Enabling Students to Use their Voices and Decode Academic Experiences Critically: Rebalancing Teaching Approaches, Beliefs and Attitudes
Keywords:
Constructivism, voice, conversation framework, second language, decoloniality, culturally responsive pedagogyAbstract
The main purpose of this reflective paper is to signpost the importance of language of learning and teaching in a Teacher’s Education course. It is then meant to decolonise the curriculum by tapping into the indigenous knowledge systems of the students. In view of this, the main aim of the Language of Learning and Teaching (LoLT) English is to bridge the gap between schools and Higher Education given the fact that a considerable number of students come to universities in South Africa unprepared or underprepared. LoLT gives students the opportunity to take ownership of their literacies, particularly academic writing through defamiliarization and co-construction of knowledge. Our reflections are based on first year students’ experiences on the language of learning and teaching in the Senior Phase/ Further Education and Training (SP/ FET) in Cape Peninsula University of Technology (CPUT). In light of this, our reflections are primarily focused on their ability to read and respond to selected texts where they were encouraged to interpret the texts based on their own perspectives. Most of the work was done in groups before individual assignment to factor in diversity in their interpretation bringing out the richness of the texts. The paper in conclusion, supports the belief and realization that once students are engaged to participate in unpacking a text, they come to understand that diversity is inevitable in whatever they do in life.
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