Diversity in an academic literacy curriculum: the case of first-year Bsc extended degree programme students at a South African University
Date
2018-03
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
Description
Thesis (MPhil)--Stellenbosch University.
ENGLISH ABSTRACT: The transition from high school to university is not easy for students in general. It is particularly difficult for second language speakers of English as they often speak other languages at home. In addition, often their exposure to English is mainly in the classroom. As a result, many South African universities have invested in Academic Literacy programmes to provide students with tertiary academic skills. The university where this study was conducted is one of the higher education institutions in South Africa that use mainly English as the medium of instruction, even though many of the students entering the BSc extended four-year programme are second or even third language English speakers who may not have the language competency level required to successfully navigate through academic curricula. In the extended four-year programme, the academic literacy module is Language and Study Skills, which focuses on enhancing students’ competence in mainly academic reading and writing. This study investigated academic literacy teaching and learning practices in a linguistically diverse classroom. The perceptions of the BSc first-year four-year extended degree programme students and lecturers were explored to gain insight into their experiences of the academic literacy classroom. The findings provide insights on how, if at all, the Language and Study Skills module content and the learning and teaching strategies accommodate the linguistic diversity of the different students.
AFRIKAANSE OPSOMMING: Die oorgang van sekondêre na tersiêre onderwys is in die algemeen nie maklik nie, veral nie vir nie- moedertaalsprekers van Engels wat meestal ander tale tuis praat. Verder word hulle dikwels slegs aan Engels in die klaskamer blootgestel. Gevolglik het baie Suid-Afrikaanse universiteite in akademiese geletterdheidsprogramme belê om studente met die vereiste akademiese vaardighede toe te rus. Hierdie studie is by een van die hoër opvoedkundige instellings in Suid-Afrika gedoen waar Engels die amptelike taal is, alhoewel baie studente wat die BSc verlengde vierjaar program neem Engels as ‘n eerste addisionele of ‘n tweede addisionele taal magtig is; die implikasie is dat baie studente nie oor die nodige taalvermoë beskik om die akademiese kurrikulum suksesvol af te handel nie. In die BSc verlengde vierjaar program is die akademiese geletterdheidsprogram die Taal- en Studievaardighede module wat op die studente se akademiese lees- en skryfvaardighede fokus. Hierdie studie ondersoek akademiese geletterdheidsonderrig- en leerpraktyke in ‘n linguistiese diverse klaskamer. Die persepsies van die BSc eerstejaarstudente in die vier jaar verlengde program word in diepte verken om insig in hulle ervaring van die akademiese geletterdheidsprogram te verkry. Die bevindinge verskaf insig in die wyse waarop die inhoud en die onderrigstrategieë die linguistiese diversiteit van die verskillende studente akkommodeer.
ENGLISH ABSTRACT: The transition from high school to university is not easy for students in general. It is particularly difficult for second language speakers of English as they often speak other languages at home. In addition, often their exposure to English is mainly in the classroom. As a result, many South African universities have invested in Academic Literacy programmes to provide students with tertiary academic skills. The university where this study was conducted is one of the higher education institutions in South Africa that use mainly English as the medium of instruction, even though many of the students entering the BSc extended four-year programme are second or even third language English speakers who may not have the language competency level required to successfully navigate through academic curricula. In the extended four-year programme, the academic literacy module is Language and Study Skills, which focuses on enhancing students’ competence in mainly academic reading and writing. This study investigated academic literacy teaching and learning practices in a linguistically diverse classroom. The perceptions of the BSc first-year four-year extended degree programme students and lecturers were explored to gain insight into their experiences of the academic literacy classroom. The findings provide insights on how, if at all, the Language and Study Skills module content and the learning and teaching strategies accommodate the linguistic diversity of the different students.
AFRIKAANSE OPSOMMING: Die oorgang van sekondêre na tersiêre onderwys is in die algemeen nie maklik nie, veral nie vir nie- moedertaalsprekers van Engels wat meestal ander tale tuis praat. Verder word hulle dikwels slegs aan Engels in die klaskamer blootgestel. Gevolglik het baie Suid-Afrikaanse universiteite in akademiese geletterdheidsprogramme belê om studente met die vereiste akademiese vaardighede toe te rus. Hierdie studie is by een van die hoër opvoedkundige instellings in Suid-Afrika gedoen waar Engels die amptelike taal is, alhoewel baie studente wat die BSc verlengde vierjaar program neem Engels as ‘n eerste addisionele of ‘n tweede addisionele taal magtig is; die implikasie is dat baie studente nie oor die nodige taalvermoë beskik om die akademiese kurrikulum suksesvol af te handel nie. In die BSc verlengde vierjaar program is die akademiese geletterdheidsprogram die Taal- en Studievaardighede module wat op die studente se akademiese lees- en skryfvaardighede fokus. Hierdie studie ondersoek akademiese geletterdheidsonderrig- en leerpraktyke in ‘n linguistiese diverse klaskamer. Die persepsies van die BSc eerstejaarstudente in die vier jaar verlengde program word in diepte verken om insig in hulle ervaring van die akademiese geletterdheidsprogram te verkry. Die bevindinge verskaf insig in die wyse waarop die inhoud en die onderrigstrategieë die linguistiese diversiteit van die verskillende studente akkommodeer.
Keywords
Lifelong learning, English language -- Study and teaching -- Foreign speakers, Literacy programs -- Undergraduates, Education, Higher -- South Africa, Language diversity, Language and languages -- Variation, Language and languages -- Study and teaching, Lifelong learning, Continuing education, Curriculum evaluation, UCTD