Dinner party guests and guys around a fire: co-existing cultural conceptions of/in school writing
Titel:
Dinner party guests and guys around a fire: co-existing cultural conceptions of/in school writing
Auteur:
Hendricks, Monica
Verschenen in:
English Academy review
Paginering:
Jaargang 24 (2007) nr. 2 pagina's 102-120
Jaar:
2007-10
Inhoud:
This article compares two English teachers' practices in the teaching of writing, as well as their grade seven learners' texts, in two very differently resourced primary schools: one a historically disadvantaged state school and the other a well-resourced independent school, in the Grahamstown district of the Eastern Cape Province. This research demonstrates that outdated ideas about language teaching continue to divide both home and additional language curriculums at the two schools into grammar, comprehension and extended writing. A gulf exists between the writing of the small elite at a very privileged school and that of the majority at an under-resourced school. While learners at the independent school had many opportunities for individual extended writing, most of this writing is personal and expressive, unlikely to develop their cognitive academic language proficiency (CALP, J. Cummins, 1984. Bilingualism and special education: Issues in assessment and pedagogy), whereas learners at the state school wrote too little in total to have a chance to develop cognitive academic language proficiency.
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