Short-Term Gains, Long-Term Losses? A Diary Study on Literacy Practices in Ghana

Autor/in	Stoffelsma, Lieke
Titel	Short-Term Gains, Long-Term Losses? A Diary Study on Literacy Practices in Ghana
Quelle	In: Journal of Research in Reading, 41 (2018), (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stoffelsma, Lieke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12136
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Literacy; Reading Materials; Reading Attitudes; Student Attitudes; Teacher Attitudes; Diaries; Time Management; Reading Habits; Educational Resources; Cultural Context; Ghana + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Reading behavior; Rading behaviour; Leseverhalten; Schülerverhalten; Lehrerverhalten; Diary; Tagebuch; Zeitmanagement; Reading habit; Lesegewohnheit; Bildungsmittel
Abstract	Background: This study explores the English literacy practices of students in Ghana, in particular their time spent on reading, the availability of reading resources and their use in the curriculum, and the importance of reading from the perspectives of students and lecturers. Methods: Student diaries (6,364 reported hours) and interviews (12 students/14 lecturers) were used for data collection. Results: Students spend many hours on academic work, but little time on processing academic texts. Their low reading proficiency is maintained at university due to the following factors: little time spent on reading, the type of reading students engage in, institutional values and poor resources. Conclusion: Universal mechanisms that determine literacy practices from the more affluent Western world are prevalent in Ghana. These mechanisms, in combination with contextual factors, especially poor resources and low reading levels, make the Ghana case distinct. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01