Magister Educationis - MEd (Language Education)

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Investigating the use of computer tablets in the teaching of mathematics in a grade 9 classroom
(Anthony Marlon Williams, 2019) Marlon Anthony, Williams; Williams, Anthony Marlon; Govender, Rajendran
The use of technology in mathematics education has many potentially positive outcomes. There is, however, little evidence to show where the use of technology has made a significant impact on mathematics education in South Africa. This study aims to address the issue of how computer tablets are currently used in the mathematics classroom. The researcher drew a comparison between learners who were taught with computer tablets and learners who were taught in the traditional way by evaluating the learners' progress after being taught on the topic of 3D images. This assessment was done in the form of a pre-test and a post-test that were administered to both classes on a topic of 3D images that was taught during this allocated time. The research is located in the third-generation activity theory. It is based on the socio-cultural theory of Lev Vygotsky, but it is blended with modern western theories as described by Engeström. The researcher made use of a mixed methods approach starting with a qualitative survey, followed by a pre-test, observations and concluding with a post-test. The pre-test and post-test determined whether cognitive knowledge was gained. The participants in the study were a group of 15-year-old learners at a private school where the one class was taught using computer tablets in the mathematics classroom, and the other class was taught the same content without computer tablets.
The impact of video stimulated recall on the continuous professional development of in-service mathematics teachers
(University of the Western Cape, 2022) Williams, Geoneal Wade; Nel, Benita P
This study analysed mathematics teachers‘ reflection through Video Stimulated Recall (VSR), by investigating whether the four participating teachers change their teaching behaviour, after witnessing their live lesson presentations via video recordings. These teachers were from two different schools that taught mathematics in the intermediate and senior phases. The goal of the investigation was to contribute to the professional development (PD) of mathematics teachers, through VSR. The study aimed to investigate how mathematics teachers develop through the use of VSR. The findings of this study may assist teachers to enhance self-reflection through a real time view of their lessons. The findings may also provide teachers authenticity to improve their teaching practices. Thus, a series of lessons were video recorded, observed, and analysed by the participants and the researcher.
A Genre-based analysis of Intermediate Phase English Home Language textbooks
(University of the Western Cape, 2021) du Plessis, Jason Malcolm; Plüddemann, Peter
In South Africa the variety of languages in use requires of the department of education that a balance be struck between the potential this presents for enhancing multilingual practice, and the effort required for uplifting learners’ literacy levels and linguistic competence. This makes being an English Home Language teacher in South Africa a daunting task. Studies have shown that many in-service teachers have difficulty implementing the curriculum and its underlying approaches to language teaching, notably the text-based approach. If the stipulations of the Curriculum and Assessment Policy Statement (CAPS) are to be realized, it therefore seems pertinent that Learner-Teacher support materials (LTSMs) be investigated. As textbooks constitute a crucial aspect of these LTSMs, my enquiry is aimed at analysing the genre-based approach of the Intermediate Phase (IP) (Grades 4-6) as it is presented in the Pearson Platinum English Home Language textbook series. The purpose of the study is thus to gain an understanding of how textbooks contribute to the teaching and learning of English Home Language as school subject in the IP. The study focuses on one textbook per IP Grade and sets out to determine how texts are organised and named. The intention is to explore the alignment between the language features promulgated by the CAPS curriculum, and set text types. My thesis covers the extent to which textbook activities are sequenced according to the stages of the Teaching and Learning (curriculum) Cycle, and actually implement a text-based approach that helps learners to respond competently to tasks within a Communicative Language Teaching (CLT) approach. The literature review outlines the main language teaching and learning approaches which underpin the curriculum of all language subjects in the Curriculum and Assessment Policy Statement (CAPS), namely the text-based and communicative approaches. My analysis is based on the Systemic Functional Linguistics framework and outlines the stages of the teaching and learning cycle. I investigate how this cycle is used to implement a genre-based approach with a focus on teaching the information report and explanation genres. This qualitative study involves data selection processes guided by the objectives, and a deductive document analysis. As it is a relatively small study, its findings are not intended to create generalisations, but rather to shed light on how a communicative/text-based approach may be better applied in textbook production. I believe that through this approach, teachers have the opportunity to foster greater access to and control of the ‘genres of power’, in other words, factual genres and text types. The findings suggest that the text-based and communicative approaches are superficially applied by CAPS, and subsequently in a similar way in the materials developed for textbooks. Key findings include terminological instability in CAPS insofar as descriptions of text types are concerned, a misalignment between the language features and text types to be studied, and the absence of scaffolded teaching and learning so crucial to implementing a text-based communicative approach in the curriculum cycle.
Reading challenges experienced by the foundation phase learners at two selected primary schools in the Western Cape
(University of the Western Cape, 2022) Oyowe, Anthonia Oritsemauruntosan; Sesanti, Simphiwe
Reading is a key component of literacy that plays an important role in knowledge access. It helps children's minds grow, and stimulates their comprehension of reading content, enabling them to function and interact effectively in society. Although, reading is prioritised as an indispensable aspect of literacy, reading comprehension remains a global challenge (Ligembe, 2014). Most South African learners in the Foundation Phase perform poorly in literacy particularly in reading and writing and are reading far below appropriate expected age levels according to the reports on systematic evaluations by the Department of Education (DoE), and other international research organisations on learners reading skills (Hugo, Le Roux, Muller & Nel, 2005).
Second language programme evaluation in Namibia: Toward identifying criteria
(University of the Western Cape, 2001) Damens, Philip Karl Jakobus; Weideman, Albert
At the attainment of independence by Namibia in 1990, English, which had 0,8% of the population of 1,5 million as mother tongue speakers (Brock-Utne, 2000: 186; Phillipson, Skutnabb-Kangas & Africa, 1986:78), became the official language of government and education. The decision to make English the official language had a clear socio-political basis: it was the result of a policy decision of the majority party, SWAPO, implemented after it had won the first national election (Chamberlain, West, Kleinhans, Minnaar & Bock, 1993:2). The response of the education authorities to this decision was to opt for English as the language of instruction. Since the majority of Namibian learners have an African language as their first language, the result of this choice has been that decisions involving the selection of English second language programmes and courses have gained importance. Apart from other implications, the language policy for schools has meant that l9a9h9rs - the most important agents in the transformation of education - were confronted with the fact that English, now the medium of instruction after the lower primary Grades I to 4 (Ministry of Education and Culture [MEC], 1993b), was not the language in which the majority of them had received training. Prior to Independence, Afrikaans was the medium of instruction for tertiary education. English now replaced Afrikaans at the Lower Primary level (i.e. from Grades I to 4) either as a subject or as a second language.
A case study of academic staff participation in decision making In a college of education in the Northern province
(University of the Western Cape, 1999) Mhlanga, Hazel; Kruss, Glenda
The advent of a democratic government in South Africa in 1994 inevitably resulted in initiative for transformation in various sectors of society, including education. Educational institutions have been under constant pressure to transform from authoritarian governance to participatory governance which provides for stakeholder participation in decision making. Research about governance at college level was found to be of importance in the context of the national call made by the government for educational transformation. A review of the literature focused on two models of governance, namely, participatory governance and authoritarian governance. The literature review provided a conceptual framework in which to locate an understanding of the dynamics of governance at institutional level
Samewerking in die prosaklaskamer as medium vir akademiese ontwikkeling by primêre onderwysstudente
(University of the Western Cape, 1990) Cornelissen, Georgina Caroline; Groenewald, Jeannette
In this mini-thesis I focus primarily on collaborative writing in the study of prescribed prose texts as a medium of academic development of primary school student teachers. The problem with the present approach to the teaching of prose texts, and the introduction of the prosess approach to writing as a possible solution to the problem, is briefly discussed. In Chapter 2 the deficiencies of the current approach to the teaching of prose texts are discussed in detail. To place the above in the proper perspective a critical analysis is made of the existing Teachers Diploma syllabus for Afrikaans prose setworks, with special reference to the interpretation of the syllabus, and the organisation and presentation of the teaching programme for prose texts at a specific teachers' college of education. The main shortcomings which are referred to in the study are, inter alia: the organisation of the prose setwork teaching programme, compartmentalisation of language components, limited teaching time, the implication of the single, vague teaching goal for prose "texts, lecturer-centredness, and student's inability to work independently. In Chapter 3 the possible influence of the present approach to writing on the teaching of prose texts is discussed with special reference to methods of collaboration in learning. It is argued that the application of groupwork in a learnercentered approach to the teaching of prose texts can contribute to the elimination of many of the above problems, and that it can result in a rejuvenation in the class context, which may lead to students experiencing literature study as an enjoyable learning activity. The holistic nature of the process approach to writing is also included, since it leads to the integration of different language components, and saves time. The process approach to writing provides the required instruments for independent study. It is argued that the process approach to writing helps students to take co-responsibility for their own learning, and offers them the opportunity to contribute towards their own academic development. Based on the advantages indicated above, I designed a draft curriculum in Chapter 4. Action research was :done and the process approach to writing was implemented in the reality of the classroom situation on a small scale. With the lecturer who acted as facilitator to guide them to a specific goal, twenty-two first year students studied a prose setwork text, Jerigo-krisis by André Jansen. A single aspect in the process approach to writing was emphasised in particular, viz., collaborative learning in literature study. During the implementation of the plan an observer monitored the reaction of the target group, and gave her comments after each lesson. Students were also asked to evaluate the course in their personal journals, and to discuss the course during their journal conferences. The biggest shortcoming of the provisional plan, which students mentioned, and which I also noticed was the lack of time. The students wanted to spend more time on certain conferences, particularly content and evaluation conferences. The revised plan in Chapter 5 is the result and amendment of the draft curriculum.
Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape
(Language Education in the Faculty of Education, University, 2019) Mkaza, linda; mkaza, linda
Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature.
Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape
(University of the Western Cape, 2019) Mkaza, Linda
In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology (CPUT).
A thesis submitted in fulfillment of the requirements for the degree of Masters in the Department of Language Education in the Faculty of Education, University of The Western Cape
(University of the Westernn Cape, 2019) Mkaza, Linda
Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature. In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology (CPUT).
Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape
(University of the Western Cape, 2019-12) Mkaza, Linda
Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature. In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology (CPUT).
Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape
(University of the Western Cape, 2019) Mkaza, Linda
Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature. In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology (CPUT).
Investigating the Teaching and Learning of Creative Writing in English First Additional Language in selected Grade 9 classrooms in the Western Cape
(University of the Western Cape, 2020) Nondabula, Nikiwe; Nomlomo, V.
Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom. This study employed a qualitative research design by making use of classroom observations, focus group interviews with randomly selected Grade 9 learners, and an interview with the Grade 9 teacher to determine how English (FAL) creative writing was taught and the barriers encountered by learners when taught writing in this language. Data was collected in a township school in Cape Town where the majority of learners were isiXhosa home language speakers. Thematic data analysis was used to make sense of the collected data. Ethical considerations were observed throughout the data collection process. One of the key findings of this study is that the Grade 9 English teacher made use of a teacher centred approach and code-switching in the teaching and learning of creative writing through the medium of English FAL. The findings also indicate that learners had limited English proficiency due to limited exposure to this language in their home environment. This study concludes that writing in English is a challenge to Grade 9 English FAL learners, and this could impede their success in other subjects across the curriculum.
Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape
(University of the Western Cape, 2019) Mkaza, Linda Olive; Sivasubramaniam, Sivakumar
Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature. In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology (CPUT). I propose the following research objectives: (i.) elucidate current academic writing scaffolding in academic modules; (ii.) draw on the use of digital storytelling in a first-year undergraduate course; (iii.) shed light on lecturers and students’ perceptions of the ways digital storytelling impacts on first-year academic writing; (iv.) highlight the implications of infusing multimodality into academic writing in this context; and (v.) explore the ways first-year students’ take on new writing practices and how these new practices are facilitated by the ii lecturer. I plan to use a qualitative research method to achieve my set objectives. I have opted to conduct action research, as both participant and researcher. The qualitative research method allows me to use the following research tools: document analysis; questionnaires and interviews. I analyse 15 student essays in order to elucidate current academic writing scaffolding in academic modules. These essays are divided into three categories: high performance; average performance; and low performance. Then questionnaires are distributed to students through a Google Forms link. Of the 40 student participants; 32 students filled in the questionnaires. The interviews were conducted with three lecturers across two departments at CPUT. These interviews, together with questionnaires that the students filled in served to address the following objectives: draw on the use of digital storytelling in a first-year undergraduate course; shed light on lecturers and students’ perceptions of the ways digital storytelling impacts on first-year academic writing; highlight the implications of infusing multimodality into academic writing in this context; and explore the ways first-year students’ take on new writing practices and how these new practices are facilitated by the lecturer. All the ethical considerations were adhered to for my research. I categorized my findings according to the research questions that I posed in the study. There were three research questions which serve as the three main themes of my data analysis. However, during the process of analyzing the data, a fourth theme emerged. The first finding indicates that academic writing scaffolding in academic writing modules is adequate for students who have essays in the high-performance category. However, it is inadequate especially for students who wrote essays in the low performance categories as they could not meet the demands of academic writing. The second finding indicates that students are able to use digital storytelling to help them with various aspects of academic writing. They are able to improve language and grammar; the structure of their writing, that is, the introduction, body and conclusion. The third finding illustrates that lecturers also feel that there are academic writing benefits to when using digital storytelling. Even though that may be, the use of technology for the medium of digital storytelling proved to be somewhat difficult. That is mostly because students did not have access to various technology such as internet connection or even equipment to complete the digital stories unproblematically. Then the fourth finding emerged during lecturer interviews, that is, fees must fall protests and the impact it had on the traditional university structure across. Fees must fall protests led to disruptions in academia because one key aspect they highlight is the need for decolonisation of the curriculum The use of digital storytelling then not only addressed the student academic writing challenges that are highlighted by this study, but also speak to decolonisation of the curriculum because it is an innovative way for students to engage with the demands of academic writing. The conclusion of my thesis is that as useful as digital storytelling is in academic writing; those who wish to use it as a teaching tool need to be well versed with technology as it can have challenges if not used adequately. The most pertinent of the factors revealed is that there is a need for innovative ways to teach the 21st century student.
Early literacy development in IsiXhosa: Fostering grade 3 learners’ imagination and critical thinking through folktales
(University of the Western Cape, 2021) Bara, Mlamli; Nomlomo, V
This study investigated the use of folktales in enhancing literacy development among Grade 3 isiXhosa-speaking learners in one Western Cape primary school. It was inspired by my quest to explain the low literacy performance levels of Foundation Phase learners, especially those taught through the medium of African languages. Although learners are taught in their mother-tongue in this phase, the reported national literacy results do not reflect this educational advantage. Education reports continually indicate low literacy levels in the Annual National Assessments (ANAs). Underdeveloped literacy skills are likely to have a negative impact on the child’s academic progress throughout and beyond the schooling years. This study focused on the use of folktales in fostering imaginative and critical thinking as folktales present language in its natural state. They are regarded as the best tool for whole language and literacy development. Folktales are central to the indigenous knowledge system (IKS) which is an educational and cultural tool that exposes children to oral literacy, even before they acquire literacy My enquiry is premised on the idea that technology should not replace the indigenous knowledge that may be acquired through folktales. Instead, deeper sustainable research into the role of folktales in children’s acquisition of indigenous knowledge is of paramount importance for generating creative and analytical responses and for understanding the role of folktales in young children’s education. For these reasons this study applied qualitative research methodology to investigate how teachers make use of folktales to enhance Grade 3 learners’ literacy skills in isiXhosa. It drew on Sociocultural Theory to explore their pedagogical strategies in this endeavour.The findings show that folktales are oral epistemic tools which may be utilised to foster a learnercentred approach that promotes learners’ ability to grasp ideas. The study concludes that folktales are instruments of pedagogical, social and cultural knowledge which may be used across the curriculum.
Investigating grade 6 teachers’ experiences of english first additional language systemic literacy evaluations in the Western Cape
(University of the Western Cape, 2021) Sigonyela, Simphiwe Michael; Nomlomo, Vuyokazi; Cutalele, Pumla
South Africa’s poor performance in local, regional and international benchmark literacy assessments is well documented and has implications for teachers. Both the Progress in International Reading and Literacy Studies (PIRLS) and the National Education Evaluation and Development Unit (NEEDU) reports and research argue that South African teachers lack both the content knowledge and pedagogical content knowledge of their subjects. Although the studies refer to teachers, their voices are not heard in the studies and their opinions are not known. Investigation was required to examine teachers’ experiences of the literacy assessment and thus bring teachers’ voices into this hotly debated topic.
Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape
(University of The Western Cape, 2019) Mkaza, Linda Olive; Sivasubramaniam, Sivakumar
Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature.
Towards English for academic purposes in the Rwandan context: The case of the first year of the Management Faculty
(University of Western Cape, 2001) Kagwesage, Anne-Marie; Kerfoot, Caroline
This study investigates the extent to which the one-year English course that the National University of Rwanda offers equips Francophone students with the linguistic tools they need in order to cope with content subjects offered through the medium of English. It argues that learning English in this context should go beyond foreign language learning to learning English for Academic Purposes, and beyond language learning to the understanding of content subjects. For the purposes of this study, the focus fell on students in the Management Faculty.
Exploring first-year Students’ Voice and Subjectivity in Academic Writing at a University in South Africa
(University of the Western Cape, 2019) Ambe, Martina Bi; Sivasubramaniam, Sivakumar
Literacy development in South African higher education is increasingly challenged by several issues in dialogue and language of tuition. Despite the widening of access to South African universities, research shows that a large majority of entry-level university students are still failing in their chosen programme of studies. Almost all universities in the democratic South Africa incorporate academic development programs in first-year modules as an awareness raising attempt to scaffold novice students into the vocabulary of their various disciplines. However, these development programs sometimes fail to address the language needs of some of the students who have had more than seven years of schooling in their first languages (IsiXhosa and Afrikaans). My study seeks to explore how additional language IsiXhosa and Afrikaans students understand and construct written knowledge in one literacy development course using English medium of instruction. I further explore lecturers’ and tutors’ perspectives of the demand of sounding a scholarly voice in academic writing by entry-level students in their new roles as scholars in the University of the Western Cape (UWC).Literature indicated gaps when it comes to students’ and lectures’ perceptions on the construction of voice in academic writing in a language that the students are not comfortable in.
Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape
(university of western cape, 2020) Makaza, Linda Olive; Sivasubramaniam, Sivakumar
Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature.

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