Conceptualization and teaching of academic literacy in higher education institutions : a case of student-teachers at two KwaZulu Natal universities

• Main Author: Khumalo, Nontobeko Prudence
• Other Authors: Maphalala, Mncedisi
• Format: Others
• Language: en
• Published: 2021
• Subjects: Literacy; Academic discourse; Academic literacy; Student teachers; Module; Course; 808.0660711684; Academic writing > Study and teaching (Higher) > South Africa > KwaZulu-Natal > Case studies; Academic language > Study and teaching (Higher) > South Africa > KwaZulu-Natal > Case studies; Student teachers > Education (Higher) > South Africa > KwaZulu-Natal > Case studies; College student orientation > South Africa > KwaZulu-Natal > Case studies
• Online Access: http://hdl.handle.net/10500/27365

The study sought to understand how higher education institutions conceptualize and teach academic literacy at the two regional universities in KwaZulu Natal. That was done by determining the extent to which academic literacy curriculum provides for the acquisition of academic literacy skills across a diverse range of student teachers. It was done to determine the role it plays in student’s learning, in terms of the topics that are incorporated in the academic literacy curriculum and by establishing how student teachers, view the academic literacy module in terms of its benefits to them. This study is underpinned by both the sociocultural and sociocognitive theories. A qualitative research approach and a case study research design were adopted by the study. Participants were three lecturers teaching academic literacy in Institutions understudy and eleven, fourth-year student - teachers who were registered for the academic literacy module in their first year of study. Data collection instruments used were, semi-structured interviews, focus group interviews and document analysis in the form of module outlines. The findings from the lecturers’ point of view, show that their teaching qualification and teaching experience assist them when teaching academic literacy module. The findings further revealed that both lecturers and students view academic literacy as the core of the module. The study also highlighted that students should be actively involved during the teaching and learning process and that feedback plays an important role in students’ learning. From the students’ perspective, the findings revealed that the students improved on their understanding of academic requirements and in their academic writing. The students also viewed the module as a leveller because irrespective of their background they were also of the view that academic literacy should be viewed as a way of life. The study also highlighted that the usage of English as a medium of instruction to students whose mother tongue is not English is a challenge and so is the gap between the secondary schooling system and the Institutions of higher learning. The recommendations of the study based on the research findings are that the generic form in which the module is currently offered, does benefit them and it should be continued. However, there is a need to consider discipline-specific interventions where students are exposed to their disciplinary discourses. The study also proposed the model to improve academic literacy in Higher Education. === Curriculum and Instructional Studies === D. Ed. (Curriculum Studies)