Discipline–specific versus generic academic literacy intervention for university education: An issue of impact?
MetadataShow full item record
In a context where progressively more underprepared students gain access to higher education, South African universities are obligated to offer appropriate support to such students that may reduce their risk in being successful with their studies. Part of this underpreparedness is the large proportion of students who enter universities with inadequate levels of academic literacy (AL). As a point of departure, this article investigates the ways in which AL is defined in the literature, and then continues to explore the nature of AL interventions at South African universities with specific reference to generic and discipline-specific proposals for such interventions. It further discusses the apparent trend for interventions to increasingly situate AL practices in the context of the discourses of specific academic disciplines. Subsequently, the proposed benefits of these approaches are considered, which are then followed by a discussion of the kinds of evidence that are reported with regard to the impact of interventions (both generic and discipline-specific) on the academic literacy practices of students.
Showing items related by title, author, creator and subject.
Discipline-specific versus generic academic literacy intervention for university education: an issue of impact? Butler, G. (South African Association for Language Teaching (SAALT) / Suid-Afrikaanse Vereniging vir Taalonderrig (SAVTO), 2013)In a context where progressively more underprepared students gain access to higher education, South African universities are obligated to offer appropriate support to such students that may reduce their risk in being ...
The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience Mhlongo, Goodfriday Johannes (North West University, 2014)There has been growing concern in the higher education sector in South Africa about the high number of students with low academic literacy (AL) levels who are gaining entry into the sector. This influx necessitated the ...
Reading ability and academic acculturation: the case of South African students entering higher education Van Dyk, Tobie; Van de Poel, Kris; Van Der Slik, Frans (Department of General Linguistics, Stellenbosch University, 2013)First-year students experience a range of challenges when transferring from secondary to higher education (HE) (cf. Darlaston-Jones et al. 2003, Leki 2006, Brinkworth et al. 2009). This is no different in South Africa, ...