Skip to main content
SpringerLink
Log in

Language and Communicative Competence

  • Chapter
  • First Online:
Identifying Potential for Equitable Access to Tertiary Level Science

  • 462 Accesses

Abstract

In this chapter, language issues and students’ level of communicative competence are examined. Two predominant theoretical models are examined, relying on cognitivist and situated approaches, respectively. The situated approach, supported by the discourse work of Gee (2005, Establishing scientific classroom discourse communities, pp. 19–45) is found to be better aligned to the notion of epistemological access which is linked to the notion of academic literacies and is recommended as an approach to assisting students with academic reading and writing. The chapter also examines models of language support offered in access programmes, which range from being integrated into the academic discipline to a separate generic language course. Various research findings are reviewed on improvement of students’ reading and writing. This chapter concludes by emphasising the centrality of writing and communication to the academic enterprise and the need for a holistic approach.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46(1), 27–49.

    Article  Google Scholar 

  • Allie, S., Buffler, A., Kaunda, L., & Inglis, M. (1997). Writing-intensive physics laboratory reports: Tasks and assessment. The Physics Teacher, 35, 399–405.

    Article  Google Scholar 

  • Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. In The psychology of written composition (pp. 3–30, 179–189, 339–380). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

    Google Scholar 

  • Block, E., & Rollnick, M. (2003). Words used are understandable; the way the information is phrased is impossible to understand. Paper presented at the 11th annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education, Swaziland.

    Google Scholar 

  • Boughey, C. (2000). Multiple metaphors in an understanding of academic literacy. Teachers and Teaching, 6(3), 279–290.

    Article  Google Scholar 

  • Boughey, C. (2002). Naming’ students’ problems: An analysis of language-related discourses at a South African university. Teaching in Higher Education, 7, 3.

    Article  Google Scholar 

  • Campbell, B., Kaunda, L., Allie, S., Buffler, A., & Lubben, F. (2000). The communication of laboratory investigations by university entrants. Journal of Research in Science Teaching, 37(8), 839–853.

    Article  Google Scholar 

  • Campbell, G. J. (2000). United States demographics. In G. Campbell, R. Denes, & C. Morrison (Eds.), Access denied: Race ethnicity and the scientific enterprise (pp. 7–41). New York: Oxford University Press.

    Google Scholar 

  • CDE. (2004). From laggard to world class: Reforming maths and science in South Africa’s schools. Johannesburg: Centre for Development and Enterprise.

    Google Scholar 

  • Chimbganda, A. B. (2000). Communication strategies used in the writing of answers in biology by ESL first year science students of the University of Botswana. English for Specific Purposes, 19, 305–329.

    Article  Google Scholar 

  • Christensen, L., Fitzpatrick, R., Murie, R., & Zhang, X. (2005). Building voice and developing academic literacy for multilingual students: The commanding English model. In J. L. Higbee, D. B. Lundell, D. R. Arendale, & E. Goff (Eds.), The general college vision integrating intellectual growth, multicultural perspectives, and student development (pp. 155–184). Minneapolis: General College and the Center for Research on Developmental Education and Urban Literacy.

    Google Scholar 

  • Cobb, P., & Bowers, J. (1998). Cognitive and situated learning: Perspectives in theory and practice. Educational Researcher, 28(2), 4–15.

    Google Scholar 

  • Collins, T., Casazza, M., DeMarais, L., Eaton, S., & Bruch, P. (1999). Theoretical frameworks that span disciplines. Paper presented at the proceedings of the first international meeting on Future Directions in Developmental Education Co-sponsored by the General College and the Center for Research on Developmental Education and Urban Literacy, University of Minnesota, Minneapolis.

    Google Scholar 

  • Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: A reassessment. Applied Linguistics, 11, 132–149.

    Article  Google Scholar 

  • Davidowitz, B. (2004). The chemistry writing project at UCT: from teaching communication skills to writing as a tool for learning. African Journal of Research in Mathematics, Science and Technology Education, 8(2), 127–139.

    Google Scholar 

  • Ellis, R. A. (2004). University student approaches to learning science through writing. International Journal of Science Education, 26(15), 1835–1853.

    Article  Google Scholar 

  • Gardner, P. L. (1975). Logical connectives in science: A preliminary report. Research in Science Education, 5, 161–176.

    Article  Google Scholar 

  • Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourse. London: Falmer.

    Google Scholar 

  • Gee, J. P. (2005). Language in the science classroom: Academic social languages as the heart of school based literacy. In R. J. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities (pp. 19–45). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Granville, S., Janks, H., Mphahlele, M., Reed, Y., Watson, P., Joseph, M., et al. (1998). English with or without g(u)ilt: A position paper on language in education policy for South Africa. Language and Education, 12(4), 254–272.

    Article  Google Scholar 

  • Inglis, M. (1993). An investigation of the interrelationship of proficiency in a second language and the understanding of scientific concepts. Proceedings of the 1st annual meeting of the South African Association for Research in Mathematics Education, Rhodes University, Grahamstown, South Africa, 129–134.

    Google Scholar 

  • Johnstone, A. H., & Wham, A. J. B. (1982). The demands of practical work. Education in Chemistry, 19, 72–75.

    Google Scholar 

  • Kotecha, P., Rutherford, M., & Starfield, S. (1990). Science, language or both? The development of a team teaching approach to English for science and technology. South African Journal of Education, 10(3), 212–221.

    Google Scholar 

  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Permagon Institute of English.

    Google Scholar 

  • Lea, M., & Street, B. (1998). Student writing in higher education. Studies in Higher Education, 23(2), 157–172.

    Article  Google Scholar 

  • Lemke, J. L. (1990). Talking science: Language learning and values. Norwood, NJ: Ablex Publishing Corporation.

    Google Scholar 

  • McCune, V. (2004). Development of first-year students’ conceptions of essay writing. Higher Education, 47, 257–282.

    Article  Google Scholar 

  • Moje, E. B. (1995). Talking about science: An interpretation of the effects of teacher talk in a high school science classroom. Journal of Research in Science Teaching, 38(4), 469–498.

    Google Scholar 

  • Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). “Maestro, what is ’quality’?”: Language, literacy, and discourse in project – based science. Journal of Research in Science Teaching, 38(4), 469–498.

    Article  Google Scholar 

  • Moore, R. (1998). How science educators construe scientific writing. In S. Angelil-Carter (Ed.), Access to success: Academic literacy in higher education. Cape Town: University of Cape Town Press.

    Google Scholar 

  • Morrow, W. (1994). Entitlement and achievement in education. Studies in Philosophy and Education, 13, 33–47.

    Article  Google Scholar 

  • Osberg, D. (1998). Biology skills. Johannesburg: Wits University Press.

    Google Scholar 

  • Osborne, M. (1988). Access courses in mathematics, science and technology: Selected case studies. Journal of access studies, 3(2), 48–63.

    Google Scholar 

  • Parkinson, J. (2000). Acquiring scientific literacy through content and genre: A theme-based language course for science students. English for Specific Purposes, 19, 369–387.

    Article  Google Scholar 

  • Perin, D., Keselman, A., & Monopoli, M. (2003). The academic writing of community college remedial students: Text and learner variables. Higher Education, 45, 19–42.

    Article  Google Scholar 

  • Ramsden, P. (1992). Learning to teach in higher education (1st ed.). London: Routledge.

    Book  Google Scholar 

  • Rollnick, M. (1998). The influence of language on the second language teaching and learning of science. In W. Cobern (Ed.), Socio-cultural perspectives on science education: An international dialogue (pp. 121–138). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • Rollnick, M. (2004). Finding the meaning: Sociolinguistic issues in text access. In A. Peacock & A. Cleghorn (Eds.), Missing the meaning: The development of print and non print text materials in diverse school settings (pp. 105–120). New York: Palgrave.

    Google Scholar 

  • Rollnick, M., Green, G., & Block, E. (2003). The loneliness of the long distance learner: Accessing chemistry foundation texts. Paper presented at the 11th annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education, Swaziland.

    Google Scholar 

  • Rollnick, M., Green, G., White, M., Mumba, F., & Bennett, J. (2001). Profiles of first year and access chemistry students views of the study of chemistry. Journal of the Southern African Association for Research in Mathematics and Science Education, 5(1), 13–28.

    Google Scholar 

  • Rollnick, M., & Manyatsi, S. (1997). Language, culture or disadvantage – What is at the heart of student adjustment to tertiary education? Paper presented at the 5th annual meeting of the Southern African Association for Research in Science and Mathematics Education, Johannesburg.

    Google Scholar 

  • Rollnick, M., White, M., & Dison, L. (1992). Integrating writing skills into the teaching of chemistry: An essay task with bridging students. Paper presented at the annual conference of the South African Association for Academic Development, Port Elizabeth.

    Google Scholar 

  • Rumelhart, D. E. (1980). Schemata: the buildup blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.) Theoretical issues in reading comprehension (pp. 33–58.)

    Google Scholar 

  • Slonimsky, L., & Shalem, Y. (2004). Pedagogic responsiveness for academic depth. In H. Griesel (Ed.), Curriculum responsiveness in higher education (pp. 1–30). Pretoria: South African Universities Vice-Chancellors’ Association.

    Google Scholar 

  • Sutman, F. X. (1993). Teaching science effectively to limited English proficient students (No. 0889-8049). New York: ERIC Clearinghouse on Urban Education.

    Google Scholar 

  • Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of the Witwatersrand, Johannesburg, South Africa

    Marissa Rollnick

Authors
  1. Marissa Rollnick
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Marissa Rollnick .

Rights and permissions

Reprints and permissions

Copyright information

© 2010 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Rollnick, M. (2010). Language and Communicative Competence. In: Identifying Potential for Equitable Access to Tertiary Level Science. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3224-9_8

Download citation

Publish with us

Policies and ethics

Search

Navigation