Aspects of academic language proficiency of intermediate phase teacher education students
Background: In the intermediate phase of schooling, learners’ academic success is largely dependent on their ability to read and write academic texts. Teachers need to teach academic language intentionally and explicitly. In order for teachers to do this, they themselves need knowledge of academic l...
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| Format: | Article |
| Language: | English |
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AOSIS
2018-11-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/555 |
| _version_ | 1818758029487636480 |
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| author | Dean van der Merwe |
| author_facet | Dean van der Merwe |
| author_sort | Dean van der Merwe |
| collection | DOAJ |
| description | Background: In the intermediate phase of schooling, learners’ academic success is largely dependent on their ability to read and write academic texts. Teachers need to teach academic language intentionally and explicitly. In order for teachers to do this, they themselves need knowledge of academic language and its features. Teacher education students, therefore need to be explicitly taught about academic language and provided with sufficient opportunities to develop their own proficiency.
Aim: This article aimed to explore the academic language proficiency of a cross-sectional sample of teacher education students at a Johannesburg university.
Setting: This study took place at a South African university that implements a university-accredited primary school teacher education qualification. The university is located in an urban area, but attracts students from both urban and rural contexts.
Methods: Students’ test scores on a core academic language skills instrument were utilised as data for this study, with descriptive and inferential statistical analyses procedures used to make sense thereof.
Results: Findings from a cross-sectional analysis between first- and second-year students’ scores indicated that students’ academic language proficiency does not appear to improve after their initial year of study.
Conclusion: The article concludes with a discussion of the implication hereof for teacher education and for the profession. |
| first_indexed | 2024-12-18T06:20:20Z |
| format | Article |
| id | doaj.art-a4009a56ad7a4dcbb99984e12e814e8e |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-12-18T06:20:20Z |
| publishDate | 2018-11-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-a4009a56ad7a4dcbb99984e12e814e8e2022-12-21T21:18:10ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822018-11-0181e1e910.4102/sajce.v8i1.555297Aspects of academic language proficiency of intermediate phase teacher education studentsDean van der Merwe0Department of Childhood Education, University of JohannesburgBackground: In the intermediate phase of schooling, learners’ academic success is largely dependent on their ability to read and write academic texts. Teachers need to teach academic language intentionally and explicitly. In order for teachers to do this, they themselves need knowledge of academic language and its features. Teacher education students, therefore need to be explicitly taught about academic language and provided with sufficient opportunities to develop their own proficiency. Aim: This article aimed to explore the academic language proficiency of a cross-sectional sample of teacher education students at a Johannesburg university. Setting: This study took place at a South African university that implements a university-accredited primary school teacher education qualification. The university is located in an urban area, but attracts students from both urban and rural contexts. Methods: Students’ test scores on a core academic language skills instrument were utilised as data for this study, with descriptive and inferential statistical analyses procedures used to make sense thereof. Results: Findings from a cross-sectional analysis between first- and second-year students’ scores indicated that students’ academic language proficiency does not appear to improve after their initial year of study. Conclusion: The article concludes with a discussion of the implication hereof for teacher education and for the profession.https://sajce.co.za/index.php/sajce/article/view/555Intermediate phase teachingacademic language proficiencycore academic language skills |
| spellingShingle | Dean van der Merwe Aspects of academic language proficiency of intermediate phase teacher education students South African Journal of Childhood Education Intermediate phase teaching academic language proficiency core academic language skills |
| title | Aspects of academic language proficiency of intermediate phase teacher education students |
| title_full | Aspects of academic language proficiency of intermediate phase teacher education students |
| title_fullStr | Aspects of academic language proficiency of intermediate phase teacher education students |
| title_full_unstemmed | Aspects of academic language proficiency of intermediate phase teacher education students |
| title_short | Aspects of academic language proficiency of intermediate phase teacher education students |
| title_sort | aspects of academic language proficiency of intermediate phase teacher education students |
| topic | Intermediate phase teaching academic language proficiency core academic language skills |
| url | https://sajce.co.za/index.php/sajce/article/view/555 |
| work_keys_str_mv | AT deanvandermerwe aspectsofacademiclanguageproficiencyofintermediatephaseteachereducationstudents |