Abstract
This paper introduces a different perspective on the grouping of teacher trainees for purposes of language study and reports on the current experimental application of a new first year language curriculum at the Durban College of Education. This language curriculum is designed to provide a legitimate and tenable basis for the grouping of students for purposes of language study accommodate students' particular language needs address the problem of deficient cognitive academic language proficiency of tertiary students. Before explaining the structure and implementation of the curriculum, I shall briefly indicate the macrolinguistic perspectives that triggered the attempt to change the existing curriculum dramatically, and elaborate on the linguistic bases on which the design of the new curriculum rests.
Highlights
IntroductionThis language curriculum is designed to provide a legitimate and tenable basis for the grouping of students for purposes of language study accommodate students' particular language needs address the problem of deficient cognitive academic language proficiency of tertiary students
This paper introduces a different perspective on the grouping of teacher trainees for purposes of language study and reports on the current experimental application of a new first year language curriculum at the Durban College of Education
This distinction is certainly artificial for those tertiary students in South Africa who are non-mothertongue speakers of English but who have opted for English as a medium of instruction
Summary
This language curriculum is designed to provide a legitimate and tenable basis for the grouping of students for purposes of language study accommodate students' particular language needs address the problem of deficient cognitive academic language proficiency of tertiary students. This distinction is certainly artificial for those tertiary students in South Africa who are non-mothertongue speakers of English but who have opted for English as a medium of instruction In such cases students usually find themselves enrolled in English First Language courses. Therein lies part of the problem: because of the social stigmatisation of English Second Language, pupils and students often opt for a language course which does not accommodate their particular needs
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