Bridging and academic support for first year university students: preparation of the lecturing staff

H.L. Botha, C.D. Cilliers

Abstract


Academically disadvantaged students encounter many problems in coping with a medium
of instruction other than their own mother tongue at tertiary level. The authors
established additional needs, e.g. the upgrading of thinking and study skills, which were,
in the programme under discussion, addressed simultaneously with the language
component. They outline the plan, structure and implementation of a project consisting of
a seven-week bridging course and an academic support programme lasting a full
academic year. A blueprint for an Academic Preparational and Support Programme is
discussed. Conclusions and recommendations follow.
Studente met akademiese agterstande ondervind baie probleme op tersiere vlak met die
onderrigmedium wat nie hul moedertaal is nie. Die skrywers het addisionele behoeftes
bepaal, soos die opgradering van denk- en studievaardighede, wat saam met die taal
aandag geniet het in die program onder bespreking. Hulle verstrek die plan, struktuur en
implementering van 'n projek wat bestaan uit 'n sewe-week brugkursus en 'n akademiese
ondersteuningsprogram vir die duur van 'n volle akademiese jaar. 'n Meesterplan vir 'n
Akademiese Voorbereidings- en Ondersteuningsprogram word bespreek. Gevolgtrekkings
en aanbevelings sluit die artikel af

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DOI: https://doi.org/10.5785/7-2-340

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

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