Assessing Academic Literacy in a Multilingual Society : Transition and Transformation

John Read

ISBN 10: 178892620X / ISBN 13: 9781788926201

Published by Multilingual Matters, 2020

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - South African universities face major challenges in meeting the needs of their students in the area of academic language and literacy. The dominant medium of instruction in the universities is English and, to a much lesser extent, Afrikaans, but only a minority of the national population are native speakers of these languages. Nine other languages can be media of instruction in schools, which makes the transition to tertiary education difficult enough in itself for students from these schools. The focus of this book is on procedures for assessing the academic language and literacy levels and needs of students, not in order to exclude students from higher education but rather to identify those who would benefit from further development of their ability in order to undertake their degree studies successfully. The volume also aims to bring the innovative solutions designed by South African educators to a wider international audience.

Seller Inventory # 9781788926201

Bibliographic Details

• Title: Assessing Academic Literacy in a Multilingual Society : Transition and Transformation
• Publisher: Multilingual Matters
• Publication Date: 2020
• Language: English
• ISBN 10: 178892620X
• ISBN 13: 9781788926201
• Binding: Buch
• Condition: Neu
• Dimensions: 240W x 161H x 19D millimeters 240 millimeters width by 161 millimeters height by 19 millimeters depth
• Weight: 578 grams

About this title

Synopsis

South African universities face major challenges in meeting the needs of their students in the area of academic language and literacy. The dominant medium of instruction in the universities is English and, to a much lesser extent, Afrikaans, but only a minority of the national population are native speakers of these languages. Nine other languages can be media of instruction in schools, which makes the transition to tertiary education difficult enough in itself for students from these schools. The focus of this book is on procedures for assessing the academic language and literacy levels and needs of students, not in order to exclude students from higher education but rather to identify those who would benefit from further development of their ability in order to undertake their degree studies successfully. The volume also aims to bring the innovative solutions designed by South African educators to a wider international audience.

About the Authors

Albert Weideman is Professor of Applied Language Studies and Research Fellow at the University of the Free State, South Africa.

John Read is Professor Emeritus at The University of Auckland, New Zealand.

Theo du Plessis is Professor of Language Management at the University of the Free State, South Africa.