Winds of change in teachers’ classroom assessment practice: a self-critical reflection on the teaching and learning of visual literacy in a rural Eastern Cape High School

Title: Winds of change in teachers’ classroom assessment practice: a self-critical reflection on the teaching and learning of visual literacy in a rural Eastern Cape High School
Creator: Mbelani, Madeyandile
Date: 2008
Type: text
Type: Article
Identifier: vital:7021
Identifier: http://hdl.handle.net/10962/d1007201
Description: The year 2006 saw the implementation of a new curriculum for teaching English First Additional Language (FAL) in grades 10-12 in South African high schools. The curriculum includes the teaching and assessment of visual literacy – a challenge for teachers whose apartheid-era teacher education did not address visual literacy at all. The article is a self-critical reflection on my attempts to teach and assess a unit on visual literacy in a Grade 10 class in a rural high school in the Eastern Cape province of South Africa.
Format: 15 pages, pdf
Language: English
Relation: Mbelani, M. (2008) Winds of change in teachers’ classroom assessment practice: a self-critical reflection on the teaching and learning of visual literacy in a rural Eastern Cape High School. English Teaching: Practice and Critique, Volume 7 (3). pp. 100-114.

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RU Institute for the Study of English in Africa (ISEA)

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