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:
- 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:
Resemiotising concerns from constituencies in the South African parliament
- Siebörger, Ian, Adendorff, Ralph D
- Authors: Siebörger, Ian , Adendorff, Ralph D
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/385362 , vital:68011 , xlink:href="https://doi.org/10.2989/16073614.2015.1061892"
- Description: Members of Parliament (MPs) in South Africa represent different constituencies across the country. In this article, we report on how MPs resemiotise concerns from their constituencies in spoken discourse in a parliamentary committee, and on the effectiveness with which this informa- tion is in turn resemiotised into a written committee report. Both resemiotisations form part of a genre chain which we investigated while conducting a linguistic ethnography of the communica- tion difficulties which occur in parliament's committee process. We use a multi-stranded theoretical foundation, including tools from Systemic Functional Linguistics, Interactional Sociolinguistics and Legitimation Code Theory to analyse MPs’ ability to communicate concerns from their constituen- cies in parliamentary discourse. We conclude that the success of MPs’ resemiotisations of these concerns depends on their ability to rescale them as relevant on a national level, and on their ability to negotiate the power relations at play in parliament.
- Full Text:
- Authors: Siebörger, Ian , Adendorff, Ralph D
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/385362 , vital:68011 , xlink:href="https://doi.org/10.2989/16073614.2015.1061892"
- Description: Members of Parliament (MPs) in South Africa represent different constituencies across the country. In this article, we report on how MPs resemiotise concerns from their constituencies in spoken discourse in a parliamentary committee, and on the effectiveness with which this informa- tion is in turn resemiotised into a written committee report. Both resemiotisations form part of a genre chain which we investigated while conducting a linguistic ethnography of the communica- tion difficulties which occur in parliament's committee process. We use a multi-stranded theoretical foundation, including tools from Systemic Functional Linguistics, Interactional Sociolinguistics and Legitimation Code Theory to analyse MPs’ ability to communicate concerns from their constituen- cies in parliamentary discourse. We conclude that the success of MPs’ resemiotisations of these concerns depends on their ability to rescale them as relevant on a national level, and on their ability to negotiate the power relations at play in parliament.
- Full Text:
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