Investigating first-year student teachers’ English (l2) academic writing proficiency and its impact on identity construction: A case of a South African university
Loading...
Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Western Cape
Abstract
This study focuses on first-year student teachers’ academic writing proficiency in relation to their
identity construction. Specifically, it investigates first-year student teachers’ English secondlanguage
(L2) academic writing proficiency and its effect on identity construction as they
transition from high school to initial teacher education (ITE) at a selected university in the Western
Cape province of South Africa.
The study is informed by Academic Literacies Theory, Identity Theory, and Identity Construction
Theory (Cerulo, 1997; Joseph, 2004; Pavlenko & Blackledge, 2004; Bailey, 2007), which shed
light on the relationship between language learning and identity construction.
Description
Philosophiae Doctor - PhD
Keywords
Academic writing, Academic literacy, English, Language, Higher education, South Africa