Abstract
Student dropout prevails in South African higher education institutions (HEIs), where predominantly first-generation students (FGSs) drop out. This is largely due to, although not restricted to, inadequate academic literacy. This study explored South African undergraduate FGSs’ academic literacy (AL) expectations and experiences. The theoretical underpinnings drew on Bourdieu’s (1986) socio-cultural capital theory and Street’s (1995) literacy as social practice theory (LSP). Lea and Street’s (2006) academic literacies model and the disciplinary literacy perspectives of Moje (2008) and Shanahan and Shanahan (2008) were also foregrounded. The study responded to four research questions regarding South African undergraduate FGSs’ AL expectations, experiences, and possible challenges; the potential relationship between these AL challenges and dropout; FGSs’ experiences of current AL interventions in the module English for Law (EFL); and AL interventions that may be implemented to meet FGSs’ unique needs. The qualitative research adopted an interpretative case-study design, using a single, descriptive case study. Data gathering tools included semi-structured, individual interviews with 36 first-year students and an analysis of the EFL learning guide. Thematic analysis and document analysis were used for the interview transcripts and the learning guide, respectively.
Various findings emanated from seven themes that emerged from the analyses. The socio-economic circumstances of (grand)parents emerged as a cause of higher education exclusion, the FGS phenomenon, and the low literacy levels of FGSs. The family, the community and the school were also found to be ill-equipped to foster FGSs’ literacy development. Core AL challenges included inadequate English proficiency, inability to effectively decode assessment instructions, academic reading
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and writing, English oral competency, and research skills. The research identified a significant relationship between inadequate AL and dropout among FGSs. Accordingly, the study made relevant policy, pedagogy, and practice recommendations to better address FGSs’ specific AL needs.
Keywords: South Africa, first-generation undergraduate university students, socio-economic background, higher education, dropout, socio-cultural capital, academic literacy