A longitudinal study of students' negotiation of language literacy and identity

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dc.contributor.authorKapp, Rochelleen_ZA
dc.contributor.authorBangeni, Bongien_ZA
dc.date.accessioned2014-10-28T14:02:17Z
dc.date.available2014-10-28T14:02:17Z
dc.date.issued2011en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Southern African Linguistics and Applied Language Studies on 5 December 2011, available online: http://www.tandfonline.com/10.2989/16073614.2011.633366.en_ZA
dc.description.abstractThe article is based on a longitudinal, qualitative case study of 20 Social Science students at a historically 'white', English-medium, South African university. The participants in the study are all from disadvantaged educational backgrounds and/ or are speakers of English as a second language. Post-structuralist theory is used to analyse students' shifts in language and literacy attitudes and practices and in constructions of self over the course of their undergraduate years. The paper describes students' ambivalence as they attempted to constitute appropriate subjectivity and become academically successful within the discourses of the academy, whilst retaining connections to home discourses. The participants used their linguistic resources and social science discourses to process, rationalise and neutralise their ambivalence. The paper describes how they started off trying to maintain a notion of single identity, but over time became adept, self-conscious and less conflicted about shifting identities across contexts.en_ZA
dc.identifier.apacitationKapp, R., & Bangeni, B. (2011). A longitudinal study of students' negotiation of language literacy and identity. <i>Southern African Linguistics and Applied Language Studies</i>, http://hdl.handle.net/11427/8844en_ZA
dc.identifier.chicagocitationKapp, Rochelle, and Bongi Bangeni "A longitudinal study of students' negotiation of language literacy and identity." <i>Southern African Linguistics and Applied Language Studies</i> (2011) http://hdl.handle.net/11427/8844en_ZA
dc.identifier.citationKapp, R., Bangeni, B. 2011. A longitudinal study of students' negotiation of language literacy and identity. Southern African Linguistics and Applied Language Studies.en_ZA
dc.identifier.issn1607-3614en_ZA
dc.identifier.ris TY - Journal Article AU - Kapp, Rochelle AU - Bangeni, Bongi AB - The article is based on a longitudinal, qualitative case study of 20 Social Science students at a historically 'white', English-medium, South African university. The participants in the study are all from disadvantaged educational backgrounds and/ or are speakers of English as a second language. Post-structuralist theory is used to analyse students' shifts in language and literacy attitudes and practices and in constructions of self over the course of their undergraduate years. The paper describes students' ambivalence as they attempted to constitute appropriate subjectivity and become academically successful within the discourses of the academy, whilst retaining connections to home discourses. The participants used their linguistic resources and social science discourses to process, rationalise and neutralise their ambivalence. The paper describes how they started off trying to maintain a notion of single identity, but over time became adept, self-conscious and less conflicted about shifting identities across contexts. DA - 2011 DB - OpenUCT DP - University of Cape Town J1 - Southern African Linguistics and Applied Language Studies LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 SM - 1607-3614 T1 - A longitudinal study of students' negotiation of language literacy and identity TI - A longitudinal study of students' negotiation of language literacy and identity UR - http://hdl.handle.net/11427/8844 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8844
dc.identifier.vancouvercitationKapp R, Bangeni B. A longitudinal study of students' negotiation of language literacy and identity. Southern African Linguistics and Applied Language Studies. 2011; http://hdl.handle.net/11427/8844.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceSouthern African Linguistics and Applied Language Studiesen_ZA
dc.source.urihttp://dx.doi.org/10.2989/16073614.2011.633366en_ZA
dc.titleA longitudinal study of students' negotiation of language literacy and identityen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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