Opening up spaces through symbolic objects: harnessing students' resources in developing academic literacy practices in engineering.

dc.contributor.authorArcher, Arleneen_ZA
dc.date.accessioned2014-11-29T17:33:22Z
dc.date.available2014-11-29T17:33:22Z
dc.date.issued2006en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in English Studies in Africa on 30 January 2009. Available online: http://www.tandfonline.com/10.1080/00138390608691349.en_ZA
dc.description.abstractThis article reports on one aspect of my PhD study, which I undertook as a teacher-researcher in the context of a first year Communication Course in a South African engineering foundation programme. The programme caters for students from less advantaged educational backgrounds and the course focuses on developing students' academic literacy in English. I argue that less regulated spaces need to be created in the curriculum in order to allow student resources to emerge and to be validated. These resources include English, indigenous languages, local knowledges, personal experience and multimodal competencies. By less regulated spaces, I mean classroom environments which require open tasks with no strict generic guidelines specified. Also, classroom environments which place less emphasis on assessment and more emphasis on creativity, and the use of students' own resources. I analyse the texts the students produce in one of these less regulated spaces in order to identify and describe the discourses that they draw on and propagate. Once visible, these discourses become resources for both teacher and students to draw on. I attempt to suspend 'teacherly' judgement, put learning and the formal curriculum aside and look at students' texts free of a norm-driven, evaluative eye in order to see the ways in which traces of their lives manifest.en_ZA
dc.identifier.apacitationArcher, A. (2006). Opening up spaces through symbolic objects: harnessing students' resources in developing academic literacy practices in engineering. <i>English Studies in Africa</i>, http://hdl.handle.net/11427/9830en_ZA
dc.identifier.chicagocitationArcher, Arlene "Opening up spaces through symbolic objects: harnessing students' resources in developing academic literacy practices in engineering." <i>English Studies in Africa</i> (2006) http://hdl.handle.net/11427/9830en_ZA
dc.identifier.citationArcher, A. 2006. Opening up spaces through symbolic objects: harnessing students' resources in developing academic literacy practices in engineering. English Studies in Africa.en_ZA
dc.identifier.issn0013-8398en_ZA
dc.identifier.ris TY - Journal Article AU - Archer, Arlene AB - This article reports on one aspect of my PhD study, which I undertook as a teacher-researcher in the context of a first year Communication Course in a South African engineering foundation programme. The programme caters for students from less advantaged educational backgrounds and the course focuses on developing students' academic literacy in English. I argue that less regulated spaces need to be created in the curriculum in order to allow student resources to emerge and to be validated. These resources include English, indigenous languages, local knowledges, personal experience and multimodal competencies. By less regulated spaces, I mean classroom environments which require open tasks with no strict generic guidelines specified. Also, classroom environments which place less emphasis on assessment and more emphasis on creativity, and the use of students' own resources. I analyse the texts the students produce in one of these less regulated spaces in order to identify and describe the discourses that they draw on and propagate. Once visible, these discourses become resources for both teacher and students to draw on. I attempt to suspend 'teacherly' judgement, put learning and the formal curriculum aside and look at students' texts free of a norm-driven, evaluative eye in order to see the ways in which traces of their lives manifest. DA - 2006 DB - OpenUCT DP - University of Cape Town J1 - English Studies in Africa LK - https://open.uct.ac.za PB - University of Cape Town PY - 2006 SM - 0013-8398 T1 - Opening up spaces through symbolic objects: harnessing students' resources in developing academic literacy practices in engineering TI - Opening up spaces through symbolic objects: harnessing students' resources in developing academic literacy practices in engineering UR - http://hdl.handle.net/11427/9830 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9830
dc.identifier.vancouvercitationArcher A. Opening up spaces through symbolic objects: harnessing students' resources in developing academic literacy practices in engineering. English Studies in Africa. 2006; http://hdl.handle.net/11427/9830.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.sourceEnglish Studies in Africaen_ZA
dc.source.urihttp://www.tandfonline.com/10.1080/00138390608691349en_ZA
dc.titleOpening up spaces through symbolic objects: harnessing students' resources in developing academic literacy practices in engineering.en_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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