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Education (Education)"]}" data-trace="false" data-dom-id="Pill-react-component-9887b4ad-841f-4389-a89e-03b201030419"></div> <div id="Pill-react-component-9887b4ad-841f-4389-a89e-03b201030419"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Peter Plüddemann</h3></div><div class="js-work-strip profile--work_container" data-work-id="55969365"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/55969365/The_story_of_a_narrative_Teaching_and_assessing_English_writing_in_a_township_school"><img alt="Research paper thumbnail of The story of a narrative: Teaching and assessing English writing in a township school" class="work-thumbnail" src="https://attachments.academia-assets.com/71586007/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/55969365/The_story_of_a_narrative_Teaching_and_assessing_English_writing_in_a_township_school">The story of a narrative: Teaching and assessing English writing in a township school</a></div><div class="wp-workCard_item"><span>Reading & Writing</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The new language curriculum in South Africa recommends that extended writing be taught through a ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The new language curriculum in South Africa recommends that extended writing be taught through a combination of text-based (or genre) and process approaches. This article reports on a study of the teaching and assessment of narrative writing in English as a first additional language (FAL) at a time of curriculum change. The setting is a Cape Flats township school. In focusing on a story written by a Grade 9 learner and assessed by her teacher, the study sought evidence of the use of text-based and process approaches. The theoretical frame is informed by genre theory, which draws on Systemic Functional Linguistics and social constructivist approaches to language learning. A qualitative research paradigm was used. Data obtained for this case study included the learner’s writing, interviews with the teacher, and classroom observation. The study finds very little evidence of a scaffolded approach to the teaching and assessment of writing, and explores the constraints on the realisation ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="227a2c6c454f4b53734b9a1300f1d030" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":71586007,"asset_id":55969365,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/71586007/download_file?st=MTczMjQwMzM2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="55969365"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="55969365"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 55969365; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=55969365]").text(description); $(".js-view-count[data-work-id=55969365]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 55969365; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='55969365']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 55969365, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "227a2c6c454f4b53734b9a1300f1d030" } } $('.js-work-strip[data-work-id=55969365]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":55969365,"title":"The story of a narrative: Teaching and assessing English writing in a township school","translated_title":"","metadata":{"abstract":"The new language curriculum in South Africa recommends that extended writing be taught through a combination of text-based (or genre) and process approaches. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35400285"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35400285/Unlocking_the_grid_language_in_education_policy_realisation_in_post_apartheid_South_Africa"><img alt="Research paper thumbnail of Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/58343186/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35400285/Unlocking_the_grid_language_in_education_policy_realisation_in_post_apartheid_South_Africa">Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa</a></div><div class="wp-workCard_item"><span>Language and Education</span><span>, 2015</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2e566537e894d4aa806e7b7978893a1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58343186,"asset_id":35400285,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58343186/download_file?st=MTczMjQwMzM2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35400285"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35400285"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35400285; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2e566537e894d4aa806e7b7978893a1a" } } $('.js-work-strip[data-work-id=35400285]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35400285,"title":"Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa","translated_title":"","metadata":{"publisher":"Informa UK Limited","grobid_abstract":"This paper reflects on the state of educational language policy two decades into a post-Apartheid South Africa caught between official multilingualism and English. The focus is on the national language-in-education policy (LiEP) that advocates additive bi/multilingualism, and a provincial counterpart, the language transformation plan (LTP). Using Ricento and Hornberger's onion metaphor, the paper seeks to uncover the meanings of policy realisation in education at legislative, institutional, and interpersonal levels. The LiEP's non-realisation at institutional level is indexed by a 'gridlock of collusion' (Alexander, personal communication) between political elites and the majority of African-language speakers, who emulatively seek the goods that an English-medium education promises. To illustrate how teachers can become policy advocates, data are presented from a bilingual education in-service programme that supported the LTP. The paper argues that sociolinguistic insights into speakers' heteroglossic practices should be used to counter prevailing monoglossic policy discourses and school language practices, and that all languages should be used as learning resources. Strategic essentialism would recognise the schooling system's need to separately classify language subjects and to identify the languages most productively used for teaching across the curriculum. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7797461"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7797461/Empowerment_of_bilingual_education_professionals_the_training_of_trainers_programme_for_educators_in_multilingual_settings_in_southern_Africa_ToTSA_2002_2005"><img alt="Research paper thumbnail of Empowerment of bilingual education professionals: the training of trainers programme for educators in multilingual settings in southern Africa (ToTSA) 2002–2005" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7797461/Empowerment_of_bilingual_education_professionals_the_training_of_trainers_programme_for_educators_in_multilingual_settings_in_southern_Africa_ToTSA_2002_2005">Empowerment of bilingual education professionals: the training of trainers programme for educators in multilingual settings in southern Africa (ToTSA) 2002–2005</a></div><div class="wp-workCard_item"><span>International Journal of Bilingual Education and Bilingualism</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article describes a South Africa-based training programme in multilingual education for Afri...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article describes a South Africa-based training programme in multilingual education for African educators and assesses its potentially transformative effects on participants. Based on a range of data collected during four course runs, as well as an e-mail survey of past participants, the authors explore how the programme has supported educators in promoting mother tongue-based schooling in multilingual African contexts. There is also a discussion of principal challenges involved in delivering a course that balances theory, ideology and practical knowledge. 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This article reports on a study of the teaching and assessment of narrative writing in English as a first additional language (FAL) at a time of curriculum change. The setting is a Cape Flats township school. In focusing on a story written by a Grade 9 learner and assessed by her teacher, the study sought evidence of the use of text-based and process approaches. The theoretical frame is informed by genre theory, which draws on Systemic Functional Linguistics and social constructivist approaches to language learning. A qualitative research paradigm was used. Data obtained for this case study included the learner’s writing, interviews with the teacher, and classroom observation. The study finds very little evidence of a scaffolded approach to the teaching and assessment of writing, and explores the constraints on the realisation ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="227a2c6c454f4b53734b9a1300f1d030" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":71586007,"asset_id":55969365,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/71586007/download_file?st=MTczMjQwMzM2OCw4LjIyMi4yMDguMTQ2&st=MTczMjQwMzM2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="55969365"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="55969365"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 55969365; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=55969365]").text(description); $(".js-view-count[data-work-id=55969365]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 55969365; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='55969365']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 55969365, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "227a2c6c454f4b53734b9a1300f1d030" } } $('.js-work-strip[data-work-id=55969365]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":55969365,"title":"The story of a narrative: Teaching and assessing English writing in a township school","translated_title":"","metadata":{"abstract":"The new language curriculum in South Africa recommends that extended writing be taught through a combination of text-based (or genre) and process approaches. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35400285"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35400285/Unlocking_the_grid_language_in_education_policy_realisation_in_post_apartheid_South_Africa"><img alt="Research paper thumbnail of Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/58343186/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35400285/Unlocking_the_grid_language_in_education_policy_realisation_in_post_apartheid_South_Africa">Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa</a></div><div class="wp-workCard_item"><span>Language and Education</span><span>, 2015</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2e566537e894d4aa806e7b7978893a1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58343186,"asset_id":35400285,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58343186/download_file?st=MTczMjQwMzM2OCw4LjIyMi4yMDguMTQ2&st=MTczMjQwMzM2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35400285"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35400285"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35400285; 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The focus is on the national language-in-education policy (LiEP) that advocates additive bi/multilingualism, and a provincial counterpart, the language transformation plan (LTP). Using Ricento and Hornberger's onion metaphor, the paper seeks to uncover the meanings of policy realisation in education at legislative, institutional, and interpersonal levels. The LiEP's non-realisation at institutional level is indexed by a 'gridlock of collusion' (Alexander, personal communication) between political elites and the majority of African-language speakers, who emulatively seek the goods that an English-medium education promises. To illustrate how teachers can become policy advocates, data are presented from a bilingual education in-service programme that supported the LTP. The paper argues that sociolinguistic insights into speakers' heteroglossic practices should be used to counter prevailing monoglossic policy discourses and school language practices, and that all languages should be used as learning resources. Strategic essentialism would recognise the schooling system's need to separately classify language subjects and to identify the languages most productively used for teaching across the curriculum. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7797462"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7797462/Language_policy_implementation_and_language_vitality_in_Western_Cape_primary_schools"><img alt="Research paper thumbnail of Language policy implementation and language vitality in Western Cape primary schools" class="work-thumbnail" src="https://attachments.academia-assets.com/48338146/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7797462/Language_policy_implementation_and_language_vitality_in_Western_Cape_primary_schools">Language policy implementation and language vitality in Western Cape primary schools</a></div><div class="wp-workCard_item"><span>Journal of Banking & Finance</span><span>, 2005</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="077e1945310304220588e72c1815b701" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48338146,"asset_id":7797462,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48338146/download_file?st=MTczMjQwMzM2OCw4LjIyMi4yMDguMTQ2&st=MTczMjQwMzM2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7797462"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7797462"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7797462; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7797461"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7797461/Empowerment_of_bilingual_education_professionals_the_training_of_trainers_programme_for_educators_in_multilingual_settings_in_southern_Africa_ToTSA_2002_2005"><img alt="Research paper thumbnail of Empowerment of bilingual education professionals: the training of trainers programme for educators in multilingual settings in southern Africa (ToTSA) 2002–2005" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7797461/Empowerment_of_bilingual_education_professionals_the_training_of_trainers_programme_for_educators_in_multilingual_settings_in_southern_Africa_ToTSA_2002_2005">Empowerment of bilingual education professionals: the training of trainers programme for educators in multilingual settings in southern Africa (ToTSA) 2002–2005</a></div><div class="wp-workCard_item"><span>International Journal of Bilingual Education and Bilingualism</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article describes a South Africa-based training programme in multilingual education for Afri...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article describes a South Africa-based training programme in multilingual education for African educators and assesses its potentially transformative effects on participants. Based on a range of data collected during four course runs, as well as an e-mail survey of past participants, the authors explore how the programme has supported educators in promoting mother tongue-based schooling in multilingual African contexts. There is also a discussion of principal challenges involved in delivering a course that balances theory, ideology and practical knowledge. 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