Investigating first-year student teachers’ English (l2) academic writing proficiency and its impact on identity construction: A case of a South African university
| dc.contributor.advisor | Nomlomo, Vuyokazi | |
| dc.contributor.author | Joseph, Damilola Ibiwumi | |
| dc.date.accessioned | 2023-01-18T13:00:27Z | |
| dc.date.accessioned | 2024-04-17T10:37:57Z | |
| dc.date.available | 2023-01-18T13:00:27Z | |
| dc.date.available | 2024-04-17T10:37:57Z | |
| dc.date.issued | 2022 | |
| dc.description | Philosophiae Doctor - PhD | en_US |
| dc.description.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. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10566/11155 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of the Western Cape | en_US |
| dc.rights.holder | University of the Western Cape | en_US |
| dc.subject | Academic writing | en_US |
| dc.subject | Academic literacy | en_US |
| dc.subject | English | en_US |
| dc.subject | Language | en_US |
| dc.subject | Higher education | en_US |
| dc.subject | South Africa | en_US |
| dc.title | Investigating first-year student teachers’ English (l2) academic writing proficiency and its impact on identity construction: A case of a South African university | en_US |