learners’ literacy skills.