Giving Voice to the Citizen Scholar: Generating Critical Thinking by Combining Traditional and Non-Traditional Genres in a First-Year English Course
In South Africa, students come to university from a variety of different cultural and linguistic backgrounds. Often, English is not a first language, and students experience challenges when entering an English academic setting. This chapter explores the issue and describes how we adapted our first-year course to enable our multilingual and multicultural students cross the boundaries between home, school and university. By doing so, we reinforced various graduate attributes associated with the Citizen Scholar outlined by Arvanitakis and Hornsby in this book.
KeywordsLinguistic Diversity Language Variety Academic Writing English Teaching Linguistic Identity
Unable to display preview. Download preview PDF.
- Bakhtin, Mikhail (1981). “Discourse in the novel.” M. M. The Dialogic Imagination: Four Essays. Austin: U of Texas P, 259–422.Google Scholar
- Blackledge, A. and Creese, A. (eds.) 2014, Heteroglossia as Practice and Pedagogy, Educational Linguistics Vol. 20, Springer, Dordrecht.Google Scholar
- Doeke, B. and Kostogriz, Charles, C. 2004, ‘Heteroglossia: a space for developing critical language awareness’, English Teaching: Practice and Critique 3(3), 29–42.Google Scholar
- Ferreira, A. and Mendelowitz, B. 2009b, ‘Creating a dynamic contact zone: an undergraduate English course as multilingual pedagogic space’, English Teaching: Practice and Critique 8(2), 54–79.Google Scholar
- Glaser, C. 2000, Bo-tsotsi: The Youth Gangs of Soweto 1935–1976, Heinemann, Cape Town.Google Scholar
- Langa, M. 2008, ‘Using Photo-Narratives to explore the constructions of young masculinities’ PINS, 26, 6–23.Google Scholar
- Lees, S. 1993, Sugar and Spice, Sexuality and Adolescent Girls, Penguin, Hammondsworth.Google Scholar
- Mesthrie, R. 2008, ‘“I’ve been speaking Tsotsitaal all my life without knowing it” towards a unified account of Tsotsitaals in South Africa’, in M. Meyerhoff and N. Nagy (eds.), Social Lives in Language – Sociolinguistics and Multilingual Speech Communities: Celebrating the Work of Gillian Sankoff, pp. 95–109, John Benjamins, Amsterdam.CrossRefGoogle Scholar
- Myhill, D. 2005, ‘Ways of knowing: writing with grammar in mind’, English Teaching: Practice and Critique 4(3), 77–96.Google Scholar
- Obama, B. 2007. Dreams from My Father. Edinburgh: Canongate.Google Scholar
- Ruddick, S., Nkomo, K., and Shange, M. 2006, ‘Ulimilwenkululeko: township “women’s language of empowerment” and homosexual linguistic identities’, Agenda, 67, 57–65.Google Scholar
- Smith, Z. 2009, ‘Speaking in tongues’ The New York Review of Books, 26 February. http://www.nybooks.com/articles/archives/2009/feb/26/speaking-in-tongues-2/ (date accessed 4 March 2015).
- Thesen, L. and Cooper, L. 2014, Risk in Academic Writing: Postgraduate Students, Their Teachers and the Making of Knowledge. Multilingual Matters, Toronto.Google Scholar
- Qualley, D. 1997, Turns of Thought: Teaching Composition as Reflexive Inquiry. Boynton/Cook, Portsmouth.Google Scholar
- Wolfe, T. 2004, I am Charlotte Simmons. Jonathan Cape, London.Google Scholar