Multiple metaphors in an understanding of academic literacy

Boughey, C. (2000) Multiple metaphors in an understanding of academic literacy. Teachers and Teaching: Theory and Practice, 6 (3). pp. 279-290. ISSN 1470-1278

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Official URL: http://dx.doi.org/10.1080/713698740

Abstract

This article describes understandings derived from work in a first year Systematic Philosophy class at a historically black South African university which challenge the assumptions on which the writer has based her practice as a teacher of English as a second language for many years. These assumptions focus on the perception of problems related to the production and reception of academic texts as solely, or even mainly, linguistic in origin. Analysis of writing and interviews with students suggests that the problems in the writing stem mainly from their unfamiliarity with academic discourses in spite of the fact that all are speakers of English as an additional language.

Item Type:Article
Additional Information:Professor C Boughey is the Director of the Centre for Higher Education, Teaching and Learning at Rhodes University, Grahamstown, South Africa.
Uncontrolled Keywords:English language -Study and teaching -- Foreign speakers; South Africa; black students; tertiary education; writing; academic discourse; problems; second-language speakers
Subjects:Y Unknown > Subjects to be assigned
Divisions:Support Units > Centre for Higher Education Research, Teaching and Learning
Faculty > Faculty of Education > Centre for Higher Education Research, Teaching and Learning
ID Code:1123
Deposited By: Mrs Eileen Shepherd
Deposited On:30 Sep 2008
Last Modified:06 Jan 2012 16:19
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