Per Linguam

Per Linguam is a peer-reviewed and accredited academic journal published by the University of Stellenbosch and managed by the Department of Curriculum Studies in the Faculty of Education. The journal focuses on topics related to language learning and applied linguistics, as well as issues related to multilingualism and educational psychology.

Per Linguam welcomes previously unpublished articles on topics of interest to teachers, researchers, academics, language practitioners or anyone involved in applied language studies.


Vol 30, No 3 (2014): Special Edition

This issue deals with aspects of literacy in the widest sense of the word. Barton & Hamilton (2000: 8) note that “Literacy is best understood as a set of social practices: these can be inferred from events which are mediated by written texts”. However, the term is used increasingly to refer to specific kinds of interpretive knowledge that may have little to do with reading or writing in the conventional sense; for example media literacy, financial literacy, scientific literacy, cultural literacy, workplace literacy, to name a few. Is there a shared understanding of what we mean by these uses of the term ‘literacy’? What do they have in common and what, if anything, do they have to do with literacy as a ‘set of social practices mediated by written texts’?

Table of Contents

Articles

The post-literacy perceptions of newly literate adult learners at a rural community learning centre PDF
Jerry van Wyk, Liezel Frick 1-15
Literacy practices and business education: Pedagogic intentions for teacher training PDF
Carina Georgina America 16-25
Scaffolding academic literacy using the Reading to Learn intervention: An evaluative study of a tertiary education context in South Africa PDF
Tracey Jane Millin, Mark Wayland Millin 26-38
Language of the doctorate: Doctorateness as a threshold concept in doctoral literacy PDF
Eli Bitzer 39-52
“Have policy makers erred?” Implications of mother tongue education for preprimary schooling in Uganda PDF
Medadi Erisa Ssentanda 53-68
Enhancing critical multicultural literacy amongst pre-service teachers in a Bachelor of Education programme PDF
Omar Esau 69-81



ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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