1887

n Lexikos - The dictionary in examinations at a South African university : a linguistic or a pedagogic intervention?

Volume 27 Number 1
  • ISSN : 1684-4904
  • E-ISSN: 2224-0039
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Abstract

This paper interrogates students' use of dictionaries for examination purposes at Rhodes University in South Africa. The practice, which is provided for by the university's language policy, is widely seen as a linguistic intervention particularly aimed at assisting English additional language students, the majority of whom speak African languages, with purely linguistic informa-tion. Such a view is misconceived as it ignores the fact that the practice predates the present insti-tutional language policy which was adopted in 2006. Although it was difficult to establish the real motivation prior to the language policy, this study indicates that both English mother-tongue and English additional language students use the dictionary in examinations for assistance that may be considered to be broadly pedagogic rather than purely linguistic. This then invites academics to reconsider the manner in which they teach and assess, cognisant of the pedagogic value of the dic-tionary which transcends linguistic assistance.

Die woordeboek in eksamens by 'n Suid-Afrikaanse universiteit : 'n taalkundige of 'n opvoedkundige ingryping?

Hierdie artikel ondersoek studente se gebruik van woordeboeke vir eksamendoeleindes by die Rhodes Universiteit in Suid-Afrika. Die praktyk, waarvoor daar voorsiening gemaak word in die universiteit se taalbeleid, word wyd beskou as 'n taalkundige ingryping met suiwer taalkundige inligting wat in die besonder daarop toegespits is om Engels Addisionele Taal-studente te help, waarvan die meerderheid Afrikatale praat. So 'n siening is 'n mistasting, aangesien dit die feit ignoreer dat die praktyk van voor die huidige institusionele taalbeleid, wat in 2006 aanvaar is, dateer. Alhoewel dit moeilik was om die werklike motivering daarvoor vóór die huidige taalbeleid vas te stel, toon hierdie navorsing dat sowel Engels Moedertaal- as Engels Addisionele Taal-studente die woordeboek tydens eksamens gebruik vir hulp wat oor die algemeen beskou kan word as opvoedkundig eerder as suiwer taalkundig. Dit dring akademici om die manier waarop hulle onderrig gee en assessering doen, te heroorweeg, en kennis te neem van die opvoedkundige waarde van die woordeboek, wat taalkundige hulp oortref.

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/content/journal/10520/EJC-bdbb9b165
2017-12-01
2018-12-11

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