Scaffolding reading comprehension for engineering students at the Cape Peninsula University of Technology � A translanguaging framework

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dc.contributor.advisorAntia, Bassey
dc.contributor.authorRodrigues, Theodore Ronald
dc.date.accessioned2023-08-15T07:29:40Z
dc.date.accessioned2024-03-27T09:17:43Z
dc.date.available2023-08-15T07:29:40Z
dc.date.available2024-03-27T09:17:43Z
dc.date.issued2023
dc.descriptionMasters of Arten_US
dc.description.abstractThe study examines the cognitive affordances of translanguaging as a resource for scaffolding Engineering texts written in English for English Additional Language (EAL) students in the Department of Electrical, Electronic and Computer Engineering (DEECE) at the Cape Peninsula University of Technology in South Africa. It focuses mainly on the reading and task-related experiences and performances of students working with academic English and multilingually scaffolded (translanguaged) Engineering text settings. With this, the study consists of three phases guided by a sequential explanatory mixed-method approach, i.e., an exploratory phase and two experimental phases. These phases were constituted by focus-group discussions with interviews, questionnaires, and reading comprehension tests.en_US
dc.identifier.urihttps://hdl.handle.net/10566/9942
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectAcademic literacyen_US
dc.subjectLinguisticen_US
dc.subjectTranslanguagingen_US
dc.subjectCape Townen_US
dc.subjectHigher educationen_US
dc.titleScaffolding reading comprehension for engineering students at the Cape Peninsula University of Technology � A translanguaging frameworken_US

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