Per Linguam-A Journal of Language Learning最新文献_第9页

Supporting the development of postgraduate academic writing skills in South African universities 支持南非大学研究生学术写作技能的发展

Per Linguam-A Journal of Language Learning Pub Date : 2017-06-14 DOI: 10.5785/33-1-702

S. Schulze, E. Lemmer

{"title":"Supporting the development of postgraduate academic writing skills in South African universities","authors":"S. Schulze, E. Lemmer","doi":"10.5785/33-1-702","DOIUrl":"https://doi.org/10.5785/33-1-702","url":null,"abstract":"The ability to write according to the conventions and forms of disciplinary academic writing is essential to success at university. Meeting the demands of quality academic writing is a challenge to the increasing number of English Second Language (ESL) students worldwide, from undergraduate to postgraduate level , who choose to study and publish in English. In particular, postgraduate students in South African universities struggle with the rigours of dissertation writing. Drawing on Lave and Wenger’s (1991) theory of collaborative learning in a community of practice (CoP), an exploratory, qualitative inquiry was undertaken to examine the support given by six selected South African higher education institutions (HEIs) to promote the development of academic writing skills among master’s and doctoral students. Data were gathered from a purposeful sample of 10 expert informants through interviews, email communication , and scrutiny of institutional websites. Findings deal with academic writing skills as the core competence necessary for full participation in the academic CoP; the nature of postgraduate student engagement with core members of the CoP, such as supervisors and language experts; and the availability and efficacy of a range of intra-organisational resources, including informal and formal peer interaction with those who have more expertise in writing, books, manuals, visual representations , and technological tools, to develop academic writing among postgraduate students. Based on the findings, recommendations are made for ways in which institutions can strengthen, enrich , and extend the CoP to support academic writing skills of ESL postgraduate students.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"144 1","pages":"54-66"},"PeriodicalIF":0.0,"publicationDate":"2017-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89046421","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: 5

The initial validation of a test of emergent literacy 初步验证了一项新兴读写能力的测试

Per Linguam-A Journal of Language Learning Pub Date : 2017-06-14 DOI: 10.5785/33-1-698

S. Gruhn, A. Weideman

{"title":"The initial validation of a test of emergent literacy","authors":"S. Gruhn, A. Weideman","doi":"10.5785/33-1-698","DOIUrl":"https://doi.org/10.5785/33-1-698","url":null,"abstract":"In addition to a large body of evidence supporting the relevance of the home environment for literacy development, tests of cognitive-based skills are commonly employed to predict literacy acquisition. The Test of Emergent Literacy (TEL) has been designed to account for the early interaction of children with their literate environment as predictor of prospective literacy achievement at school, for which there is a scarcity of appropriate language assessments. In contrast to most conventional literacy tests, the TEL bases its construct on a communicative perspective on language. The development of the first English draft of the TEL involved the production of an assessment of emergent literacy at preschool level. The principles of responsible test design as articulated by Weideman (2014) served as a primary framework for the design and initial validation of the TEL. The evaluation of eight experts and the results of the pilot of several subtasks with 54 South African, English-medium preschool learners (aged five to six years ) whose home language is not English, support the theoretical justification of the design, its high level of reliability, and the effectiveness of the instrument, besides the social requirements for tests (fairness, utility, efficiency) to which the TEL also conforms. Potential test refinements may further increase the reliability, effectiveness, and efficiency of the test.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"1 1","pages":"25-53"},"PeriodicalIF":0.0,"publicationDate":"2017-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77280739","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: 6

The politics of mother tongue education: The case of Uganda 母语教育的政治:乌干达的案例

Per Linguam-A Journal of Language Learning Pub Date : 2016-11-23 DOI: 10.5785/32-3-689

Medadi E. Ssentanda, Kate Huddlestone, F. Southwood

引用次数: 11

Discourse-shifting practices of a teacher and learning facilitator in a bilingual mathematics classroom 双语数学课堂中教师与学习促进者的语篇转换实践

Per Linguam-A Journal of Language Learning Pub Date : 2016-11-23 DOI: 10.5785/32-3-685

R. Tyler

{"title":"Discourse-shifting practices of a teacher and learning facilitator in a bilingual mathematics classroom","authors":"R. Tyler","doi":"10.5785/32-3-685","DOIUrl":"https://doi.org/10.5785/32-3-685","url":null,"abstract":"In bilingual classrooms, content is often learned simultaneously with a new language. Recent applied linguistics research has identified shifts in discourse made by teachers and learners as they work towards these two goals. Departing from a sociocultural perspective on teaching and learning, this study assumes learners and teachers bring rich and diverse linguistic repertoires to the classroom. This paper examines selected episodes of discourse shifts which took place in a week-long mathematics enrichment programme run by a non-government organisation in rural South Africa. In this Xhosa-English bilingual context, I undertook a small-scale ethnographically-informed case study in which evidence of and comment on discourse shifting was collected in the form of video and audio recordings of lessons and interviews with participants. The focus of the analysis is on the translanguaging strategies (especially register meshing) of the teacher and a learning facilitator as they work to make the curriculum accessible to the learners. The argument made in the paper is that the unidirectional notion of discourse shifting from more everyday, spoken, home language discourses to more discipline-specific, written, English discourses is not adequate in explaining the complex multidirectional shifting apparent in my data.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"3 1","pages":"13-27"},"PeriodicalIF":0.0,"publicationDate":"2016-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82742726","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: 5

Literacy for All? Using multilingual reading stories for literacy development in a Grade One classroom in the Western Cape 全民扫盲?在西开普省的一年级课堂中使用多语言阅读故事培养读写能力

Per Linguam-A Journal of Language Learning Pub Date : 2016-11-23 DOI: 10.5785/32-3-662

A. Prosper, V. Nomlomo

{"title":"Literacy for All? Using multilingual reading stories for literacy development in a Grade One classroom in the Western Cape","authors":"A. Prosper, V. Nomlomo","doi":"10.5785/32-3-662","DOIUrl":"https://doi.org/10.5785/32-3-662","url":null,"abstract":"This paper reports on a literacy pilot project which investigated the use of multilingual reading books and the pedagogical strategies that were employed by one bilingual teacher and her assistant to teach literacy in a linguistically diverse Grade 1 classroom in a primary school in the Western Cape, South Africa. Data were collected by means of classroom observations and semi-structured interviews to understand the teacher’s literacy instruction, reflecting her understanding of the multilingual pedagogical approach as a means of fostering learners’ biliteracy skills. Through the lens of the social constructivist theory and the notion of biliteracy, this paper argues that bilingual competence does not necessarily translate to biliteracy if the teaching approaches and learning materials are not systematically and adequately used to support learners’ listening, oral, reading and writing skills in different languages in an integrated and holistic manner in multilingual classrooms. It concludes that, despite the progressive South African Language-in-Education Policy which supports additive multilingualism, classroom practices continue to reinforce monolingualism in English, which deprives the majority of learners of meaningful access to literacy in different languages as they do not exploit the socio-cultural and cognitive capital embedded in the learners’ home languages for additive bilingual and biliteracy competence.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"61 1","pages":"79-94"},"PeriodicalIF":0.0,"publicationDate":"2016-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83943422","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: 5

A journey towards self-directed writing: a longitudinal study of undergraduate language students’ writing 自我导向写作之旅:语言本科学生写作的纵向研究

Per Linguam-A Journal of Language Learning Pub Date : 2016-11-23 DOI: 10.5785/32-3-686

Jako Olivier

{"title":"A journey towards self-directed writing: a longitudinal study of undergraduate language students’ writing","authors":"Jako Olivier","doi":"10.5785/32-3-686","DOIUrl":"https://doi.org/10.5785/32-3-686","url":null,"abstract":"Writing is key to assessment in university contexts and hence students need to be empowered to effectively function in subject-specific writing environments. In this regard, it is important that students take charge of their own writing development. Hence, the concept of self-direct writing is relevant in this context. The aim of this article is to explore students’ perceptions and practice of self-directed writing and to thereby also evaluate the use of an open-ended questionnaire, an existing self-directed learning questionnaire and student essays as sources of self-directedness in terms of writing. Through these surveys and document analysis diverse, but complementing, results could be drawn. The responses in this study reflect the importance of scaffolding and support provided externally (through lecturers, writing laboratories, facilitators and peers) as well as internally (through reading and continuous writing). Although self-directedness was not very prominently mentioned by the students in the open-ended questionnaire, evidence of a move towards self-directedness in writing was observed. Furthermore, the results of the self-rating scale of self-directed learning showed that most of these respondents regarded themselves as self-directed learners. The document analysis of the essays showed improvement from the first year to the third year. It is also clear that self-directed writing can only be achieved through the facilitation of writing about topics of students’ choosing, promotion of metacognitive strategies around writing as well as adequate peer and lecturer support, feedback and assessment.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"74 1","pages":"28-47"},"PeriodicalIF":0.0,"publicationDate":"2016-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82043369","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: 10

From autopsy to autonomy in writing centres : postgraduate students' response to two forms of feedback in a health professions education module 从解剖到写作中心的自主:研究生对卫生专业教育模块中两种形式反馈的反应

Per Linguam-A Journal of Language Learning Pub Date : 2016-11-23 DOI: 10.5785/32-3-644

S. Daniels, R. Richards

{"title":"From autopsy to autonomy in writing centres : postgraduate students' response to two forms of feedback in a health professions education module","authors":"S. Daniels, R. Richards","doi":"10.5785/32-3-644","DOIUrl":"https://doi.org/10.5785/32-3-644","url":null,"abstract":"In post-apartheid South Africa, writing centres exist in almost every university to address the academic writing needs of students. At Stellenbosch University Writing Lab, writing consultants use collaborative learning and peer feedback in their work with writers in one-to-one consultations. As part of a larger research project about how students in a Health Professions Education Master’s degree responded to different types of feedback, our study focuses on whether the feedback received in a writing consultation compares to, or differs from, the feedback from the class group members. Our findings suggest that in general the students were open to interventions such as writing consultations. Furthermore, peer feedback from both a class group member as well as a writing consultant was experienced as useful. The study further shows that the consultants’ approach to giving feedback was in line with the pedagogy practised in writing centres. The article concludes with measures that were implemented to address uncertainties identified in the study. We recommend that the purpose of consultations be clarified to lecturers, that consultations be integrated in the writing process before the assignment is marked and, to minimise role confusion, that consultants describe to students the way consultations work at the beginning of the consultation.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"24 1","pages":"48-59"},"PeriodicalIF":0.0,"publicationDate":"2016-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89476464","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

Designing linguistically flexible scaffolding for subject-specific academic literacy interventions 为特定学科的学术素养干预设计语言灵活的脚手架

Per Linguam-A Journal of Language Learning Pub Date : 2016-11-23 DOI: 10.5785/32-3-690

A. Carstens

{"title":"Designing linguistically flexible scaffolding for subject-specific academic literacy interventions","authors":"A. Carstens","doi":"10.5785/32-3-690","DOIUrl":"https://doi.org/10.5785/32-3-690","url":null,"abstract":"The majority of South African universities are faced with the challenge of teaching subject-specific academic literacy in English to linguistically diverse student groups, while the academic literacy lecturers themselves display a variety of first languages and linguistic repertoires. Over the past 50 years, a major consideration in L2 teaching has been whether to focus only on the target language (the L2), or to allow the first languages of the learners into the L2 classroom as linguistic and cognitive resources, while retaining the focus on the target language. This article departs from the premise that the language focus (either multi- or monolingual) is not crucial, but rather how L2 learning is scaffolded. A scaffolding framework is derived from Van Lier’s (2004) model and Walqui’s (2006) socioculturally embedded strategies for improving the performance of students’ learning of subject content in their second language, namely modelling, bridging, building schema, contextualisation, re-presenting text and developing metacognition. In the article, I demonstrate that Walqui’s six techniques can be adapted to accommodate monolingual as well as bi-/multilingual dimensions of teaching an L2, and can be justified with reference to Van Lier's four-quadrant model. I conclude that a scaffolding approach to teaching language and content in an integrated way is part of any good language pedagogy. However, scaffolds should ideally be designed within a multisemiotic mindset and aimed at producing lasting cognitive gains.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"8 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2016-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84935983","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: 7

Unlocking later developing language skills in older children by means of focused language stimulation 通过集中语言刺激解锁大孩子后期发展的语言技能

Per Linguam-A Journal of Language Learning Pub Date : 2016-09-06 DOI: 10.5785/32-2-650

F. Southwood, O. V. Dulm

{"title":"Unlocking later developing language skills in older children by means of focused language stimulation","authors":"F. Southwood, O. V. Dulm","doi":"10.5785/32-2-650","DOIUrl":"https://doi.org/10.5785/32-2-650","url":null,"abstract":"Certain language structures and skills continue to develop after the age of school entry. The present study sought to establish whether directly targeting the development of such complex language structures and skills in comprehension and production can be successful among older, school-going children. The data for the present study comprise four case studies of children with language learning problems, including language comprehension problems: one 5, one 6, and two 7 years of age. Relevant parts of the Receptive and Expressive Activities for Language Therapy (Southwood & Van Dulm, 2012) were used during six to eight language stimulation sessions. Substantial gains were seen when comparing pre- and post-stimulation language assessment results on the Diagnostic Evaluation of Language Variation (Seymour, Roeper, & De Villiers, 2005). The implication is that direct targeting of specific later developing language structures and skills can render the desired results, well after their usual age of acquisition, even among children with language comprehension problems and within a limited number of sessions. Given the relationship between language skills and the development of reading skills, the findings have implications for the literacy development of Foundation Phase learners who enter school with underdeveloped language skills.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"52 1","pages":"30-46"},"PeriodicalIF":0.0,"publicationDate":"2016-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85882711","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

Productive knowledge of collocations may predict academic literacy 对搭配的生产性知识可以预测学术素养

Per Linguam-A Journal of Language Learning Pub Date : 2016-09-06 DOI: 10.5785/32-2-601

T. V. Dyk, H. Louw, Déogratias Nizonkiza, K. V. D. Poel

{"title":"Productive knowledge of collocations may predict academic literacy","authors":"T. V. Dyk, H. Louw, Déogratias Nizonkiza, K. V. D. Poel","doi":"10.5785/32-2-601","DOIUrl":"https://doi.org/10.5785/32-2-601","url":null,"abstract":"The present study examines the relationship between productive knowledge of collocations and academic literacy among first year students at North-West University. Participants were administered a collocation test, the items of which were selected from Nation’s (2006) word frequency bands, i.e. the 2000-word, 3000-word, 5000-word bands; and the Academic Word List (Coxhead, 2000). The scores from the collocation test were compared to those from the Test of Academic Literacy Levels (version administered in 2012). The results of this study indicate that, overall, knowledge of collocations is significantly correlated with academic literacy, which is also observed at each of the frequency bands from which the items were selected. These results support Nizonkiza’s (2014) findings that a significant correlation between mastery of collocations of words from the Academic Word List and academic literacy exists; which is extended here to words from other frequency bands. They also confirm previous findings that productive knowledge of collocations increases alongside overall proficiency (cf. Gitsaki, 1999; Bonk, 2001; Eyckmans et al., 2004; Boers et al., 2006; Nizonkiza, 2011; among others). This study therefore concludes that growth in productive knowledge of collocations may entail growth in academic literacy; suggesting that productive use of collocations is linked to academic literacy to a considerable extent. In light of these findings, teaching strategies aimed to assist first year students meet academic demands posed by higher education and avenues to explore for further research are discussed. Especially, we suggest adopting a productive oriented approach to teaching collocations, which we believe may prove useful.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"16 1","pages":"66-81"},"PeriodicalIF":0.0,"publicationDate":"2016-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86595401","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: 4