The social dimension of reading literacy development in South Africa: Bridging inequalities among the various language groups
It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions differently from the traditional “schooled literacy”, which may influence...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Boakye, Naomi [verfasserIn] |
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| Format: |
E-Artikel |
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| Erschienen: |
De Gruyter ; 2015 |
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| Schlagwörter: |
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| Umfang: |
24 |
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| Reproduktion: |
Walter de Gruyter Online Zeitschriften |
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| Übergeordnetes Werk: |
Enthalten in: International journal of the sociology of language - Berlin [u.a.] : Mouton de Gruyter, 1974, 2015(2015), 234 vom: 2. Juni, Seite 133-156 |
| Übergeordnetes Werk: |
volume:2015 ; year:2015 ; number:234 ; day:2 ; month:06 ; pages:133-156 ; extent:24 |
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| DOI / URN: |
10.1515/ijsl-2015-0008 |
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NLEJ248029622 |
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| 520 | |a It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions differently from the traditional “schooled literacy”, which may influence learners’ reading literacy. However, the link between language communities, SES and reading literacy has not been extensively researched, especially in the South African context where there are 11 official languages and wide socio-economic disparities. This article examines students’ social literacy in relation to their reading literacy levels, and reveals that the literacy gap between indigenous South African language (ISAL) speakers, a number of whom are from low SES families, and speakers of English and Afrikaans is further widened at the tertiary level due to the mismatch between the social literacy practices of the different language groups and the education system that operates in the country. Recommendations are made on how educators could employ strategies such as social relevance and culturally sensitive teaching to bridge the academic literacy gap among the language groups. | ||
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10.1515/ijsl-2015-0008 doi articles2015-2020.pp (DE-627)NLEJ248029622 DE-627 ger DE-627 rakwb Boakye, Naomi verfasserin aut The social dimension of reading literacy development in South Africa: Bridging inequalities among the various language groups De Gruyter 2015 24 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions differently from the traditional “schooled literacy”, which may influence learners’ reading literacy. However, the link between language communities, SES and reading literacy has not been extensively researched, especially in the South African context where there are 11 official languages and wide socio-economic disparities. This article examines students’ social literacy in relation to their reading literacy levels, and reveals that the literacy gap between indigenous South African language (ISAL) speakers, a number of whom are from low SES families, and speakers of English and Afrikaans is further widened at the tertiary level due to the mismatch between the social literacy practices of the different language groups and the education system that operates in the country. Recommendations are made on how educators could employ strategies such as social relevance and culturally sensitive teaching to bridge the academic literacy gap among the language groups. Walter de Gruyter Online Zeitschriften reading literacy social literacy social relevance academic literacy language groups/communities Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2015(2015), 234 vom: 2. Juni, Seite 133-156 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2015 year:2015 number:234 day:2 month:06 pages:133-156 extent:24 https://doi.org/10.1515/ijsl-2015-0008 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2015 2015 234 2 6 133-156 24 |
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10.1515/ijsl-2015-0008 doi articles2015-2020.pp (DE-627)NLEJ248029622 DE-627 ger DE-627 rakwb Boakye, Naomi verfasserin aut The social dimension of reading literacy development in South Africa: Bridging inequalities among the various language groups De Gruyter 2015 24 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions differently from the traditional “schooled literacy”, which may influence learners’ reading literacy. However, the link between language communities, SES and reading literacy has not been extensively researched, especially in the South African context where there are 11 official languages and wide socio-economic disparities. This article examines students’ social literacy in relation to their reading literacy levels, and reveals that the literacy gap between indigenous South African language (ISAL) speakers, a number of whom are from low SES families, and speakers of English and Afrikaans is further widened at the tertiary level due to the mismatch between the social literacy practices of the different language groups and the education system that operates in the country. Recommendations are made on how educators could employ strategies such as social relevance and culturally sensitive teaching to bridge the academic literacy gap among the language groups. Walter de Gruyter Online Zeitschriften reading literacy social literacy social relevance academic literacy language groups/communities Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2015(2015), 234 vom: 2. Juni, Seite 133-156 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2015 year:2015 number:234 day:2 month:06 pages:133-156 extent:24 https://doi.org/10.1515/ijsl-2015-0008 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2015 2015 234 2 6 133-156 24 |
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10.1515/ijsl-2015-0008 doi articles2015-2020.pp (DE-627)NLEJ248029622 DE-627 ger DE-627 rakwb Boakye, Naomi verfasserin aut The social dimension of reading literacy development in South Africa: Bridging inequalities among the various language groups De Gruyter 2015 24 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions differently from the traditional “schooled literacy”, which may influence learners’ reading literacy. However, the link between language communities, SES and reading literacy has not been extensively researched, especially in the South African context where there are 11 official languages and wide socio-economic disparities. This article examines students’ social literacy in relation to their reading literacy levels, and reveals that the literacy gap between indigenous South African language (ISAL) speakers, a number of whom are from low SES families, and speakers of English and Afrikaans is further widened at the tertiary level due to the mismatch between the social literacy practices of the different language groups and the education system that operates in the country. Recommendations are made on how educators could employ strategies such as social relevance and culturally sensitive teaching to bridge the academic literacy gap among the language groups. Walter de Gruyter Online Zeitschriften reading literacy social literacy social relevance academic literacy language groups/communities Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2015(2015), 234 vom: 2. Juni, Seite 133-156 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2015 year:2015 number:234 day:2 month:06 pages:133-156 extent:24 https://doi.org/10.1515/ijsl-2015-0008 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2015 2015 234 2 6 133-156 24 |
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10.1515/ijsl-2015-0008 doi articles2015-2020.pp (DE-627)NLEJ248029622 DE-627 ger DE-627 rakwb Boakye, Naomi verfasserin aut The social dimension of reading literacy development in South Africa: Bridging inequalities among the various language groups De Gruyter 2015 24 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions differently from the traditional “schooled literacy”, which may influence learners’ reading literacy. However, the link between language communities, SES and reading literacy has not been extensively researched, especially in the South African context where there are 11 official languages and wide socio-economic disparities. This article examines students’ social literacy in relation to their reading literacy levels, and reveals that the literacy gap between indigenous South African language (ISAL) speakers, a number of whom are from low SES families, and speakers of English and Afrikaans is further widened at the tertiary level due to the mismatch between the social literacy practices of the different language groups and the education system that operates in the country. Recommendations are made on how educators could employ strategies such as social relevance and culturally sensitive teaching to bridge the academic literacy gap among the language groups. Walter de Gruyter Online Zeitschriften reading literacy social literacy social relevance academic literacy language groups/communities Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2015(2015), 234 vom: 2. Juni, Seite 133-156 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2015 year:2015 number:234 day:2 month:06 pages:133-156 extent:24 https://doi.org/10.1515/ijsl-2015-0008 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2015 2015 234 2 6 133-156 24 |
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The social dimension of reading literacy development in South Africa: Bridging inequalities among the various language groups |
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It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions differently from the traditional “schooled literacy”, which may influence learners’ reading literacy. However, the link between language communities, SES and reading literacy has not been extensively researched, especially in the South African context where there are 11 official languages and wide socio-economic disparities. This article examines students’ social literacy in relation to their reading literacy levels, and reveals that the literacy gap between indigenous South African language (ISAL) speakers, a number of whom are from low SES families, and speakers of English and Afrikaans is further widened at the tertiary level due to the mismatch between the social literacy practices of the different language groups and the education system that operates in the country. Recommendations are made on how educators could employ strategies such as social relevance and culturally sensitive teaching to bridge the academic literacy gap among the language groups. |
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It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions differently from the traditional “schooled literacy”, which may influence learners’ reading literacy. However, the link between language communities, SES and reading literacy has not been extensively researched, especially in the South African context where there are 11 official languages and wide socio-economic disparities. This article examines students’ social literacy in relation to their reading literacy levels, and reveals that the literacy gap between indigenous South African language (ISAL) speakers, a number of whom are from low SES families, and speakers of English and Afrikaans is further widened at the tertiary level due to the mismatch between the social literacy practices of the different language groups and the education system that operates in the country. Recommendations are made on how educators could employ strategies such as social relevance and culturally sensitive teaching to bridge the academic literacy gap among the language groups. |
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It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions differently from the traditional “schooled literacy”, which may influence learners’ reading literacy. However, the link between language communities, SES and reading literacy has not been extensively researched, especially in the South African context where there are 11 official languages and wide socio-economic disparities. This article examines students’ social literacy in relation to their reading literacy levels, and reveals that the literacy gap between indigenous South African language (ISAL) speakers, a number of whom are from low SES families, and speakers of English and Afrikaans is further widened at the tertiary level due to the mismatch between the social literacy practices of the different language groups and the education system that operates in the country. Recommendations are made on how educators could employ strategies such as social relevance and culturally sensitive teaching to bridge the academic literacy gap among the language groups. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ248029622</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220820035359.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">220814s2015 xx |||||o 00| ||und c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1515/ijsl-2015-0008</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">articles2015-2020.pp</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ248029622</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Boakye, Naomi</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">The social dimension of reading literacy development in South Africa: Bridging inequalities among the various language groups</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="b">De Gruyter</subfield><subfield code="c">2015</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">24</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions differently from the traditional “schooled literacy”, which may influence learners’ reading literacy. However, the link between language communities, SES and reading literacy has not been extensively researched, especially in the South African context where there are 11 official languages and wide socio-economic disparities. This article examines students’ social literacy in relation to their reading literacy levels, and reveals that the literacy gap between indigenous South African language (ISAL) speakers, a number of whom are from low SES families, and speakers of English and Afrikaans is further widened at the tertiary level due to the mismatch between the social literacy practices of the different language groups and the education system that operates in the country. Recommendations are made on how educators could employ strategies such as social relevance and culturally sensitive teaching to bridge the academic literacy gap among the language groups.</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="f">Walter de Gruyter Online Zeitschriften</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">reading literacy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">social literacy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">social relevance</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">academic literacy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">language groups/communities</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">International journal of the sociology of language</subfield><subfield code="d">Berlin [u.a.] : Mouton de Gruyter, 1974</subfield><subfield code="g">2015(2015), 234 vom: 2. 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