Browsing by Author "Coetsee, Ydalene"

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    Op pad na optimale ondersteuning vir akademiese geletterdhede : die strewe na beter belyning tussen teorie en praktyk
    (University of Stellenbosch, Department of General Linguistics, 2017) Coetsee, Ydalene
    Een van die Universiteit Stellenbosch (US) Taalsentrum se waardevolste bydraes sedert die ontstaan daarvan is ’n verbeterde belyning tussen teorie en praktyk vir die fasilitering van akademiese geletterdhede (AG). ’n Dekade gelede het die taalmatige ondersteuning wat die US aan veral eerstejaars verleen het, nog uit generiese modules bestaan waarvolgens studente tekste gelees en geproduseer het na gelang van dosentevoorkeur. Sedertdien het die literatuur ’n aansienlike verskuiwing in die rigting van ingebedde modules teweeg gebring. In hierdie sin beteken ingebed dat studente in elke vakgebied slegs met temas, tekste en genres te doen kry wat op die spesifieke vakgebied van toepassing is. Alhoewel Taalsentrumpersoneel aanvanklik traag was om hierdie verskuiwing te aktualiseer, meestal weens die ekonomie van skaal, het hulle die afgelope paar jaar vakspesifieke en pasklaar kursusse vir studente in die meeste US-fakulteite ontwikkel en gefasiliteer. Hierdie soort herkurrikulering word nie altyd na waarde geskat nie aangesien die verskil in impak moeilik is om kwantitatief te meet. In die meeste gevalle moet Taalsentrumpersoneel ook met personeel van US-fakulteite saamwerk wat neig om vaardighede in AG in ’n laerstatuskategorie (sagte vaardighede) as wetenskapvaardighede (harde vaardighede) te plaas. Hierdie studie ondersoek een so ’n geval van samewerking tussen die Taalsentrum en die Departement Chemie en Polimeerwetenskap aan die US, die sogenaamde Pet Ionic Compound (PIC)-projek. Innovasiefondssteun is verkry ten einde die uitkomste van AG en dié van die Departement Chemie en Polimeerwetenskap in die vakgebied chemie op so ’n manier te integreer dat optimale sukses vir studente in die verlengde graadprogram nagestreef kon word. Hierdie artikel doen verslag oor die impak van sodanige samewerking vir die afgelope drie iterasies van die projek en poog om ’n bydrae te lewer tot die literatuur oor die uitwerking van teoretiese begronding op die praktyk van AG. Verskillende studente- en dosentetekste is deur middel van oop kodering ontleed om die impak van hierdie projek op studente se waargenome kennis van chemie, asook hulle ontwikkeling met betrekking tot AG kwalitatief te meet. Die artikel probeer verder ekspliseer dat alhoewel hierdie soort samewerking tyd en inspanning verg, dit die moeite werd geag behoort te word indien studente- en dosentesukses daardeur geoptimaliseer kan word.
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    Some challenges of collaboration between academic literacies specialists and subject specialists : framing the difference
    (Stellenbosch University, 2019) Coetsee, Ydalene
    Collaboration between academic literacies (AcLits) specialists and subject specialists is still a significant issue in student support because AcLits practitioners now need to negotiate the advantages of both stand-alone and embedded courses. This paper focuses on some challenges of one such a collaboration between the provider of AcLits courses (the Language Centre) and the Department of Chemistry and Polymer Science at an institution of higher education. The theory of framing (as in Scheufele, 2013) is used to explain some of the frustration experienced during this collaboration. The study also draws on New Literacies Studies in suggesting that student autonomy in constructing knowledge is negated when focus is placed on academic skills that students lack instead of the contribution students can make towards their own learning. Where previous AcLits collaborations have sometimes used the deficit model (Smit, 2012) to measure the impact of interventions, this study attempts to show that the collaboration itself aids deep learning. However, some challenges have to be overcome, of which an important one is the measurement of impact when the deficit model is not used. Whereas ATLAS.ti has often been used to analyse data sets, this investigation opts for open coding to explicate the frames relevant to this kind of collaboration. Analysis of the findings shows that students perceived this collaboration as a valuable learning experience despite all the challenges experienced. The paper concludes by suggesting that identification, explication and management of the challenges of collaboration thus proved well worth the effort.
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    Die vertaling van die Bybels-Hebreeuse kommunikasieleidraad hinneh in Afrikaanse Bybelvertaling : 'n verkennende studie
    (Stellenbosch : University of Stellenbosch, 2009-12) Coetsee, Ydalene; Van der Merwe, C. H. J.; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Ancient Studies.
    ENGLISH ABSTRACT: In the past, Bible translations sometimes suffered from inadequate theoretical and grammatical description, which interfered with consistent translation choices. Nowadays, however, development of translation theory and improved description of Biblical Hebrew cause more scientifically motivated translation options to be generated in a more consistent way. This study has as its point of departure for future Bible translations the translation model of Gutt’s direct and indirect strategies within the paradigm of Nord’s functionalist approach. According to Gutt first generation Bible readers can make use of indirect translations while serious Bible students prefer to come to their own conclusions about source texts. For that reason translators should provide all possible communicative clues from source texts to enable target readers to reach appropriate interpretations about its underlying message. Following an overview of a sample of previous Bible translations, three Afrikaans translations are discussed to examine whether previous translation approaches (sometimes assumed) have supplied an adequate theoretical basis for ensuring consistent translation choices. Nida’s influential dynamic-functional approach is discussed next. My hypothesis that past translation theory and the description of Biblical Hebrew grammar were not adequate to provide motivation for consistent translation options, is then tested during a comparative study of the translation of the communicative clue hinneh in three previous Afrikaans Bible translations. Gutt’s requirement for direct Bible translations, that all communicative clues should be translated, presupposes insight into translation theory and close co-operation between a Biblical-Hebrew and a translation expert. This requirement was tested and proved during this study. In accordance with the findings of this study recommendations are made to demonstrate some ways in which hinneh as example of other complicated communicative clues can be treated in future Afrikaans Bible translations.