Scrutiny2-Issues in English Studies in Southern Africa最新文献_第5页

The Multiliteracies Learning Environment as Decolonial Nexus: Designing for Decolonial Teaching in a Literacies Course at a South African University 作为非殖民化纽带的多元文学学习环境——南非大学文学课程的非殖民化教学设计

Scrutiny2-Issues in English Studies in Southern Africa Pub Date : 2020-01-02 DOI: 10.1080/18125441.2020.1800806

Grant Andrews, Maria Prozesky, I. Fouché

{"title":"The Multiliteracies Learning Environment as Decolonial Nexus: Designing for Decolonial Teaching in a Literacies Course at a South African University","authors":"Grant Andrews, Maria Prozesky, I. Fouché","doi":"10.1080/18125441.2020.1800806","DOIUrl":"https://doi.org/10.1080/18125441.2020.1800806","url":null,"abstract":"Abstract In higher education institutions in South Africa, educators working in the fields of language and academic literacy need to be sensitive and responsive to the linguistic and cultural diversity of the student body, and traditional pedagogical approaches are often inappropriate to meet the needs of students and of the wider call to decolonise higher education. As a group of lecturers working at the University of the Witwatersrand’s School of Education in Johannesburg, South Africa, we worked to respond to this context by designing a literacies course that was underpinned by a decolonial and social practices approach to literacy. Using critical reflection as a research method, this article traces our theoretical grounding in designing this course, including New Literacies Studies (NLS), community cultural wealth, and theories in indigenous studies, such as cultural interface theory. This article further demonstrates how we applied this theoretical framework through introducing practical activities that could be used to develop situated literacies and that tapped into the community cultural wealth that students bring to the classroom. We discuss four formative and summative assessment elements that were central to the course, namely online assessments, portfolio tasks, an argumentative essay, and what we termed the triad project, to illustrate how the decolonial approach informed our curriculum design and pedagogy. Our approach allowed us to explore new forms of assessment which opened space for students’ home languages, literacy practices, and identities to become valuable elements of teaching and learning.","PeriodicalId":41487,"journal":{"name":"Scrutiny2-Issues in English Studies in Southern Africa","volume":"25 1","pages":"64 - 85"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18125441.2020.1800806","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48533831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Intersection between Multilingualism, Translanguaging, and Decoloniality in the Global South 全球南方多语、译语和非殖民化的交集

Scrutiny2-Issues in English Studies in Southern Africa Pub Date : 2020-01-02 DOI: 10.1080/18125441.2020.1832328

S. Ndlangamandla, Chaka Chaka

引用次数: 2

Language Alternation in Online Forums: English Monolingual Normativity and Multilingual Practices 网络论坛中的语言转换：英语单语言规范与多语言实践

Scrutiny2-Issues in English Studies in Southern Africa Pub Date : 2020-01-02 DOI: 10.1080/18125441.2020.1802504

S. Ndlangamandla

{"title":"Language Alternation in Online Forums: English Monolingual Normativity and Multilingual Practices","authors":"S. Ndlangamandla","doi":"10.1080/18125441.2020.1802504","DOIUrl":"https://doi.org/10.1080/18125441.2020.1802504","url":null,"abstract":"Abstract Online discussion forums (ODFs), a type of computer-mediated communication (CMC), are sites of language use and multilingual practices where students communicate in web forum communities. There is limited research on the multilingual practices of students learning English for academic purposes (EAP) through ODFs. Drawing on discourse-centred online ethnography (DCOE) and discourse analysis, this article explores language alternation in one online university course. Students show agency by using languages in creative, multilingual ways when learning through technology. Although the course in question is an English language course, “semi-regulated” online discussion forums that allow language alternation and “networked” multilingualism promote peer and student-to-student interactions, resulting in fluid social relationships and challenging some of the norms of language education. Language alternation reveals the use of African languages and indexes both the expression of feelings and the cultural practices of these ODF communities. Universities are yet to implement multilingual online pedagogies that include the majority who do not speak English as a first language. Therefore, digital literacy and networked multilingualism are enabling multiple linguistic resources to challenge the “English-only” ideology.","PeriodicalId":41487,"journal":{"name":"Scrutiny2-Issues in English Studies in Southern Africa","volume":"25 1","pages":"43 - 63"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18125441.2020.1802504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41739941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Translanguaging in the Global South 全球南方的翻译

Scrutiny2-Issues in English Studies in Southern Africa Pub Date : 2020-01-02 DOI: 10.1080/18125441.2020.1851014

Cristine Severo, Ashraf Abdelhay, S. Makoni

引用次数: 2

The Relationship between Language Learning Strategies and Language Proficiency amongst Multilingual L2 Students 多语学生语言学习策略与语言能力的关系

Scrutiny2-Issues in English Studies in Southern Africa Pub Date : 2020-01-02 DOI: 10.1080/18125441.2020.1809505

Marga Stander

{"title":"The Relationship between Language Learning Strategies and Language Proficiency amongst Multilingual L2 Students","authors":"Marga Stander","doi":"10.1080/18125441.2020.1809505","DOIUrl":"https://doi.org/10.1080/18125441.2020.1809505","url":null,"abstract":"Abstract The inadequate English language proficiency (LP) of multilingual first-year students on a university campus in South Africa has proved to be an obstacle to successful academic literacy and performance. English is the medium of instruction at university, but not a home language for any of these students. There might be several reasons and solutions for this problem; however, this study focuses on one possible factor related to this predicament. The research question that was investigated is whether weak performance in English can be directly related to the use of second-language learning strategies. Consequently, a study was done based on the hypothesis that there is a correlation between second-language learning strategies (independent variable) and LP (dependent variable). This correlation was tested amongst a random selection of BA first-year students for whom English is a second language (L2), by using a standardised test and questionnaire. Data were analysed using Spearman’s rank-order correlation, by means of the Statistical Package for the Social Sciences (SPSS). The results show a correlation between LP and language learning strategies (LLSs) in general and a statistically significant correlation (r = 0.26) between compensation strategies and LP. This article reflects on the pedagogical implications for the teaching and learning of an L2 and recommendations are made in this regard.","PeriodicalId":41487,"journal":{"name":"Scrutiny2-Issues in English Studies in Southern Africa","volume":"25 1","pages":"86 - 103"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18125441.2020.1809505","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45667589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Lunatics and Intellectuals: Madness in Malawian Poetry 疯子与知识分子:马拉维诗歌中的疯狂

Scrutiny2-Issues in English Studies in Southern Africa Pub Date : 2019-11-20 DOI: 10.1080/18125441.2019.1647450

K. Lipenga

引用次数: 0

“Entering into Experience”: Telling versus Narrating in John Berger’s Pig Earth “进入经验”:约翰·伯杰《猪地》中的叙述与叙述

Scrutiny2-Issues in English Studies in Southern Africa Pub Date : 2019-09-02 DOI: 10.1080/18125441.2020.1745262

M. Espin

引用次数: 0

HIV/AIDS, Gender, and Identity in Phillip Chidavaenzi's The Haunted Trail 菲利普·奇达万齐《闹鬼的路》中的艾滋病、性别和身份

Scrutiny2-Issues in English Studies in Southern Africa Pub Date : 2019-09-02 DOI: 10.1080/18125441.2020.1764612

Terrence Musanga, Theophilus Mukhuba

引用次数: 1

The Resurrection of Winnie Mandela, by Sisonke Msimang 《温妮·曼德拉的复活》，西松克·姆西曼著

Scrutiny2-Issues in English Studies in Southern Africa Pub Date : 2019-09-02 DOI: 10.1080/18125441.2020.1764256

Shukri Bana

引用次数: 0

Editorial 编辑

Scrutiny2-Issues in English Studies in Southern Africa Pub Date : 2019-09-02 DOI: 10.1080/18125441.2019.1780700

D. Byrne, Greg Graham-Smith

引用次数: 0