This article examines a number of discourses which construct students ‘problems’ as they engage with tertiary study at a historically black South African university. These dominant discourses are then linked to Street’s ‘autonomous’ model of literacy and Rampton’s ‘autonomous’ model of applied linguistics in order to interrogate their ideological biases. Implications of the discourses for the provision of epistemological access to tertiary study are then explored. The article ends by indicating how a ‘literacy across the curriculum’ approach to working with students’ difficulties could provide an alternative to current ‘remedial’ programmes.
|Document Title:||'Naming' students' problems: an analysis of language related discourses at a South African university|
|Document Type:||Journal Article (Peer Reviewed)|
|Subject Area:||Teaching and Learning|
|Keywords:||South Africa, South African Universities, Discourse, Academic Literacy, Academic Development|
|Date Added:||25 January 2007|