The interplay between teachers and texts in adult basic education and training (ABET) : a case study.

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dc.contributor.authorSteinberg, Carola
dc.date.accessioned2013-05-22T08:07:53Z
dc.date.available2013-05-22T08:07:53Z
dc.date.issued2013-05-22
dc.description.abstractThis research report explores the implications of one central question: ‘In what ways can course materials support and improve ABET teachers’ ability in the classroom and what are the limits of that support?’ Methodologically it is an ethnographic case study of five teachers at company literacy programmes using The ELP English Literacy Course for Adults to prepare learners for examinations at ABET English Communications Levels 1&2. Conceptually it makes use of Shirley Grundy’s exposition of different paradigms for thinking about curriculum and Jean Lave’s notion of learning in a community of practice. It portrays literacy as a social practice in which people learn to master skills, make decisions about the applications of those skills and develop an emancipatory awareness. The research enables insights into the relationship between ABET teachers and texts, outlining their respective responsibilities and some implications for thinking about ABET teacher development.en_ZA
dc.identifier.urihttp://hdl.handle.net/10539/12727
dc.language.isoenen_ZA
dc.subjectAdult basic education and trainingen_ZA
dc.subjectAdult literacyen_ZA
dc.subjectAdult educationen_ZA
dc.subjectTeachers and textsen_ZA
dc.subjectEnglish Literacy Projecten_ZA
dc.subjectTeacher developmenten_ZA
dc.subjectCurriculum developmenten_ZA
dc.subjectCurriculum in contexten_ZA
dc.titleThe interplay between teachers and texts in adult basic education and training (ABET) : a case study.en_ZA
dc.typeThesisen_ZA
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