‘The thing that kill us’: student perspectives on language support in a South African university.
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| Title: | ‘The thing that kill us’: student perspectives on language support in a South African university. |
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| Authors: | Hurst, Ellen1 (AUTHOR) Ellen.Hurst@uct.ac.za |
| Source: | Teaching in Higher Education. Jan2015, Vol. 20 Issue 1, p78-91. 14p. 2 Charts. |
| Subject Terms: | *Universities & colleges, *Language & education, *Academic discourse, *English as a foreign language, *Higher education, English language |
| Geographic Terms: | South Africa |
| Abstract: | South African higher education institutions, in line with international practice and as a result of the ‘social turn’, are progressing towards mainstream academic literacy support for students. This shift has a political dimension in South Africa where, historically, disadvantage has had racial dimensions, in its departure from ‘deficit’ models of academic development and support. On the other hand, there are practical factors to be considered in the kinds of support we offer students. This article describes a survey of students studying in Engineering and the Built Environment at an English-medium university in South Africa to uncover language issues in their university careers. Students identify difficulties relating to a broad range of academic literacies, yet the research suggests that the process of mainstreaming academic literacy may have to be accompanied by targeted support for English as an Additional Language students. [ABSTRACT FROM PUBLISHER] |
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| Database: | Education Research Complete |
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| Abstract: | South African higher education institutions, in line with international practice and as a result of the ‘social turn’, are progressing towards mainstream academic literacy support for students. This shift has a political dimension in South Africa where, historically, disadvantage has had racial dimensions, in its departure from ‘deficit’ models of academic development and support. On the other hand, there are practical factors to be considered in the kinds of support we offer students. This article describes a survey of students studying in Engineering and the Built Environment at an English-medium university in South Africa to uncover language issues in their university careers. Students identify difficulties relating to a broad range of academic literacies, yet the research suggests that the process of mainstreaming academic literacy may have to be accompanied by targeted support for English as an Additional Language students. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 13562517 |
| DOI: | 10.1080/13562517.2014.957269 |
