oa Alternation - Literate English for epistemological access: the role of English studies

Volume 15, Issue 2
  • ISSN : 1023-1757



This paper discusses literature that concerns itself with the history of literary studies and the extent to which such history has influenced the broader field of English Studies in South Africa1. This discussion engages critically with debates about the institutional separation of English literature departments and English language departments, a common feature in most universities nationally and internationally. The main argument of this paper is that within the context of a society marked by decades of past racial (and present economic) inequalities, modules that focus on the development of linguistic and academic literacy skills offered in English departments need not maintain a pedagogic practice that is either based on grammatical rules or academic writing and criticism, without an attempt to integrate the two. If this pedagogic approach persists, I want to argue, and unless English departments in universities reclaim English language as part of their scholarly engagement, students' development in 'literate English' will be compromised.

Loading full text...

Full text loading...


Article metrics loading...


This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error