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1 – 10 of 46This study investigated undergraduate preparation of English as a Second Language (ESL) students through English for Academic Purposes courses, in relation to recipient subject…
Abstract
This study investigated undergraduate preparation of English as a Second Language (ESL) students through English for Academic Purposes courses, in relation to recipient subject lecturers’ expectations. Qualitative data were gathered from 36 faculty teaching ESL undergraduates in nine countries. A two-phase approach included seeking discursive responses to questionnaires from faculty and information about curricula. Outcomes highlighted difficulties with material selection for EAP tutors. Tutors chose between ‘general interest’ or ‘discipline-specific’ material, but reported that the former could lead to oversimplification or discipline irrelevance, while the latter usually requires some specialized subject knowledge which may be beyond tutors’ remit. Addressing this, it is suggested that articles about EAP-related topics can form the subject matter of EAP courses with significant benefits. In particular, they can simultaneously provide students with models of academic writing, while the content reinforces skills needed for successful study.
Joyce Hlungwani and Adrian D. van Breda
The purpose of this study is to explore the contribution of what the authors have termed, “managed opportunities for independence” (MOI) in building the resilience of young people…
Abstract
Purpose
The purpose of this study is to explore the contribution of what the authors have termed, “managed opportunities for independence” (MOI) in building the resilience of young people in care.
Design/methodology/approach
The study used a qualitative, grounded theory methodology. Nine child and youth care workers were purposively sampled from various child and youth and care centres in South Africa.
Findings
Findings indicate that MOI contribute to the development of resilience of young people in care.
Originality/value
Care-leaving literature recognizes that too much protection does not adequately prepare young people for independent living. There is also increasing attention to the resilience processes that enable care-leavers to thrive during the transition from care to independent living. However, there is limited empirical research that looks at how in-care programmes develop young people’s resilience. In addition, very little is said about what it means for child and youth care practice. This study’s focus on the contribution of “managed opportunities for independence” in building the resilience of young people in care provides a foundation for understanding the care-leaving process better.
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