Exploring the Gaps Between Policy and Practice in a South African Reading Comprehension Class: An Appraisal Analysis.
This paper explores possible factors contributing to the South African literacy crisis. Using Appraisal analysis and Don's (2016) invocation spectrum, this study tracks the role of invoked meaning in the theoretical taxonomies informing reading comprehension in South Africa and in the Curriculum and...
| Publicado en: | Journal of Research in Applied Linguistics Vol. 16; no. 2; pp. 178 - 195 |
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| Autores principales: | , |
| Formato: | Artículo |
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Shahid Chamran University of Ahvaz
2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=189273507&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 189273507 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 23453303 MSH9 jtl: Journal of Research in Applied Linguistics issn: 23453303 maglogo: N pubinfo: dt: 2025 vid: 16 iid: 2 pid: 62983 pub: Shahid Chamran University of Ahvaz artinfo: ui: 189273507 10.22055/rals.2025.49803.3538 ppf: 178 ppct: 17 formats: tig: atl: Exploring the Gaps Between Policy and Practice in a South African Reading Comprehension Class: An Appraisal Analysis. aug: au: Kitchen, Tracy Adendorff, Ralph affil: Centre for Higher Education Research, Teaching & Learning, Education Faculty, Rhodes University, Makhanda, South Africa Department of Linguistics and Applied Language Studies, Humanities Faculty, Rhodes University, Makhanda, South Africa su: Literacy Reading comprehension South Africans Meaning (Philosophy) Curriculum-based assessment Fourth grade (Education) Educational evaluation Standards South Africa sug: subj: South Africa Literacy Reading comprehension South Africans Meaning (Philosophy) Curriculum-based assessment Fourth grade (Education) Educational evaluation Standards keyword: Appraisal Implicit Meaning Reading Comprehension Pedagogy ab: This paper explores possible factors contributing to the South African literacy crisis. Using Appraisal analysis and Don's (2016) invocation spectrum, this study tracks the role of invoked meaning in the theoretical taxonomies informing reading comprehension in South Africa and in the Curriculum and Assessment Policy Statement governing teaching/assessing at the Grade 4 (10-year-old) level. Similarly, instantiations of invoked meaning in a teacher-selected comprehension text, its associated questions, and learners' responses to them are investigated. The analysis reveals significant disjuncts between policy and practice, particularly in the treatment of invoked meaning and how it is assessed. An overreliance on literal meaning in the comprehension activity further exacerbates matters, providing teachers and learners with a false sense of reading comprehension success, prompting the need for alternative ways of doing reading comprehension in classrooms. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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