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NEW
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Academic Literacy for Law Students: A content-based approach Marike Potgieter / Arlys van Wyk
Understanding edUcational Psychology • irma eloff & estelle swart (editors)
edUcational Psychology
Students are given plenty of opportunity to think critically about what they have read and to discuss this with their peers. The text includes activities that assist students to relate textual information to their lives and connect with their own experiences. The course relies on cooperative learning techniques such as pair work and group work. At the end of each section, students are required to reflect on their learning and record their understanding by means of a structured activity.
al Psychology is a collaboration between researchers and South African universities. They provide succinct, thoughtful and
t insight into the field of Educational Psychology in South Africa today.
ABOUT THE AUTHORS
Marike Potgieter completed her Master’s degree in Language Studies in 2010. She has been working as a facilitator on the Academic Literacy Programme at the University of the Free State since 2009. In 2014 she was promoted to junior lecturer/researcher at the Unit for Language Development (ULD). In this position Marike is responsible for the English Academic Literacy for Law course.
nts examples rooted in the South African context and nuanced
ngs of the complexities of Educational Psychology as a developing field.
t:
covers diverse themes, and focuses on areas such as teaching and learning, teachers, cognition, language, health and well-being, inclusion, schools, careers and educational psychological support;
Understanding
Arlys van Wyk has worked in the field of Academic Literacy development and curriculum design for the past twenty years and is an Adjunct Professor in the Unit for Language Development in the Centre for Teaching and Learning at the University of the Free State. She has been responsible for teacher training and has taught courses in classroom methodology, reading, writing and assessment. She has also been responsible for content-based instruction across the curriculum in the Faculty of Humanities.
• presents a multitude of insights on some of the most urgent challenges faced by educational psychologists;
edUcational
• offers innovative approaches in dealing with the multifaceted challenges at the individual and systemic levels, including the opportunities that are inherent to contexts
Psychology
high adversity;
sts contemporary interpretations of Educational Psychology, while simultaneously
Marike Potgieter / Arlys van Wyk
ng to the vibrant global discourses in this and related fields; and highly accessible language.
ational Psychology is aimed at scholars and students of Educational sed by undergraduate students as an introduction to the field,
s a valuable insight for scholars into recent research and
www.jutaacademic.co.za
interest to teachers in understanding the psychological
ology in the Department of Educational
ered educational psychologist and a rated
ational Psychology at Stellenbosch a rated researcher.
irma eloff & estelle swart (editors)
2017/12/07
2:52 AM
ACADEMIC LITERACY 17 OCT 2016.indd 14,16
2016/12/14
12:23 PM
Academic Literacy for Law Students A content-based approach
Academic Literacy for Law students: a content-based approach is a skills-based course aimed at first-year law students who are studying in English and simultaneously acquiring it. Each lesson is based on a reading passage that constitutes authentic, relevant legal content. The activities included in each lesson provide an opportunity to prac- tise the academic skills needed in the law faculty. The course focuses on the progressive development of reading, writing, note-taking, listening and speaking skills. There is a strong emphasis on building the vocabulary needed in legal studies.
Each lesson starts with activities aimed at activating background knowledge and relevant pre-reading activities to prepare students for the information in the text. At the same time, students’ awareness of text structure and dis- course is raised. Reading strategies such as SQ3R, KWL and others accompany each text. Each passage is followed by post-reading activities that include summarising, paraphrasing, vocabulary-building, note-taking and para- graph-writing.
The lessons that focus on listening and note-taking skills aim to improve students’ ability to recognise, collect and organise important ideas that are communicated verbally, ie in lecture situations.
Academic Literacy for Law Students A content-based approach