Increasing Retention of Linguistically-Disadvantaged College Students in South Africa

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Author(s): Denise Carpenter Mussman (University of Missouri, St. Louis, USA)and Venicia F. McGhie (University of the Western Cape, Cape Town, South Africa)
Copyright: 2020
Pages: 35
Source title: Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators
Source Author(s)/Editor(s): Alina Slapac (University of Missouri-St. Louis, USA)and Sarah A. Coppersmith (University of Missouri, St. Louis, USA)
DOI: 10.4018/978-1-7998-1962-2.ch007

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

This chapter discusses a two-week pre-semester course in English academic language skills to improve learning outcomes of second and additional English language speaking students at a historically Black university in South Africa, a country that faces tremendous challenges with educational inequities. Prof. Venicia McGhie created and organized the program, and Dr. Denise C. Mussman taught the course content. This chapter reports on and discusses the challenges that cause many students to fail or dropout of higher education studies, the curriculum of the pilot course, assessment results, and written feedback from students on which lessons helped them most. The smaller class size, speaking activities, and explicit lessons on grammar and writing all contributed positively to the self-efficacy of the students.

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Increasing Retention of Linguistically-Disadvantaged College Students in South Africa

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