Original Research

Agency and intermediate phase writing in a farm school

Margaret A. Hill
Reading & Writing | Vol 6, No 1 | a59 | DOI: https://doi.org/10.4102/rw.v6i1.59 | © 2015 Margaret A. Hill | This work is licensed under CC Attribution 4.0
Submitted: 17 September 2014 | Published: 17 June 2015

About the author(s)

Margaret A. Hill, Education and Social Sciences, Cape Peninsula University of Technology, South Africa


Share this article

Bookmark and Share

Abstract

Against a background that raises problems associated with the classification of languages incurrent South African curriculum policy, this article describes a programme based on a visual approach to writing, implemented in a farm school. The medium of instruction was English. The home languages of the teachers and learners were Afrikaans and isiXhosa. Sociocultural perspectives congruent with those of New Literacy Studies influenced the design of the writing programme. The school management had identified a serious deficit in intermediate phase (Grades 4–6) learners’ ability to perform beyond typical responses to rote learning. The brief given to the literacy coach by the school management was to develop their ability to use English – the language of learning and teaching (LoLT) of the school – expressively, to help them to construct original texts and to improve their mastery of the conventions of text. The management’s main aim was to promote the learners’ agency in their use of English, as it had come to see this ability as crucial to academic progress in higher Grades and to success in tertiary education. The literacy coach implemented a visual approach to composing original texts. Key successes were evident in the variety, volume and literary quality of the learners’ texts, which exceeded expectations specified in the National Curriculum Statement applicable at the time.

Keywords

No related keywords in the metadata.

Metrics

Total abstract views: 2037
Total article views: 4539


Crossref Citations

No related citations found.