Investigating first-year student teachers’ English (l2) academic writing proficiency and its impact on identity construction: A case of a South African university

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Date

2022

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

Citation