Reading for riches: a Vygotskyan analysis of learners writing

Edited book (chapter)

Faragher, Lynette. 1995. "Reading for riches: a Vygotskyan analysis of learners writing." Kruss, Glenda and Jacklin, Heather (ed.) Realising change: education policy research: Kenton 1994. Kenwyn, South Africa . Juta Academic. pp. 117-125
Chapter Title

Reading for riches: a Vygotskyan analysis of learners writing

Book Chapter CategoryEdited book (chapter)
Book TitleRealising change: education policy research: Kenton 1994
Authors
AuthorFaragher, Lynette
EditorsKruss, Glenda and Jacklin, Heather
Page Range117-125
Number of Pages9
Year1995
PublisherJuta Academic
Place of PublicationKenwyn, South Africa
ISBN9780702135828
Abstract

This article addresses the question: what do Xhosa-speaking students, products of DET education, do with English? The question arose in the context of the first year English course at Good Hope College of Education, Khayelitsha, Cape Town. Colleagues and I had observed that students had rebelled against what I expected them to do in the course. One of the questions which arose from that experience was: What can the students do with English? I rejected the inherent deficit thinking in that question and it was transformed into: What do the students do with English?
To answer that question I decided to collect a sample of data written by English Second Language (L2-English) speakers and analyse it in terms that would avoid deficit assumptions about students use of English.

KeywordsESL; english as a second language; South Africa; school students
ANZSRC Field of Research 2020440107. Social and cultural anthropology
470306. English as a second language
470411. Sociolinguistics
Public Notes

© Juta & Co, Ltd 1995. A selection of papers presented at a 1994 Kenton conference. At head of title: Kenton Education Association. Published version deposited in accordance with the copyright policy of the publisher.

Byline AffiliationsGood Hope College of Education, South Africa
Institution of OriginUniversity of Southern Queensland
Permalink -

https://research.usq.edu.au/item/q16q9/reading-for-riches-a-vygotskyan-analysis-of-learners-writing

Log in to edit

Download files

Published Version
Faragher_Book_Ch_1994_PV.pdf
File access level: Anyone

  • 1730
    total views
  • 85
    total downloads
  • 0
    views this month
  • 1
    downloads this month

Export as

Related outputs

Expanding on the evidence of Higher Order Thinking Skills in first year undergraduates
Faragher, Lynette. 2017. "Expanding on the evidence of Higher Order Thinking Skills in first year undergraduates." 3rd Students Transitions Achievement Retention & Success Conference (STARS 2017). Adelaide, Australia 02 - 05 Jul 2017 Australia.
Exploring transition pedagogy at the tertiary level: a case study of newly enrolled first year education students' experience in writing and thinking within the genre of the persuasive essay in a comparative analysis of literacy pedagogy
Faragher, Lynette Dorothy Pears. 2018. Exploring transition pedagogy at the tertiary level: a case study of newly enrolled first year education students' experience in writing and thinking within the genre of the persuasive essay in a comparative analysis of literacy pedagogy. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/5c0db5e0f69d5
Exploring evidence of higher order thinking skills in the writing of first year undergraduates
Faragher, Lynette and Huijser, Henk. 2014. "Exploring evidence of higher order thinking skills in the writing of first year undergraduates." International Journal of the First Year in Higher Education. 5 (2), pp. 33-44. https://doi.org/10.5204/intjfyhe.v5i2.230
The University of Southern Queensland (USQ) Integrated Student Learning Journey Initiative (ISLJI) key scoping report: an overview of the provision of academic language literacy and learning skills
Faragher, Lynette. 2012. The University of Southern Queensland (USQ) Integrated Student Learning Journey Initiative (ISLJI) key scoping report: an overview of the provision of academic language literacy and learning skills . Toowoomba, Australia. University of Southern Queensland.
Why practising Vygotsky is more than the ZPD
Faragher, Lynette. 2012. "Why practising Vygotsky is more than the ZPD." Key Thinkers, Key Theories (AALL 2012): The Contribution of Theory to Academic Language and Learning Practice . Lilydale, Australia 22 - 23 Nov 2012 Australia.
Reading for riches: a Vygotskyan analysis of English writing by D.E.T. matriculants
Faragher, Lynette Dorothy Pears. 1995. Reading for riches: a Vygotskyan analysis of English writing by D.E.T. matriculants. Masters Thesis Master of Education. University of Stellenbosch.
Feeding back to make a difference with the help of Vygotsky, Krashen, Chomsky and a few other more knowing others
Faragher, Lynette. 2008. "Feeding back to make a difference with the help of Vygotsky, Krashen, Chomsky and a few other more knowing others." Finlay, Susan and McBeath, Neil (ed.) 8th Annual ELT Conference: Integration of Skills: Creative Methods and Techniques in ELT (ELT 2008). Muscat, Oman 23 - 24 Apr 2008 Muscat, Oman.
Being a teacher: professional challenges and choices, Learning guide
Adendorff, Mike, Mason, Mark, Maropeng, Modiba, Faragher, Lynette and Kunene, Zandile. Gultig, John (ed.) 2002. Being a teacher: professional challenges and choices, Learning guide. Braamfontein, South Africa. South African Institute for Distance Education (SAIDE).
Focus on South Africa by Vivian de Klerk
Faragher, Lynette. 1997. "Focus on South Africa by Vivian de Klerk ." Journal of Sociolinguistics. 1 (2), pp. 293-297.