English Language Skills for Disciplinary Purposes: What Practices Are Used to Prepare Student Teachers?

Autor/inn/en	Mpofu, Nhlanhla; Maphalala, Mncedisi C.
Titel	English Language Skills for Disciplinary Purposes: What Practices Are Used to Prepare Student Teachers?
Quelle	In: South African Journal of Education, 41 (2021) 1, Artikel 1867 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mpofu, Nhlanhla) ORCID (Maphalala, Mncedisi C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Interdisciplinary Approach; Student Teachers; Academic Language; Preservice Teacher Education; Constructivism (Learning); Institutional Characteristics; English for Academic Purposes; Foreign Countries; Microteaching; Language of Instruction; Indo European Languages; Racial Segregation; Social Change; Black Colleges; Whites; Teacher Education Programs; Intellectual Disciplines; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Lehramtsstudiengang; Lehrerausbildung; Ausland; Teaching language; Unterrichtssprache; Indoeuropäisch; Rassentrennung; Sozialer Wandel; White; Weißer; Geisteswissenschaften; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the study reported on in this article, we explored the preparation practices used to prepare student teachers to use English language skills in disciplinary content teaching. Despite studies which emphasise generic academic literacy where language is a subset of this field discourse, there is a dearth of research studies on the use of English in the specific context of disciplines in initial teacher education (ITE), which is addressed here. Guided by social constructivism, we collected data from 102 purposively selected student teachers from 3 universities. A qualitative multiple case study design was used as the methodological tool, and data from focus group discussions and document analysis were collected, documented and analysed. The results of the analysis show that the student teachers were prepared using structured and unstructured English Across the Curriculum (EAC) pedagogical activities. Structured activities are content-oriented learning processes that are largely rigid and prescriptive, while unstructured activities are rooted in the academic values and identity that are held in the institution. Although drawn from a relatively small sample, these findings may assist ITE institutions to develop a curriculum that attends to multiple strategies for developing student teachers' strategic competence in EAC. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01