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As an undergrad, I don't have the right to an opinion': Reconstructing Students as Creative Meaning-makers in the Applied English Language Classroom
Stockholm University, Faculty of Humanities, Department of English. Stellenbosch University, South Africa.
Number of Authors: 1
2017 (English)In: RELC Journal A Journal of Language Teaching and Research in Southeast Asia, ISSN 0033-6882, E-ISSN 1745-526X, Vol. 48, no 2, 278-285 p.Article in journal (Refereed) Published
Abstract [en]

The transformation of higher education has been a pressing concern for policy makers and practitioners. This article provides examples of the transformative potential of assessments designed within the framework of a multi-literacies and heteroglossic pedagogy in an Applied English Language course at a South African university. These assessments, which used multiple semiotic resources and created spaces for contesting voices, allowed students to bring their own expertise into the learning experience. This, it is argued, ultimately led to enhanced student voice and agency, two crucial components in transformative practices.

Place, publisher, year, edition, pages
2017. Vol. 48, no 2, 278-285 p.
Keyword [en]
Higher education, multimodal, Applied English, creative, South Africa
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:su:diva-147136DOI: 10.1177/0033688216661259ISI: 000407145300010OAI: oai:DiVA.org:su-147136DiVA: diva2:1145284
Available from: 2017-09-28 Created: 2017-09-28 Last updated: 2017-09-28Bibliographically approved

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