Academic Biliteracy in South African Higher Education: Strategies and Practices of Successful Students

Autor/inn/en	van der Walt, Christa; Dornbrack, Jacqui
Titel	Academic Biliteracy in South African Higher Education: Strategies and Practices of Successful Students
Quelle	In: Language, Culture and Curriculum, 24 (2011) 1, S.89-104 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
Schlagwörter	Higher Education; Bilingual Students; Multilingualism; Interviews; Study Skills; Bilingualism; Literacy; Academic Discourse; Language Proficiency; Bilingual Education; Qualitative Research; Foreign Countries; Language Usage; Graduate Students; Student Attitudes; Language of Instruction; English (Second Language); Second Language Learning; Blacks; African Languages; Indo European Languages; Educational Strategies; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Mehrsprachigkeit; Multilingualismus; Interviewing; Interviewtechnik; Studientechnik; Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Discourse; Diskurs; Language skill; Language skills; Sprachkompetenz; Bilingual teaching; Bilingualer Unterricht; Qualitative Forschung; Ausland; Sprachgebrauch; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Black person; Schwarzer; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Indoeuropäisch; Lehrstrategie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Academic support for higher education students in multilingual contexts often focuses on the development of separate language proficiencies, on the one hand, and on general study skills, on the other hand. In bi/multilingual education contexts where students are presented with lectures and study material in more than one language, successful students develop specific practices that allow them to exploit their bi/multilingual proficiency, that is, without focusing on one language only. This article reports on a qualitative study conducted with postgraduate students at Stellenbosch University. It probes the strategies and processes that successful bilingual students use when different languages are available to mediate cognitively challenging material. Bilingual strategies and practices that are employed emerged from a series of semi-structured interviews with postgraduate students, and are presented as an insight into bilingual learning. (Contains 1 table and 5 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10