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Exploring linguistic resources in academic literacy development in isiXhosa printed media texts, within the framework of genre-based teaching

dc.contributor.authorXeketwana, Simthembileen_ZA
dc.date.accessioned2017-06-01T07:48:47Z
dc.date.available2017-06-01T07:48:47Z
dc.date.issued2017
dc.identifier.citationXeketwana. 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.
dc.identifier.isbn978-1-920294-15-1
dc.identifier.urihttp://hdl.handle.net/10019.1/101659
dc.descriptionCHAPTER 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.
dc.descriptionThe original publication is available from http://www.casas.co.za
dc.description.abstractThis 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.en_ZA
dc.format.extent18 pages
dc.language.isoen_ZAen_ZA
dc.publisherCasas
dc.subjectXhosa language -- Study and teachingen_ZA
dc.subjectMedia literacyen_ZA
dc.subjectGenre-based educationen_ZA
dc.subjectLiteracyen_ZA
dc.subjectFunctionalism (Linguistics)en_ZA
dc.subjectCompetency-based educationen_ZA
dc.subjectCurriculum-based assessment -- South Africaen_ZA
dc.subjectEducation, Secondary -- Literacy programsen_ZA
dc.titleExploring linguistic resources in academic literacy development in isiXhosa printed media texts, within the framework of genre-based teachingen_ZA
dc.typeChapters in Booksen_ZA
dc.description.versionPost-print
dc.rights.holderAuthor retains copyright


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