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Academic literacy and the languages of change - download pdf or read online

By Lucia Thesen, Ermien van Pletzen

This ebook is an research of pupil literacy in a tutorial atmosphere, and the way this has replaced as a result of political, financial and social elements. The members, who're all engaged in educational literacy paintings at a South African collage, use the theoretical culture of latest Literacy reviews as built by way of theorists reminiscent of James Gee, Brian highway and Gnnther Kress, and follow this to a case examine of 1 collage within the altering context of South Africa.

Academic Literacy and the Languages of swap may be of curiosity to postgraduates and teachers learning sociolinguistics, or language and education.

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2001), 'New directions in literacy research', Language and Education, 15, (2 and 3), 83-104. Blommaert, J. (1999), 'Language in education in post-colonial Africa: trends and problems'. Paper presented at the international conference 'Language in education in post-colonial societies', Hong Kong. Blommaert, J. (2002), 'Writing in the margins: notes on the sociolinguistics of globalisation', Working Papers on Language, Identity and Power, No. 13, Ghent. be/LPI/ Bot, M. and Pillay, M. (2004), 'Schooling provision in South Africa, 19902002', Educsource, 43, May 2004, 13-26.

1997), 'Literacy and Bourdieu's sociological theory: a refraining', Language and Education, 11, (2), 96-112. Castells, M. (1998), The Information Age: Economy, Society and Culture. Volume 2: The Power of Identity. Oxford: Blackwell. 25 Academic literacy and the languages of change Chisholm, L. ) (2004), Changing Class: Educational and Social Change in Post-Apartheid South Africa. Cape Town: HSRC Press and Zed Books. Clark, S. (1998), 'Tutor development: finding a language for teaching', in S. ), Access to Success: Literacy in Academic Contexts.

A range of critical theorists have shown that institutional discourse practices in post-colonial contexts still carry the imprint of colonial discourses and power relations. Pennycook (1994 and 1998) and Phillipson (1992) have both produced book-length studies which argue that the teaching of English under British colonialism went beyond the instrumental goals of facilitating communication and economic development and sought to assimilate, as part of the project of building a passive, middle-class elite who would aspire to 'English' norms and values.

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