Tipping the scales: A Libra's dilemma

Terry-Anne Selekow, Moira De Groot, Laura Dison, Michelle Friedman


The focus of this article is on teaching language and learning skills within subjectspecific
disciplines at a tertiary institution. Using concrete examples drawn from their
everyday teaching experiences, the authors highlight the constraints of developing
appropriately sequenced language and learning materials within a predetermined and
content-driven curriculum. Although the authors agree that learning and language
competencies should be taught within specific contexts, they argue that in order to teach
these skills effectively, there needs to be a closer collaboration between those working
within the disciplines and the language and learning specialists,
Die fokus van hierdie artikel is op taalonderwys en leervaardighede binne vakspesifieke
dissiplines aan 'n tersiere inrigting. Die skrywers gebruik konkrete voorbeelde vanuit hul
eie onderrigondervindings om op die beperkinge te wys wat aan die ontwikkeling van
sinvol-geordende taal- en leermateriaal binne 'n voorajbepaalde en inhoudgedrewe
kurrikulum gekoppel is. Alhoewel die skrywers dit eens is dat leer- en taalvaardighede
binne bepaalde kontekste onderrig behoort te word, is hulle win mening dat daar nouer
samewerking behoort te wees tussen die mense wat binne die betrokke dissiplines werk en
die taal- en leerspesialiste om die onderrig van hierdie vaardighede effektief te kan wees

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DOI: https://doi.org/10.5785/11-2-219


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