Fast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossaries

Simple item page
dc.contributor.authorMadiba, Mbulungenien_ZA
dc.date.accessioned2014-10-28T14:13:14Z
dc.date.available2014-10-28T14:13:14Z
dc.date.issued2010en_ZA
dc.descriptionThis is a copy of the published manuscript of Madiba, M. 2010. Fast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossaries. Alternation. 17(1): 225-248. Available: http://alternation.ukzn.ac.za/Files/docs/17.1/11%20Mad%20FIN.pdf.en_ZA
dc.description.abstractThe aim of this article is to discuss the corpus-based Multilingual Concept Glossaries project at the University of Cape Town (UCT) and to show how multilingual glossaries can be used to fast-track concept literacy among English as Additional Language students (EALs). In South Africa, it is an accepted fact that most of EAL students from poor academic and family backgrounds enter higher education with limited English proficiency which makes it difficult for them to learn and understand concepts in different content learning areas (cf.Kapp 1998; Council on Higher Education 2007; National Benchmark Tests Project Progress Report 2009). Thus, the development of the multilingual glossaries is aimed at providing academic support to these students. It is the contention of this article that the development of these glossaries constitutes an important intervention strategy to optimize concepts learning in different content areas to EAL students. The pedagogic value of glossaries is widely acknowledged by many scholars in the field of academic literacy (cf. Hüllen1989; Marzano 2003, 2004; Graves 2006; Beck, McKeown & Kucan 2008; Hiebert & Kamil 2005; Farstrup & Samuels 2008; Sauer 2009). However, as the Project is still in its initial stage, the article mainly provides a conceptual argument based on two theories, namely, the theory of conceptual difficulty (cf.Perkins 2007; 2009), which provides a theoretical framework for analysing EAL students' conceptual difficulties, and Vygotsky's socio-cultural constructive theory which provides a framework of pedagogic intervention to fast-track concepts learning.en_ZA
dc.identifier.apacitationMadiba, M. (2010). Fast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossaries. <i>Alternation</i>, http://hdl.handle.net/11427/8888en_ZA
dc.identifier.chicagocitationMadiba, Mbulungeni "Fast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossaries." <i>Alternation</i> (2010) http://hdl.handle.net/11427/8888en_ZA
dc.identifier.citationMadiba, M. 2010. Fast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossaries. Alternation.en_ZA
dc.identifier.issn1023-1757en_ZA
dc.identifier.ris TY - Journal Article AU - Madiba, Mbulungeni AB - The aim of this article is to discuss the corpus-based Multilingual Concept Glossaries project at the University of Cape Town (UCT) and to show how multilingual glossaries can be used to fast-track concept literacy among English as Additional Language students (EALs). In South Africa, it is an accepted fact that most of EAL students from poor academic and family backgrounds enter higher education with limited English proficiency which makes it difficult for them to learn and understand concepts in different content learning areas (cf.Kapp 1998; Council on Higher Education 2007; National Benchmark Tests Project Progress Report 2009). Thus, the development of the multilingual glossaries is aimed at providing academic support to these students. It is the contention of this article that the development of these glossaries constitutes an important intervention strategy to optimize concepts learning in different content areas to EAL students. The pedagogic value of glossaries is widely acknowledged by many scholars in the field of academic literacy (cf. Hüllen1989; Marzano 2003, 2004; Graves 2006; Beck, McKeown & Kucan 2008; Hiebert & Kamil 2005; Farstrup & Samuels 2008; Sauer 2009). However, as the Project is still in its initial stage, the article mainly provides a conceptual argument based on two theories, namely, the theory of conceptual difficulty (cf.Perkins 2007; 2009), which provides a theoretical framework for analysing EAL students' conceptual difficulties, and Vygotsky's socio-cultural constructive theory which provides a framework of pedagogic intervention to fast-track concepts learning. DA - 2010 DB - OpenUCT DP - University of Cape Town J1 - Alternation LK - https://open.uct.ac.za PB - University of Cape Town PY - 2010 SM - 1023-1757 T1 - Fast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossaries TI - Fast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossaries UR - http://hdl.handle.net/11427/8888 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8888
dc.identifier.vancouvercitationMadiba M. Fast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossaries. Alternation. 2010; http://hdl.handle.net/11427/8888.en_ZA
dc.language.isoengen_ZA
dc.publisherCSSALL Publishersen_ZA
dc.publisher.departmentMultilingualism Education Projecten_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceAlternationen_ZA
dc.source.urihttp://alternation.ukzn.ac.za/Files/docs/17.1/11%20Mad%20FIN.pdfen_ZA
dc.titleFast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossariesen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
CHED_article_EnglishAdditionalLanguage_Madiba_2010.pdf
Size:
557.31 KB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Journal Articles