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- Volume 38, Issue 1, 2004
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 38, Issue 1, 2004
Volume 38, Issue 1, 2004
Switching constructs : on the selection of an appropriate blueprint for academic literacy assessmentSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 1 –13 (2004)More Less
Tests of language ability are based on a certain construct that defines this ability, and this blueprint determines what it is that will be measured. The University of Pretoria has, since 2000, annually administered a test of academic language proficiency to more than 6000 first-time students. The intention of this test is to identify those who are at risk academically as a result of too low a level of academic language proficiency. If their academic literacy levels are too low, students are required to enrol for a set of four courses in order to minimise their risk of failure. The Unit for Language Skills Development at the University of Pretoria has now embarked on a project to design an alternative test to the one used initially, specifically with a view to basing it on a new construct. The reason is that the construct of the current test has become contested over the last decade as a result of its dependence on an outdated concept of language, which equates language ability with knowledge of sound, vocabulary, form, and meaning. Present-day concepts emphasise a much richer view of language competence, and their focus has, moreover, shifted from discrete language skills to the attainment of academic literacy. In this paper the abilities encompassed by this view will be discussed in order to compare the construct of the current test with the proposed construct.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 15 –24 (2004)More Less
One of the important challenges of test design and construction is to align the blueprint of a test and the specifications that flow from it with the task types that are selected to measure the language ability described in the blueprint. This article examines a number of such task types and their alignment with the blueprint of a particular test of academic literacy. In particular, we consider a reconceptualisation of one traditional task type that has been utilised in some pilot tests. Its modification, problems, and potential value and future application are examined.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 26 –43 (2004)More Less
Assessment should provide a catalyst for student learning and for reflective teaching practices. Fundamental to the development of appropriate assessment must be a direct link between what is being "taught" and what is being "learned". Assessment is not an end in itself but a vehicle for educational improvement, and should be a fundamental and integral part of any curriculum based on student learning outcomes. The purpose of this paper is to analyse and identify any shortcomings in the current assessment practices of English Second Language teacher educators at a tertiary institution, and to provide recommendations for improving teacher educators', at tertiary institutions, assessment practices. The results indicated a mechanistic additive assessment approach, and a misalignment between teaching, learning and assessment.
The socio-educational context of literacy accomplishment in disadvantaged schools : lessons for reading in the early primary school yearsSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 45 –62 (2004)More Less
Literacy does not develop in a vacuum. Reading is taught and is learnt within a social context, and the school and teachers are a central part of this context. This context will affect the way learners acquire literacy as well as the consequences of their literacy accomplishments within the learning environment. This article presents findings from a study that assessed Grade 1 learners' literacy accomplishments and examined the school literacy context as well as the literacy practices and perceptions of teachers in a primary school. The findings are discussed in relation to the broader school literacy environment and the learners' literacy achievements. The findings indicate that the acquisition of literacy skills is the product of a set of socio-educational circumstances that translate themselves into specific literacy environments for learners. The article concludes by identifying some implications that follow from the findings.
Author Luanga A. KasangaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 64 –99 (2004)More Less
This article reports on the findings of a classroom-based study of the use in combination of peer feedback and teacher feedback in process writing by first-year university students at the revision stage. A peer-reviewing activity was carried out (following a survey of more than 250 students) in normal classroom writing activities with 52 first-year students from two tutorial groups taking an academic writing course. Two short (pre- and post-reviewing) questionnaires were administered to identify problems in and possibilities for using both peer and teacher feedback in student writing. The study confirmed the prediction of the preference of teacher feedback over peer feedback and, concomitantly, greater use of the former. It also resulted in the following findings: an unexpectedly high level of willingness to engage in peer reviewing by the majority of the students (more as reviewers than as recipients of the feedback); and, in some cases, correspondingly actual use of the feedback in revision; notable differences in the types of feedback from peers and from the tutor, a result suggesting the complementary roles played by the two main sources of feedback in revision; some explicit reasons for failure (decision not) to use peer feedback, much less explicit for not using teacher feedback in revision. In conclusion, there was evidence of greater feasibility than had been expected of the introduction of multiple-draft multiple-reader writing instruction at first-year. The study also showed how a "negotiated" classroom practice may become "accepted" practice, in spite of presumably unfavourable sociocultural and educational traditions. The findings reported in this article have implications for writing pedagogy at tertiary level in South Africa (and may be useful elsewhere).
Author Francesca BalladonSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 101 –115 (2004)More Less
This article reports on a part of a larger research project which investigates the implications on French teaching and learning of South Africa's new national curriculum. The investigation involves observing current practice in the French classroom with a view to assessing whether teaching strategies need to be modified in order to conform with the outcomes-based principles of the curriculum. Research to date has shown that the most commonly used teaching technique - after the direct instruction method - is group work. However, group work is often used merely as a token gesture to the principles of the new curriculum. In this article I will describe a class in which this particular method of pedagogy is used to its full creative potential and I hope to show that as such, group work constitutes a creative learning process consistent with the participatory, experiential principles of the curriculum and represents good foreign language teaching and learning.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 117 –128 (2004)More Less
Language practioners are generally not trained to compile indexes. In South Africa, the Association for Southern African Indexers and Bibliographers (ASAIB) endeavours to serve the needs of indexers and bibliographers. This article looks at various kinds of indexes and focuses on the importance of understanding the anticipated search strategies of index users. The anticipated search strategies will also influence the ordering principles used in the compilation of a specific index. The way in which differences in potential users, the position of the text in the market, the anticipated background knowledge of the users as well as their anticipated level of language proficiency influence the choices the indexer has to made, are illustrated by means of two texts, namely <I>Baba- en Kindersorg</I> by Marina Petropulos and <I>Stormwinde of droogtes - Die storie van Hendrik Schoeman</I> by Freek Swart. The article further argues that students who are trained in linguistics are particularly well equipped to recognise textual coherence and to reflect it in an index that is ultimately user-friendly.
Author Willem J. BothaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 130 –142 (2004)More Less
The lexicographical definition is the most significant entry in the dictionary article. In this regard it functions as teaching device - on a formal and informal level. The definition relies on the examination of real language usage. The lexicographer creates the relevant definition as a result of citations taken from spoken and written language. The accumulated data (citations) are scrutinized in different ways in order to compile the appropriate definitions. Nevertheless, dictionary users are very often stranded when they try to understand the "basic" meaning of a very specific word defined in a monolingual dictionary - mostly because the definition lacks a conceptual hierarchy. As a result, the definiton does not achieve its "learning aims". This phenomenon is well illustrated when the meaning of the word transform(ation) is examined within its applicable semantic domains. In order to establish its prototypical meaning, etymological and contextual variables are crucial semantic determinants which should be taken into account. In this regard the experiential foundation of its meaning should be related to image schematic features. Consequently, this article argues for a conceptual approach to meaning should the lexicographer wish to establish a constructive definition to support learning.
Author Carol Van der WesthuizenSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 144 –157 (2004)More Less
This article focuses on the extrinsic factors contributing to the popularity of novels in general and Dalene Matthee's Afrikaans "forest" novels in particular. Any group of agents involved in the production, dissemination and promotion of fiction comprises a literary institution. These literary institutions regulate the complex process of classifying and valuing a text as "literary fiction". The collective body of literary institutions constitutes the literary system in which each institution influences the way literature is viewed. Literary institutions perform a social function as "gatekeepers" between the book and its audience, thus influencing its publication and reception.
Die gebruik van strokiesprente deur T.O. Honiball vir die ontwikkeling van visuele en kulturele geletterdheidAuthor Estelle KrugerSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 159 –171 (2004)More Less
Critics have different views and perspectives on the literary quality of comics. Since television and computers became part of learners' everyday lives in South Africa, educators have had to include media education in curricula. In the teaching of Afrikaans it is possible to use the comics of T.O. Honiball as instruments in teaching visual and cultural literacy. These texts can add to the readers' enjoyment and empower the learners intellectually and emotionally to understand and interpret the cultural frame of reference of the Afrikaans language classroom. The purpose of this article is to analyse the visual conventions of comics as used by Honiball, as well as examples of the cultural aspects of humour portrayed by the artist, especially with regard to the comical portrayal of body language and facial expressions. By looking at the different agents of communication in the literary process, i.e. the contexts of the sender and the qualities and intertexts of the texts, these comics are shown to be part of mass folklore as discussed by Dorson (1972). The main argument in this paper is that Honiball's comics can be useful in the teaching of Afrikaans in secondary schools, and a few examples of teaching strategies regarding this will be shown.
Unexpected Voices - Theory, Practice and Identity in the Writing Classroom, John Rouse and Edward Katz : book reviewAuthor Charlyn DyersSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 173 –174 (2004)More Less
Author Elizabeth De KadtSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 174 –177 (2004)More Less
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 38, pp 178 –179 (2004)More Less