Towards embedded academic language development in a teacher education programme

Abstract

This study explored contextual factors of student teachers’ weak academic language (AL) performance in a pre-service teacher education programme at a university in Namibia. The aim was to capture their experience in the BEd programme in which English as a second language is the medium of instruction. In interviews with the students (n = 15) and their lecturers (n = 6), as well as analyses of curriculum- and policy documents and students’ writing artefacts, it was evident that the students did not have enough opportunity to practice AL skills, which were introduced in the English for academic purposes (EAP) course and in subsequent courses. Data from interviews, documents and students’ written artefacts showed that the AL interventions had not been integrated across the curriculum. The main suggestion emanating from the study is that programme designers should embed AL across the diciplines in disciplines, with academic staff and the writing centre colleagues working together.