探索南非一所大学的入门级教育专业学生和经验丰富的教师所面临的语言和读写挑战:立场分析

Stuart Garfield Strauss
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引用次数: 0

摘要

大量学生从正规教育系统辍学,对南非日益增长的失业率产生了重大影响,这可以被看作是众多父母和照顾者生活在赤贫之中的一个主要原因。来自社会经济贫困地区的学生很少有机会获得教育资源和扫盲材料,他们中的大多数也无法进入有教育资源和扫盲材料的学校。种族隔离后的南非现实催生了一个充满不平等的教育体系,使来自农村、乡镇和其他资源匮乏地区的广大学习者在学习机构中面临困难和复杂的挑战。豪伊(Howie)(2017 年)和斯波尔(Spaull)(2013 年)等学者强调,其中一项挑战与学习者在扫盲相关任务中表现不佳有关,尤其是在参加大陆和国际评估项目时。在这些识字挑战的背景下,本研究探讨了西开普省一所高等教育机构的学生、讲师和其他角色扮演者的识字和语言实践,特别是要确定这些角色扮演者如何应对与他们的教育互动有关的挑战。为了促进对这所选定的高等教育机构的扫盲和语言实践的研究,本研究认为不仅有必要关注目前正在学习的学生,而且有必要将四十年前在同一所机构完成教师培训的教师包括进来。通过这种方式,文章深入探讨了过去和现在的角色扮演者作为学习者、学生、教师和讲师在他们就读的教育机构中参与识字和语言的情况。本研究采用定性方法收集数据,包括开展焦点小组和半结构式访谈,以收集与参与者的求学经历、他们在语言和读写能力方面面临的挑战以及他们对教育未来的看法有关的数据。对这些方法所产生的数据进行了分析和解释,随后介绍了研究结果,并对今后的研究提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring the Language and Literacy Challenges of Entry-Level Education Students and Experienced Teachers at a South African University: A Stance-Taking Analysis
The huge number of learners dropping out of the formal schooling system has a significant impact on the ever-increasing unemployment rate in South Africa, which can be perceived as a major reason for numerous parents and caregivers living in dire poverty. Learners from socio-economically deprived areas rarely have access to educational resources and literacy materials and neither do most of them attend schools that do. This post-apartheid South African reality has given rise to an education system which is marred by inequality, exposing the masses of learners from rural areas, townships and other under-resourced locations to difficult and complex challenges at institutions of learning. One such challenge, as emphasised by scholars like Howie (2017) and Spaull (2013), relates to learners’ poor performance in literacy-related tasks, especially when participating in continental and international evaluation programmes. Within the context of these literacy challenges, this study explored the literacy and language practices of students, lecturers and other role-players at a higher education institute in the Western Cape, particularly to establish how these role-players negotiate the challenges relating to their educational interactions. In order to contribute to the study of literacy and language practices at this selected higher education institution, this study deemed it necessary to not only focus on students who are currently studying, but to also include teachers who completed their teacher training four decades ago at the same institution. In this way, the article provides insight into past and present role-players’ engagement with literacy and language as learners, students, teachers and lecturers at the educational institutions they attended. Using a qualitative approach to data collection, the study involved conducting focus groups and semi-structured interviews to gather data relating to participants’ schooling histories, their challenges with language and literacy, and their perception of their educational futures. The data emanating from these methodological approaches are analysed and interpreted, followed by a presentation of the findings with suggestions for future research.
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