A genre-theoretic approach to media texts in isiXhosa for teaching academic literacy in secondary school

Xeketwana, Andreas Simthembile (2016-11)

Thesis MA (VA) -- Stellenbosch University, 2016.

Thesis

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.

AFRIKAANSE OPSOMMING: Die ontwikkeling van gevorderde akademiese geletterdheidsvaardighede gedurende die primêre en sekondêre skooljare is reeds deeglik bestudeer as ‘n noodsaaklike faktor vir die bereiking van opvoedkundige sukses en vir die verkryging van suksesvolle professionele vermoëns (Martin 2009). Hierdie studie ondersoek eienskappe van die invloedryke genre-gebaseerde benadering tot geletterdheidontwikkeling – hoofsaaklik ontwikkel deur Australiese navorsers die afgelope dertig jaar (Rose & Martin 2012) – met betrekking tot die moontlike toepassing daarvan in die Suid-Afrikaanse konteks. Hierdie benadering word aangewend vir die doel van die fasilitering van akademiese prestasie binne die twee-/meertalige onderrig en leerkonteks waar die Afrikatale as huistale gebruik word in samehang met Engels in die onderrig van inhoudsvakke (Christie en Derewianka 2008). Die studie lewer bewys tot die effek dat (i) die Kurrikulum en Assessering beleidsverklaring (KABV) van die Departement van Basiese Onderwys spesifikasies bevat van lees en skryf in die huistaalvak wat kundigheid in die genre-gebaseerde benadering deur onderwysers sterk veronderstel (White, Feez & Iedema 2010) en (ii) ‘n verskeidenheid tekste, insluitende gedrukte media tekste, kan doeltreffend deur onderwysers gebruik word in die huistaalklas om die ontwikkeling van akademiese geletterdheid in die inhoudsvakke te onderrig. Geselekteerde voorbeelde van genres (tekstipes) word bespreek betreffende die doelstelling en skematiese (kognitiewe) skuifstruktuur daarvan. Voorts, ondersoek die studie die kenmerke van die grammatika onderrig van isiXhosa as betekenis-makende bronne, in samehang met die genre-gebaseerde benadering, insluitende die gebruik van leksikale items in sins-vlak grammatika, diskoers-vlak grammatikale kenmerke en diskoers semantiek in die evaluerende gebruik van isiXhosa. Die studie ondersoek ook die genre-gebaseerde benadering, soos geïllustreer in die analise van gedrukte media, en bring die analises in verband met die ontwikkeling van akademiese skryfvaardigheid in isiXhosa in die sekondêre skool.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/100128
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