Browsing by Author "Xeketwana, Andreas Simthembile"

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    A genre-theoretic approach to media texts in isiXhosa for teaching academic literacy in secondary school
    (Stellenbosch : Stellenbosch University, 2016-11) Xeketwana, Andreas Simthembile; Visser, Marianna W.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages.
    ENGLISH ABSTRACT: The development of advanced academic literacy skills during primary and secondary schooling has been well researched as a crucial factor in achieving educational success and improving subsequent opportunities for tertiary study in successfully obtaining professional abilities (Martin, 2009). This study explores some properties of the influential genre-based approach to literacy development – mainly developed by Australian researchers over the past three decades (Rose & Martin, 2012) – regarding its possible application to the South African context. This approach is utilised in the light of facilitating academic achievement assuming bilingual/multilingual teaching and learning contexts in which the African languages as home languages are used in conjunction with English for teaching and learning content-subjects (Christie &Derewianka, 2008). This study presents evidence to the effect that (i) the Curriculum and Assessment Policy Statement (CAPS) of the Department of Basic Education, contains specifications regarding reading and writing in the home language subject which strongly assumes expertise of the genre-based approach by teachers (White, Feez&Iedema, 2010) and (ii) a variety of texts including printed-media texts can be used effectively by teachers in the home language class to facilitate academic literacy in content-subject genres. Selected examples of genres (text types) are discussed as regards their purpose and schematic (cognitive move) structure. In addition, the study explores some properties of teaching grammar of isiXhosa as meaning-making resources, along with the characteristics of the genre-based approach, including the use of lexical items in sentences – level grammar, discourse – level grammatical properties, and discourse semantics in evaluative language use (appraisal). Furthermore, the study explore the genre-based approach, as exemplified in the analysis of printed media and these analyses relate to the questions concerning academic writing development in isiXhosa at secondary school.