Judith Reynolds - Academia.edu (original) (raw)
Papers by Judith Reynolds
Southern African Journal of Applied Language Studies, 1998
In this paper a general model is developed, based on Gee's (1990) theory of primary and secondary... more In this paper a general model is developed, based on Gee's (1990) theory of primary and secondary Discourses, in order to describe and explicate the process of the acquisition of academic literacies by two ESL students during their first academic year at university. Data was collected from a series of interviews as well as from the students' written work during the year, and the model provides a concise, visual way to represent some of the differences and similarities in their experiences of the Discourses of their first year at university. On the basis of these two case studies, it is argued that Gee's theory offers some valuable insights into and explanations for the complex problems experienced by ESL students entering tertiary institutions from a range of different backgrounds. Since these problems are not only linguistic, the solutions are more complex than simply offering language support. Jiiditli Reytiolds and Vivian de Kler-k University, this paper will attempt to show how the model can be applied to particular situations or individuals. Both students are ESL speakers from ex-DET schools but the model provides a concise, visual way to represent some of the differences and similarities i n their experiences of the Discourses of their first year at university. Gee's work has been described as "static" (Moore 1994b:40) and "deterministic" (Angelil-Carter & Murray 1996:16) but it is useful in describing the process of the acquisition of academic literacies. Rhodes University is an English Medium 'historically white' university in the Eastern Cape, an area in which the three main languages spoken are Xhosa, Afrikaans and English, in that order. This study is an attempt to explore the background and experiences of two ESL students at Rhodes University. The students were selected and asked to
Studies in Higher Education, 2010
Writing in different academic disciplines is not only different in superficial ways but in deeper... more Writing in different academic disciplines is not only different in superficial ways but in deeper ways that are connected to the history and characteristics of each discipline. Although many writing theorists now understand writing in this way, little has been written about these connections in specific disciplines, and even less about student writing in specific disciplines. This article explores the links between epistemology and writing in the discipline of anthropology. It argues that writers in anthropology situate themselves theoretically, thematically and geographically. The intersection of thematic and geographical spaces seems to be of particular relevance to students. This article examines texts read by students, writing tasks given to students and texts produced by students in an introductory anthropology course. It explains some of their writing difficulties in terms of the nature of the requirements of specific tasks and students' limited understanding of the discipline of anthropology.
Education as Change, 2008
Inequalities in primary and secondary education affect the ability of some students to gain acces... more Inequalities in primary and secondary education affect the ability of some students to gain access to tertiary education. The main way that these issues have been addressed by higher education institutions in South Africa is through foundation programmes. Although these programmes have similar goals, their curricula vary widely between and within institutions. This paper briefly overviews a range of academic
Southern African Journal of Applied Language Studies, 1998
In this paper a general model is developed, based on Gee's (1990) theory of primary and secondary... more In this paper a general model is developed, based on Gee's (1990) theory of primary and secondary Discourses, in order to describe and explicate the process of the acquisition of academic literacies by two ESL students during their first academic year at university. Data was collected from a series of interviews as well as from the students' written work during the year, and the model provides a concise, visual way to represent some of the differences and similarities in their experiences of the Discourses of their first year at university. On the basis of these two case studies, it is argued that Gee's theory offers some valuable insights into and explanations for the complex problems experienced by ESL students entering tertiary institutions from a range of different backgrounds. Since these problems are not only linguistic, the solutions are more complex than simply offering language support. Jiiditli Reytiolds and Vivian de Kler-k University, this paper will attempt to show how the model can be applied to particular situations or individuals. Both students are ESL speakers from ex-DET schools but the model provides a concise, visual way to represent some of the differences and similarities i n their experiences of the Discourses of their first year at university. Gee's work has been described as "static" (Moore 1994b:40) and "deterministic" (Angelil-Carter & Murray 1996:16) but it is useful in describing the process of the acquisition of academic literacies. Rhodes University is an English Medium 'historically white' university in the Eastern Cape, an area in which the three main languages spoken are Xhosa, Afrikaans and English, in that order. This study is an attempt to explore the background and experiences of two ESL students at Rhodes University. The students were selected and asked to
Studies in Higher Education, 2010
Writing in different academic disciplines is not only different in superficial ways but in deeper... more Writing in different academic disciplines is not only different in superficial ways but in deeper ways that are connected to the history and characteristics of each discipline. Although many writing theorists now understand writing in this way, little has been written about these connections in specific disciplines, and even less about student writing in specific disciplines. This article explores the links between epistemology and writing in the discipline of anthropology. It argues that writers in anthropology situate themselves theoretically, thematically and geographically. The intersection of thematic and geographical spaces seems to be of particular relevance to students. This article examines texts read by students, writing tasks given to students and texts produced by students in an introductory anthropology course. It explains some of their writing difficulties in terms of the nature of the requirements of specific tasks and students' limited understanding of the discipline of anthropology.
Education as Change, 2008
Inequalities in primary and secondary education affect the ability of some students to gain acces... more Inequalities in primary and secondary education affect the ability of some students to gain access to tertiary education. The main way that these issues have been addressed by higher education institutions in South Africa is through foundation programmes. Although these programmes have similar goals, their curricula vary widely between and within institutions. This paper briefly overviews a range of academic