Academic literacies

Academic literacies refer to the practices and competencies required for students to effectively engage with the academic demands of higher education institutions. This concept extends beyond basic reading and writing skills to encompass a broader understanding of how knowledge is constructed, communicated, and critiqued within academic contexts. 

Here are some of the key aspects of academic literacies that I consider important within the context of the Afrikaans Foundation Phase curriculum:

1. Multiliteracies

Multiliteracies refers to a range of skills and competencies that are essential for Foundation Phase educators. These include understanding and utilizing diverse modes of communication, integrating technology into teaching, and fostering inclusive learning environments. The majority of students engage with digital literacies on a daily basis. Students are encouraged to engage with Word, Excel, Powerpoint and online platforms such as Google Meet and iKamva to engage with the course content. Throughout the term, I communicate with students via the iKamva platform. Students have to use MS Word and Powerpoint to complete their assignments. 

2. Disciplinary Foundation Phase Education literacies

Different academic disciplines have distinct ways of knowing, arguing, and presenting information. Therefore, the Foundation Phase classroom requires the student to understand these disciplinary conventions to be able to navigate the specific expectations and relevant methodologies. Throughout the semester, I engage with students during class time and tutorial classes. Examples of how these literacies are taught to students:

• Lesson plan completion: During the tutorial classes, students are tasked to complete Afrikaans Home Language lesson plans. I help them to design the different sections of the lesson plan, i.e the introduction, the main part and the conclusion.

• Grade-specific worksheets: I help students to design worksheets that are appropriate for each grade within the Foundation Phase context. Students often struggle to design worksheets that cater for the level of difficulty with each grade.

• Inclusive principles:  During the practical teaching period, I have noticed that some students are unable to design inclusive worksheets that cater for all learners' learning needs. I have adapted the lesson plan that was usually used during the practical teaching period. The lesson plan now includes a section where the students need to mention how they adapted the lesson and the worksheet to cater for gifted learners, as well as learners with barriers to learning.

• Groupwork: During the tutorial classes, students are often grouped together to design certain sections of a lesson. I have noticed that some students struggle to grasp the "flow" of a lesson. I assist them to see how each section of the lesson needs to be structured.

3. Critical Thinking and Analytical Skills

Critical thinking encourages students to engage deeply with the course material. This leads to a better understanding of concepts within the Foundation Phase classroom, and how to apply this knowledge in new contexts. In order to master these concepts, I engage students with the following:

• Evaluating sources: Video clips and audio recordings are often used to showcase certain concepts to the students. For example, I showed a clip to the students where the teacher tested the learner's BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency). The video showcased different questions that are relevant to each skill.

• Constructing logical arguments: Students are placed in groups where they need to argue for or against a certain aspect of the module content. For example, in one tutorial class, we discussed the over-involvement versus the under-involvement of parents in the Foundation Phase classroom.

• Interpret information from multiple perspectives: Groupwork and classroom discussions allow students to view and evaluate information through the eyes of their class mate. 

• Engage in reflective thinking about own learning processes: Students are encouraged to engage with their strengths and weaknesses. After their practical teaching, I always ask students to mention what they enjoyed about their time in the classroom, and what they found challenging. This reflection helps students to identify areas of their teaching in which they need to improve. This classroom discussion allows students to share ideas and learn from one another.

• Collaborative learning: Students are grouped together to complete assignments. They are also tasked to complete activities together in class.

4. Cultural and Social Awareness

I think it is extremely important for students to recognize the role of cultural and social context in shaping knowledge within the Foundation Phase classroom. Students need to engage with issues of diversity, equity, and inclusion within the classroom setting. They further need to be aware of how a learners' background and perspectives contribute to their academic journey.

I always share my personal experiences with the students in my class. I always tell them how my upbringing influence my teaching. I was raised by a loving mother and father, but material possessions were scarce. This background made me attentive to each learner's home situation and its daily impact on them.

Supportive institutions at the University of the Western Cape:

• Tutorial classes: During normal class time, I often don't get the time to reach each individual student. There is a lot of content to cover. However, this is possible during the tutorial classes. I am able to conduct practical activities where we interact on a one-to-one basis.

• The Writing Centre: I have referred two of my Masters students to the writing centre. They were assigned to a writing coach who helped them with their academic writing.

• Mentorship programme: Through the "Developing the Scholar" programme, I have been assigned an academic mentor. I look forward to this journey, as I need some guidance on my research and publishing.