Informed Interdependence: A model for collaboration in fostering communicative competencies in a Commerce curriculum
- Siebörger, Ian, van der Merwe, Kristin, Adendorff, Ralph D
- Authors: Siebörger, Ian , van der Merwe, Kristin , Adendorff, Ralph D
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124822 , vital:35700 , https://doi.org/10.2989/16073614.2015.1023502
- Description: The current orthodoxy among academics in higher education studies is that content and language learning should be integrated in order to facilitate communicative competencies in degrees seeking to prepare students for business and professions such as accounting, engineering and pharmacy. Content and Language Integrated Learning (CLIL) has been well-theorised and its goals are laudable; however, we contend that a one-size-fits-all solution of complete integration is not the most practicable or pedagogically-sound option in all contexts. Instead, we argue that establishing relationships of Informed Interdependence between content and language courses may offer greater benefits in specific contexts. This argument may appear counterintuitive, but we believe it has significant insights to add to the continuing dialogue around the use of CLIL. Accordingly, we describe a Professional Communication course at Rhodes University and then outline how we have responded to changes in our context through a process of engagement which led to a new course, namely, Professional Communication for Accountants, and recurriculation of the original Professional Communication course. In reporting on this process we foreground the importance of suitable boundary objects and discursive spaces around which interdisciplinary collaboration can occur. We provide staff and student reactions to a pilot project designed to test the curricular innovations made thus far, and conclude by reflecting on the efficacy of an Informed Interdependence model in our context.
- Full Text:
- Date Issued: 2015
- Authors: Siebörger, Ian , van der Merwe, Kristin , Adendorff, Ralph D
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124822 , vital:35700 , https://doi.org/10.2989/16073614.2015.1023502
- Description: The current orthodoxy among academics in higher education studies is that content and language learning should be integrated in order to facilitate communicative competencies in degrees seeking to prepare students for business and professions such as accounting, engineering and pharmacy. Content and Language Integrated Learning (CLIL) has been well-theorised and its goals are laudable; however, we contend that a one-size-fits-all solution of complete integration is not the most practicable or pedagogically-sound option in all contexts. Instead, we argue that establishing relationships of Informed Interdependence between content and language courses may offer greater benefits in specific contexts. This argument may appear counterintuitive, but we believe it has significant insights to add to the continuing dialogue around the use of CLIL. Accordingly, we describe a Professional Communication course at Rhodes University and then outline how we have responded to changes in our context through a process of engagement which led to a new course, namely, Professional Communication for Accountants, and recurriculation of the original Professional Communication course. In reporting on this process we foreground the importance of suitable boundary objects and discursive spaces around which interdisciplinary collaboration can occur. We provide staff and student reactions to a pilot project designed to test the curricular innovations made thus far, and conclude by reflecting on the efficacy of an Informed Interdependence model in our context.
- Full Text:
- Date Issued: 2015
Comprehension and production of figurative language by Afrikaans-speaking children with and without specific language impairment
- van der Merwe, Kristin, Adendorff, Ralph
- Authors: van der Merwe, Kristin , Adendorff, Ralph
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123442 , vital:35438 , https://doi.org/10.2989/16073614.2012.693708
- Description: This article reports on the comprehension and production of figurative language, namely idioms and similes, in first language Afrikaans-speaking (AFR) boys, ages eight to 10 years, and first language Afrikaans-speaking boys with specific language impairment (SLI), also ages eight to 10. It draws on a larger study by Van der Merwe (2007; see also Van der Merwe & Southwood, 2008). Testing of the comprehension and production abilities of the children was conducted verbally and individually and elicited their understanding of 25 idioms and 25 similes. The idioms were first presented without context; if the child gave an incorrect interpretation, the idiom was placed in context. Raw scores show that the SLI group performed marginally more poorly than the AFR group, but there was no statistically significant difference between the comprehension of idioms by the two groups. The same can be said for the number of literal interpretations provided by the groups. Placing the idioms in context was beneficial to both groups. The simile completion task required the children to provide the last word of each simile. For both groups, the similes task proved to be easier than the idioms task but there was again no statistically significant difference found between the two groups. The results seem to imply that children at this developmental phase, aged eight to 10, whether language impaired or not, have not yet fully grasped figurative language as a concept and need explicit instructions on figurative language. The article ends with a reflection on the suitability of idioms and similes as particular categories of figurative language in studies of this nature.
- Full Text:
- Date Issued: 2012
- Authors: van der Merwe, Kristin , Adendorff, Ralph
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123442 , vital:35438 , https://doi.org/10.2989/16073614.2012.693708
- Description: This article reports on the comprehension and production of figurative language, namely idioms and similes, in first language Afrikaans-speaking (AFR) boys, ages eight to 10 years, and first language Afrikaans-speaking boys with specific language impairment (SLI), also ages eight to 10. It draws on a larger study by Van der Merwe (2007; see also Van der Merwe & Southwood, 2008). Testing of the comprehension and production abilities of the children was conducted verbally and individually and elicited their understanding of 25 idioms and 25 similes. The idioms were first presented without context; if the child gave an incorrect interpretation, the idiom was placed in context. Raw scores show that the SLI group performed marginally more poorly than the AFR group, but there was no statistically significant difference between the comprehension of idioms by the two groups. The same can be said for the number of literal interpretations provided by the groups. Placing the idioms in context was beneficial to both groups. The simile completion task required the children to provide the last word of each simile. For both groups, the similes task proved to be easier than the idioms task but there was again no statistically significant difference found between the two groups. The results seem to imply that children at this developmental phase, aged eight to 10, whether language impaired or not, have not yet fully grasped figurative language as a concept and need explicit instructions on figurative language. The article ends with a reflection on the suitability of idioms and similes as particular categories of figurative language in studies of this nature.
- Full Text:
- Date Issued: 2012
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