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When the teacher becomes the student : the acquisition of academic literacy revisited

dc.contributor.authorVan Schalkwyk, Susanen_ZA
dc.date.accessioned2018-02-09T07:28:39Z
dc.date.available2018-02-09T07:28:39Z
dc.date.issued2010
dc.identifier.citationVan Schalkwyk, S. 2010. When the teacher becomes the student : the acquisition of academic literacy revisited. Acta Academica, 1:201-222
dc.identifier.issn2415-0479 (online)
dc.identifier.issn0587-2405 (print)
dc.identifier.urihttp://hdl.handle.net/10019.1/103106
dc.descriptionCITATION: Van Schalkwyk, S. 2010. When the teacher becomes the student : the acquisition of academic literacy revisited. Acta Academica, 1:201-222.
dc.descriptionThe original publication is available at http://journals.ufs.ac.za
dc.description.abstractThe idea of successful postgraduate studies representing “a rite of passage” into the academic community is not new. Entry into the community is facilitated by immersion in the discipline. In my doctoral studies, I investigated the acquisition of academic literacy among a group of first-year students, tracking their first steps in becoming members of the broader academic community. This article describes the similarities between my experience and that of the students, highlighting the challenges that doctoral students face when seeking to negotiate their entry into the different discourse communities.en_ZA
dc.description.urihttp://journals.ufs.ac.za/index.php/aa/article/view/1283
dc.format.extent22 pages
dc.language.isoen_ZAen_ZA
dc.publisherSUN MeDIA Bloemfontein
dc.subjectPostgraduate studiesen_ZA
dc.titleWhen the teacher becomes the student : the acquisition of academic literacy revisiteden_ZA
dc.title.alternativeWanneer die dosent ’n student word: die verwerwing van akademiese geletterdheid opnuutaf_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderAuthor retains copyright


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