Reading for riches: a Vygotskyan analysis of learners writing

Faragher, Lynette (1995) Reading for riches: a Vygotskyan analysis of learners writing. In: Realising change: education policy research: Kenton 1994. Juta Academic, Kenwyn, South Africa , pp. 117-125. ISBN 978-0-7021-3582-8

Abstract

This article addresses the question: what do Xhosa-speaking students, products of DET education, do with English? The question arose in the context of the first year English course at Good Hope College of Education, Khayelitsha, Cape Town. Colleagues and I had observed that students had rebelled against what I expected them to do in the course. One of the questions which arose from that experience was: What can the students do with English? I rejected the inherent deficit thinking in that question and it was transformed into: What do the students do with English? To answer that question I decided to collect a sample of data written by English Second Language (L2-English) speakers and analyse it in terms that would avoid deficit assumptions about students use of English.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: © Juta & Co, Ltd 1995. A selection of papers presented at a 1994 Kenton conference. At head of title: Kenton Education Association.
Depositing User: Ms Lynette Faragher
Faculty / Department / School: Historic - Learning and Teaching Support Unit
Date Deposited: 03 Sep 2012 04:45
Last Modified: 03 Jul 2013 01:17
Uncontrolled Keywords: ESL; english as a second language; South Africa; school students
Fields of Research (FOR2008): 16 Studies in Human Society > 1601 Anthropology > 160104 Social and Cultural Anthropology
20 Language, Communication and Culture > 2003 Language Studies > 200303 English as a Second Language
20 Language, Communication and Culture > 2004 Linguistics > 200405 Language in Culture and Society (Sociolinguistics)
Socio-Economic Objective (SEO2008): E Expanding Knowledge > 97 Expanding Knowledge > 970120 Expanding Knowledge in Language, Communication and Culture
URI: http://eprints.usq.edu.au/id/eprint/21695

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