English Second Language (ESL) students as new members of a community of practice: Some thoughts for learning and assessment

  • Ruksana Osman
  • Kate Cockcroft
  • Anisa Kajee

Abstract

This article reports on English second language (ESL) students’ experiences of academic writing in a university setting. It draws on the notion of community of practice to explain that it is not sufficient for academic literacy courses to concern themselves only with the questions relating to the development of student academic literacy. Rather they should also be concerned with how students learn in social contexts and what knowledge is included and what knowledge is excluded. Such an orientation is vital because academic writing in the context of the university is more than just the ability to read and write, it is often the basis for the evaluation of students and, as such, becomes a powerful gatekeeper.

Author Biographies

Ruksana Osman
Ruksana Osman is Associate Professor in the School of Education at the University of the Witwatersrand.  Her research interests are access and success in higher education.  She has published internationally and locally in this area.   Her email address is ruksana.osman@wits.ac.za
Kate Cockcroft
Kate Cockcroft is a senior lecturer in the discipline of Psychology at the University of the Witwatersrand. Her research interests are multilingualism and cognitive development. Her email address is kate.cockcroft@wits.ac.za
Anisa Kajee
Anisa Kajee is associate lecturer in the School of Education at the University of the Witwatersrand.  Her research interests are psychology and education.  Her email address is anisa.kajee@wits.ac.za
Published
2011-08-08
Section
Articles