Towards providing effective academic literacy intervention
Date
2005
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch University
Abstract
This article focuses on the current situation in South Africa in which a number of factors related to academic literacy deleteriously affect student throughput. This has large financial implications for the country as well as tertiary institutions. Since significant numbers of students with high academic potential are at risk because of their low levels of academic literacy, all first year students at three South African universities write the Test of Academic Literacy Levels (TALL). This test can be used to assign students to appropriate support courses. An explanation illustrated by empirical data is given of the construct and the use of TALL. Preliminary conclusions in terms of the impact of the intervention are drawn as first iteration towards an in-depth longitudinal study to test the effectiveness/success of the academic literacy intervention. Finally suggestions for further research are outlined.
Description
CITATION: Van Dyk, T. J. 2005. Towards providing effective academic literacy intervention. Per Linguam : a Journal of Language Learning, 21(2): 38-51, doi: http://dx.doi.org/10.5785/21-2-75.
The original publication is available at http://perlinguam.journals.ac.za
The original publication is available at http://perlinguam.journals.ac.za
Keywords
Academic literacy, Academic literacy testing, Academic literacy -- Support courses, Language and education, English Literacy Skills Assessment (ELSA), Academic literacy intervention
Citation
Van Dyk, T. J. 2005. Towards providing effective academic literacy intervention. Per Linguam : a Journal of Language Learning, 21(2): 38-51, doi: http://dx.doi.org/10.5785/21-2-75