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Transnational intergenerationalities : cultural learning in Polish migrant families and its implications for pedagogy
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| 2 |
The morphology of tense and aspect in Nama, a Papuan language of southern New Guinea
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In: Open Linguistics, Vol 1, Iss 1 (2015) (2015)
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| 3 |
Intersections of two isiZulu genderlects and the construction of 'skesana' identities
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In: Stellenbosch Papers in Linguistics Plus, Vol 46, Iss 0, Pp 45-60 (2015) (2015)
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| 4 |
The use of digit and sentence repetition in the identification of language impairment: The case of child speakers of Afrikaans and South African English
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In: Stellenbosch Papers in Linguistics, Vol 44, Iss 0, Pp 37-60 (2015) (2015)
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| 5 |
The discourse of liberation: Frames used in characterising the gay liberation movement in two South African newspapers
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In: Stellenbosch Papers in Linguistics Plus, Vol 46, Iss 0, Pp 61-77 (2015) (2015)
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| 6 |
“Too late for tears, dear sister”: Constructing victims and perpetrators of rape in the advice column 'Dear Dolly' from 1984 to 2004.
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In: Stellenbosch Papers in Linguistics Plus, Vol 46, Iss 0, Pp 1-17 (2015) (2015)
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| 7 |
Reading to Learn: A literature review within a South African context
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In: Stellenbosch Papers in Linguistics, Vol 44, Iss 0, Pp 105-124 (2015) (2015)
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Abstract:
Academic literacy development within the secondary schooling system in South Africa has reached crisis proportions, with a large number of students exiting the system unable to function adequately within the tertiary sector or labour market. Attempts to remedy this crisis by introducing curriculum reform over the past few years have yielded little success, with universities having to take on the literacy problem by offering a variety of remedial programmes to ensure that students are equipped to access learning and succeed at their studies. Research shows that most literacy intervention programs at universities appear to favour a more traditional approach to English academic language development by focusing on grammatical rules, sentence structure, spelling and punctuation. This bottom-up approach does not necessarily equip students with the skills needed to write coherent and cohesive extended pieces of writing as required by university assessment processes. For this reason, the Reading to Learn (RtL) methodology was chosen to be implemented within a writing module at the University of KwaZulu-Natal and within selected Grade 11 classes in the Winelands District in an attempt to find an alternative approach to academic literacy development. The purpose of this article is to offer a comprehensive synthesis of some of the theoretical assumptions of RtL as well as its practical implementation before embarking on an evaluative study of this methodology in future papers. In doing so, this article offers a brief discussion on academic literacy pedagogies and situates RtL within these frameworks. This is followed by a synthesis of the practical implementation of RtL and a discussion of the works of Halliday (1989, 1996), Vygotsky (1978) and Bernstein (1990, 1996) which have had an influence on the development of RtL.
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Keyword:
Academic literacy; academic reading and writing pedagogies; African languages and literature; genre pedagogy; Language and Literature; P; P1-1091; Philology. Linguistics; PL8000-8844; reading to learn; scaffolded learning
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URL: https://doi.org/10.5774/44-0-170
https://doaj.org/article/3b92ea0a403643caacb8bb088edbed1a
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| 8 |
A critical engagement? Analysing same-sex marriage discourses in To Have and to Hold: The Making of Same-Sex Marriage in South Africa (2008) – A queer perspective
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In: Stellenbosch Papers in Linguistics Plus, Vol 46, Iss 0, Pp 105-126 (2015) (2015)
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| 9 |
Khoi en Oosgrensafrikaans
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In: Stellenbosch Papers in Linguistics Plus, Vol 47, Iss 0, Pp 75-97 (2015) (2015)
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| 10 |
Language, gender and sexuality in South Africa
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In: Stellenbosch Papers in Linguistics Plus, Vol 46, Iss 0 (2015) (2015)
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| 11 |
“They do not know much, but then, you have to cover the syllabus”: The quality imperative – a dilemma for teachers’ in early grade multilingual classrooms in Kenyan primary schools
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In: Stellenbosch Papers in Linguistics, Vol 44, Iss 0, Pp 175-187 (2015) (2015)
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| 12 |
Reflexives and reflexive constructions in Afrikaans
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In: Stellenbosch Papers in Linguistics Plus, Vol 47, Iss 0, Pp 99-127 (2015) (2015)
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| 13 |
A needs analysis for communication by pharmacists in a multilingual setting: First steps towards syllabus and materials design
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In: Stellenbosch Papers in Linguistics, Vol 44, Iss 0, Pp 189-212 (2015) (2015)
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| 14 |
Ready-to-wear sexual politics: The semiotics of visibility on Wits Pride T-shirts
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In: Stellenbosch Papers in Linguistics Plus, Vol 46, Iss 0, Pp 79-103 (2015) (2015)
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| 15 |
Nie sommer nie: Sociohistorical and formal comparative considerations in the rise and maintenance of the modern Afrikaans negation system
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In: Stellenbosch Papers in Linguistics Plus, Vol 47, Iss 0, Pp 129-174 (2015) (2015)
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| 16 |
Afrikaans and Dutch as closely-related languages: A comparison to West Germanic languages and Dutch dialects
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In: Stellenbosch Papers in Linguistics Plus, Vol 47, Iss 0, Pp 1-18 (2015) (2015)
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| 17 |
Perspective in signed discourse: the privileged status of the signer’s locus and gaze
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In: Open Linguistics, Vol 1, Iss 1 (2015) (2015)
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| 18 |
Formulation of court interpreting models: A South African perspective
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In: Stellenbosch Papers in Linguistics, Vol 44, Iss 0, Pp 61-80 (2015) (2015)
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| 19 |
Fäcke, Christian (Ed). (2014). Manual of language acquisition. Berlin/Boston: de Gruyter
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In: EuroAmerican Journal of Applied Linguistics and Languages, Vol 2, Iss 1 (2015) (2015)
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| 20 |
Academic literacy of South African higher education level students: Does vocabulary size matter?
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In: Stellenbosch Papers in Linguistics, Vol 44, Iss 0, Pp 147-174 (2015) (2015)
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