List of Titles

Authors: Boughey, Chrissie
Date: 2008
Language: English
Type: Article
Identifier: vital:6085 , http://hdl.handle.net/10962/d1008482
Description: This article uses ‘close-up’ ethnographic research to provide an account of students’ engagement with learning in a South African university. Broadly based on Halliday’s (1973, 1978, 1994) understanding of texts resulting from contexts, the account challenges dominant constructions of the problems students encounter as stemming from the use of inappropriate ‘approaches’ to learning, the lack of ‘study’ and other skills or problems with proficiency in areas such as writing or language and shows how students’ unfamiliarity with the context of the university leads them to draw on ‘other’ contexts in order to engage with the texts they must read, write and listen to in the course of their studies. This drawing on ‘other’ contexts then results in the texts produced by students, and the practices which give rise to those texts, being inappropriate to the context of the university. Although the research on which the article is based took place in South Africa, it is argued that the theoretical perspective it provides has relevance across other contexts given the increasingly diverse student bodies which characterize higher education across the globe.
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Date Issued: 2008

Authors: Boughey, Chrissie
Date: 2002
Language: English
Type: Article
Identifier: vital:6086 , http://hdl.handle.net/10962/d1008484 , http://www.tandfonline.com/doi/pdf/10.1080/13562510220144798
Description: This article examines a number of discourses that construct students 'problems' as they engage with tertiary study at a historically black South African university. These dominant discourses are then linked to Street's 'autonomous' model of literacy and Rampton's 'autonomous' model of applied linguistics in order to interrogate their ideological biases. Implications of the discourses for the provision of epistemological access to tertiary study are then explored. The article ends by indicating how a 'literacy across the curriculum' approach to working with students' difficulties could provide an alternative to current 'remedial' programmes.
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Date Issued: 2002

Authors: Boughey, Chrissie
Date: 2000
Language: English
Type: Article
Identifier: vital:6088 , http://hdl.handle.net/10962/d1008587
Description: This article describes understandings derived from work in a first year Systematic Philosophy class at a historically black South African university which challenge the assumptions on which the writer has based her practice as a teacher of English as a second language for many years. These assumptions focus on the perception of problems related to the production and reception of academic texts as solely, or even mainly, linguistic in origin. Analysis of writing and interviews with students suggests that the problems in the writing stem mainly from their unfamiliarity with academic discourses in spite of the fact that all are speakers of English as an additional language.
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Date Issued: 2000

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