Abstract

VAN DER MERWE, Dean. Aspects of academic language proficiency of intermediate phase teacher education students. SAJCE [online]. 2018, vol.8, n.1, pp.1-9. ISSN 2223-7682.  http://dx.doi.org/10.4102/sajce.v8i1.555.

BACKGROUND: In the intermediate phase of schooling, learners' academic success is largely dependent on their ability to read and write academic texts. Teachers need to teach academic language intentionally and explicitly. In order for teachers to do this, they themselves need knowledge of academic language and its features. Teacher education students, therefore need to be explicitly taught about academic language and provided with sufficient opportunities to develop their own proficiency AIM: This article aimed to explore the academic language proficiency of a cross-sectional sample of teacher education students at a Johannesburg university SETTING: This study took place at a South African university that implements a university-accredited primary school teacher education qualification. The university is located in an urban area, but attracts students from both urban and rural contexts METHODS: Students' test scores on a core academic language skills instrument were utilised as data for this study, with descriptive and inferential statistical analyses procedures used to make sense thereof RESULTS: Findings from a cross-sectional analysis between first- and second-year students' scores indicated that students' academic language proficiency does not appear to improve after their initial year of study CONCLUSION: The article concludes with a discussion of the implication hereof for teacher education and for the profession

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