Technikon Natal, Pietermaritzburg, South Africa

Keywords: Technikon Natal, communication skills, commerce foundation, cooperative learning, critical action research, workplace discourse.

Article style and source: Peer Reviewed. Original ultiBASE publication. Paper presented at the " Sixth International Literacy and Education Research Network Conference on LEARNING", Bayview Beach Resort, B atu Ferringhi Beach, Penang , Malaysia, 27 - 30 September 1999.

Contents

• Abstract
• Context
• Critical Action Research
• Theoretical Assumptions
• Appendix
• References

Abstract

The context for this paper is a cooperative learning project in a communication skills course. It highlights key issues around the acquisition of workplace discourse amongst Commerce Foundation students who have been educationally disadvantaged and alienated from the Secondary Discourse of Tertiary Learning.

The Critical Outcomes in Outcomes Based Education (OBE) formulated recently led to the initiation of a project which incorporates workplace discourse and alternative assessment practices. The materials were underpinned by principles of critical literacy theory (Carr, Clarence-Fincham, Fairclough, Gee, Janks, Kemmis, Luke, Morgan, Street, The New London Group) and genre-analysis (Cope, Cranny-Francis, Kalantzis, Kress, Martin) and developed into an interactive study guide.

A critical action research approach was used with a pilot study in 1998 and developed through praxis in1999 to include more textual scaffolding, peer-mediation, and code-switching. The psycho-social and academic development benefits to students are outlined. Reflections on both cycles anticipate issues for future use of the materials to better facilitate the acquisition of business discourse. top

Context

Tertiary students were asked to arrange and conduct visits to local companies to find out more about their chosen career path and then share their findings with the rest of their class in business presentations. This project brought together aspects of their English I syllabus in a systematic and cohesive way, giving them the opportunity to use real audience and purpose in their written and oral exercises. Aside from making assessment more meaningful, it served to increase student motivation and confidence (a claim made by students themselves in written submissions), as well as their personal growth and acquisition of social and professional skills. top

The Project and Commerce Foundation Course (CFC) Students

This paper reports on the second cycle (phase one is described under the materials development section) of developing materials for a cooperative learning English project where post-school Commerce students using various communication strategies conduct primary research to expand the classroom walls. The main development in the 1999 cycle was to give students a complete 30 page A4 study guide at the outset so that they could anticipate and plan each phase of their project. Groups of about 5 students approached a local company or branch, such as KPMG Accountants if their academic focus was Accounting, visited and interviewed a representative and reported on their findings in a business presentation supported by a portfolio of written work. Critical action research underpinned by critical literacy theory and genre-analysis was used to assess the qualitative data collected from student writings (Morgan 1997: 43; Carr and Kemmis 1986: 32). Students submitted written interim comments and dialogue journal entries which gave ongoing feedback to inform a critical interrogation of the process of the project. (Note: permission has been granted by participants for their comments to be included). The new generation of business leaders needs to be empowered to sustain South Africa’s hard won social justice, "to loose the chains of injustice and untie the cords of the yoke, to set the oppressed free." (Isaiah 58:6) I used this project to affirm, guide and scaffold students into learning new Discourses (Gee 1990). Clarence-Fincham asserts that, "It is important to realise that any explicit exposure to the mechanisms underlying discourse, whether linguistic or not, cannot be sufficient to provide total access to a discourse."(1999: 95) The challenge was to problematise how to measure Discourse acquisition. A key to making evaluation more transparent was to have students themselves evaluate the business presentations (with lecturer moderation). top

Cooperative Learning Project of English Syllabus

The English I syllabus includes business communication theories and activities for homogeneous English-mother-tongue classes. Traditional transmission-mode lecturing, decontextualised exercises, traditional closed book tests and rote learning the formats of business genres (letters, agendas) were marks oriented.

With national re-curriculation (by the South African Qualifications Framework), courses had to be re-oriented to Seven Critical Outcomes, namely: problem-solving, teamship, self-responsibility, research, communication skills, technological and environmental literacy and developing macrovision. Communicative language teaching (CLT) approaches met these outcomes, but the project was an intuitive initiative which became more informed and reflective as I developed my research (especially literature surveys). It entailed students working and learning cooperatively with each other and the workplace (a first for most). Group-work facilitated the transition to more independent tertiary learning:

I have now learnt with the help of my group members to be more sociable and how to combine great ideas to produce something successful. My thinking has improved ... Linking theory with practice has been a major development in my personal skills. (Pumza Spelman - note student permission for authored quotes was granted)

Very few battled with uncooperative or lazy group members and even fewer complained about language barriers (most Technikon Natal students speak is Zulu, but each of our eleven official languages is represented on campus). Conflicts were resolved with a positive outlook,

I love to communicate with other people who are different then I am who are not sharing same culture like mine. (Nontobeko Sililo)

The Project spanned ten weeks (outlined in Table 1 below) integrating syllabus items with skills expected of Technikon graduates. Students learned workplace genres, "I think it is (a) marvellous way of learning for instance I know more about reports, memos, etc. and now I would be able to face the world of communication."

Approaching companies telephonically was challenging as students had to make "cold-calls" introducing themselves and the project. Some companies turned groups down and others were let down. Preparing for visits included arranging for tours of production companies like Amalgamated Beverages Industries (ABI) Coca-cola. Arranging transport from campus to companies was done with a roster and interacting with the Technikon transport officer. The visit was the highlight giving students a glimpse of where they may end up if they persist with their studies: "I was motivated when I saw Mr Mohapi’s office, I said to myself one day I will be having my own office like this one." (Sanele Mkhize, ABI) Clear indications of communication strategies and choices of media, genre and content were made according to a real audience and purpose. A real learning gap meant we were learning together. The presentations taught all of us about the different companies. Wherever possible (between my own lecturing and administrative commitments), I accompanied as many as possible on their visits and allowed the group leaders to control the experience, however, when I did participate in asking questions, groups reported that they found this stimulating. This opens up an area for further investigation into the role-change of the learning facilitator becoming the learner, adopting multiple identities and literacies.

Table 1: Programme for Cooperative Learning Project

Interactive Study Guide

The 30-page Study Guide brought together materials pioneered in 1998. It provides guidelines on each of the activities in the project and facilitates self-tuition with assessment criteria and deadlines up front, releasing time-tabled lectures for more interactive, organised learning, skills acquisition and discussion.

Study guide of course helped me a lot. Every time when I came to class I was always ready and aware of what was going to happen. I done a lot of reading in the library especially communication books. (Ntombi Ndabazitha)

A list of further readings was included in the project study guide and many students found other references on their own. The materials were mediated (explained and supported) by myself, a tutor and team of ten mentors. Delegating and sharing the load made the project feasible and sustainable. Mentors helped with telephone use, computer literacy and language issues using code-switching (English and isiZulu). The increasing value of linguistic varieties of English is seen with multilingual students having a wider repertoire for diverse situations. Dialogue journal writing was sustained by each mentor writing weekly to ten mentees and relaying issues to me. top

Background of the Students

There are a hundred CFC students whose borderline matric certificates disqualified them from National Diploma programmes to which the CFC offers alternate access. With national recurriculation the revised structure has four core subjects: English, Commercial Maths, Business Management and End-user Computing, plus one professional elective.

Differential access for most Black students, especially with rural upbringing and schooling, needs to be addressed. Some have illiterate parents in subsistence farming and up to ten siblings. Several have single parents supporting large families, others are themselves single parents. Some recall extreme hardship,

Our house was washed away by floods with my dad’s car. We were left with nothing except clothes we had on. Fortunately we didn’t lose any member in a family but friends. That’s all in a past now.

A fatherless only child moved towns, disrupting early schooling:

It was a disgrace because I was 9 years old but I was unable to read and write. I looked like a fool because my friend were able to write and read. They were doing the higher class, but they were pupils of my age.

She went back to start school and the following year her mother died, leaving her with a granny who died four years later leaving her alone. Few had pre-school preparation. Many credit their mothers with inspiring reading literacy, but some are raised by extended family (aunty or granny, with parents dying, divorcing or working elsewhere) and remember their grannies telling stories of the old times in the oral tradition. Schools tended to be foreign sites where other languages, cultures and corporal punishment were imposed. Excerpts from literate life histories illustrate punitive background:

I learnt quite many English syllables and I admired the foreign language although I attained it in a very humiliating way, because our teacher used to pinch us in the back of our hands for any mistake which we endeavoured. I used to do mistakes in pronunciation and used to combine English together with Xhosa words in order to pass a message. (Zuko Macingwane)

Others indicate that being forced to read and study in hostel made them hate books, become disruptive and underperform. They reach us with little self-discipline or self-motivation. Research indicates that students’ literacies differ from those of tertiary institutions, making them underprepared for coping in an academic environment (Angelil-Carter and Thesen 1993:3; Reynolds et al 1998: 48). Many schools were ill-equipped, having no facilities, electricity, libraries, or specialist staff, as Hazel Mkhize recalls:

At the school where I finished my matric there was a library, it helped us so much but there was no caretaker, the books were thrown on the floor - some of the students take the books and never again return with them so during that year I lost my interests in reading.

Gee (1990) distinguishes between Primary Discourses, the manner of speaking, gesture, belief and value systems used within the home, and the more publically oriented Secondary Discourses, such as educational institutions and business. Black students who use English as an Additional Language are alienated from Academic Discourse, because their Primary Discourse is so different. Recognition of prior learning (RPL) and multiliteracies are worth investigating further. Students’ role models are stars in international music, movies, magazines, television, soccer, sport and their dreams and ambitions undermine their traditions. For instance, the Nguni culture shows respect (hloniphe) to elders by looking down. An Nguni person would not interrupt an elder, so enters the office of a lecturer quietly, without knocking, sits low in deference, and waits to be addressed. Students need to speak up and this project helps them enter academic discourse through joint construction of meaning and knowledge:

...for the first time I learnt to talk and say what I think it should be done.

Cooperative learning boosted my morale of willing to study because everyone contributes and everyone is given a fair chance to express himself, this really helped me in most subjects other than English, like in Business Management where we were supposed to write an assignment in a group of six. (Maurice Hadebe)

What helped me was to participate in the group, like one of us come up with suggestion and I support defending for my reason why I say so and that gave me the chance to talk because in class I’m not good in answering although sometimes I know the answer, but it’s difficult and I’m too shy to talk in front of people all looking at me. (Zukiswa Ngundze)

Group-work gave Zukiswa the chance to speak up and substantiate her position. Her group recommended that the project, "is helpful in the sense that it will allow us as future managers to face people without any hesitation or shyness." top

Theoretical Assumptions

Critical Literacy

After 5 years of reform in South Africa, there are still major inequalities and causes to champion for social justice. Morgan asserts that "since these are socially and historically constructed, they can be reconstructed. One of the chief means of reconstruction is language." (1997:1) The English class becomes a site of social practice where students may be introduced to "the conditions for a different textual practice and therefore different political relations than present social, economic and political inequalities as these are generated and preserved by literacy practices within and beyond formal education." (Morgan 1997: 2) Students are given opportunities in my English course to discover, assess and challenge perspectives and reconstruct their own reality, using language for change.

Multiliteracies

The context of change in public, community and economic life, the juxtaposed local fragmentation and globalization indicate the need for a pedagogy that can address issues of the multiplicity of meanings and media, languages, texts and ever-new technological developments. I have been asking the question put by The New London Group: "How do we ensure that differences of culture, language and gender are not barriers to educational success?" (1996:61). There should be constant tension between issues of access and critical engagement:

We need to tread a careful path in which students have the opportunity to develop skills for access to new forms of work through learning the new language of work. But at the same time, as teachers, our role ... is not to produce docile, compliant workers. Students need to develop the capacity to speak up, to negotiate and to engage critically with the conditions of their working lives. (New London Group 1996: 67)

The multiliteracies pedagogy of access includes the four phases of situated practice, overt instruction, critical framing and transformed practice. In a Situated Practice perspective on business communications, students use telephone techniques in targeting companies. Scaffolding in the Study Guide models the telescript genre intending students to write and use their own. This was the first time some had used a telephone directory, switchboard and fax. However, by the second quarter several had cellular-phones. Success is measured in whether they secure an appointment, where persuasion to consider the request is needed, then negotiation to set a time and date which is mutually convenient. With Overt Instruction, a lecture is followed by mentors helping group representatives dial 9 for switchboard, place the call, get through to the right personnel via secretaries and converse telephonically. Students are encouraged to consider the company’s perspective and sell the idea of the visit with benefits like publicity, goodwill, and community upliftment. With Critical Framing students explore the steps to reach the manager, and strategies used in business interaction in order to understand and critique them. Finally, regarding Transformed Practice students move beyond traditional written assessment to real life applications following through from teleconversation to faxed confirmation, where they see themselves as the Business Practioners of the future. As my own practice was transformed through reflection between the cycles, so too was my modelling of communication strategies which led to the transformation of student responses (with them becoming more self-aware and constructively critical of their own practice). If they can transform practice now, then professional practice may eventually be transformed into a "new work order". If the success of the project spreads Technikon practises may be transformed. top

Workplace Discourse

Gee’s (1990) distinctions of Discourse (primary and secondary) and the traditional understanding of discourse have been referred to above with regard to the alienation students experience from the dominant discourse of tertiary education. Where discourses are closely linked to "the distribution of social power and hierarchical structure in society" (Gee 1990: 4-5), those disempowered outside the discourse will not have access to the higher structures. In giving students access to workplace discourse are we imposing this on them and forcing them to adapt, by apprenticing them into appropriate behaviour, dress-codes, etc? Are we merely serving the interests of the work order in trying to create new social identities at the expense of these people (Gee et al 1996: xiii)? Or can we move them to meta-cognitive awareness where they are critically able to make choices and use strategies for success?

This project was very helpful to our studying, practice and acknowledge the success of HRM (Human Resource Management), and making a good practice in communication with the group and the people we communicate in the company as well as understanding the difference in manner of speaking to another person. (Student)

These reflections indicate a transfer of knowledge from one context to another. The new "work order" within fast-capitalism is seen by many to be a new ‘enchanted workplace’ where hierarchy is dead and ‘partners’ engage in meaningful work amidst a collaborative environment of mutual commitment and trust... where ‘knowledge workers’ are prepared for this ‘enchanted workplace’. Both educationally relevant cognitive science (for classrooms) and the fast capitalist literature (for workplaces) heavily stress collaboration, active problem solving, learning in context, alternative assessment, communities of practice, and the integration of technology (Lankshear 1997: 83). Gee identifies three dilemmas in the new capitalism, about which proponents are aware (Gee, Hull & Lankshear 1996 in Gee unpublished 1999). Aside from issues of commitment to adding value, motivation in acquiring and transforming knowledge, the third dilemma is about reflective knowledge, which is celebrated by the new capitalism, but potentially lethal to the system. Gee indicates an emerging new ‘solution’ to these dilemmas: to bond people cognitively and affectively, not primarily to each other, but to a practice, developing a "community of practice" similar to a culture and co-membership (as found in micro-ethnography studies). In short, "tacit, extensive, distributed, dispersed knowledge dynamically developing in a coordinated network of people, tools, and technologies serving multiple, integrated, and overlapping functions – that is what is meant by a ‘community of practice’." (Gee 1999: 29). How does this cooperative learning project facilitate the acquisition of workplace discourse taking these factors into consideration? top

Genre Teaching

Teaching genres, giving explicit access to meaning-making closes the gap for those alienated from workplace discourse. Cope and Kalantzis assert that: "It means engaging students in the role of apprentice with the teacher in the role of expert on language system and function. It means an emphasis on content, on structure and on sequence in the steps that a learner goes through to become literate in a formal educational setting." (1993:1) Students using English as an Additional Language will not intuitively know the appropriate form of register in a given context, but need access to a range of communication strategies.

Genre instruction has been challenged by critics: it should not be a formulaic imposition of "institutionalised cultural practices for accomplishing social purposes" (Morgan 1997: 19), but a means through overt instruction to giving students strategies to "respond to the informational and organizational demands of various settings. Instruction needs to provide a scaffolding so that students can progress toward more academically valued ways of writing, learn content material, and have a better chance to experience success in school." (Martin 1989: 35) Genre teachers are accused of overlooking the "personal moral, aesthetic or even ethical formation of student-subjects. Their focus is on a more public competence and on the social benefits for the disempowered who understand the workings of genres." (Morgan 1997:19) In the aftermath of a culture of entitlement we need to instil ethics and accountability in the new generation who will be responsible citizens in a just society: the human rights struggle needs to be balanced with social responsibility and justice. top

Critical Action Research

Methodology, Data

Action Research helps teachers "become uniquely involved in their own practice, to professionalise themselves, and to give reasoned justification for what they are doing." (McNiff 1997: xviii). In retrospect the multiliteracies pedagogy suits this project and the third cycle will be a more informed application of these theories. With each cycle the project is modified according to feedback received from students, reflection and further readings (triangulation). Most of the data collected was qualitative focussing on the student work using alternative assessment practices:

• LECTURER ASSESSMENT: Monitoring, moderating and marking oral and written submissions, analysing data.
• SELF-ASSESSMENT: Reflection papers (self-evaluation guided by questions) indicated that the video showed how inaudible they really were. Someone observed that her nervousness was betrayed by "shivering" trousers. Students recognise inappropriate body language and intend improving.
• PEER-ASSESSMENT: of group presentations by peer-groups the day prior to their own presentation was moderated by me, as the Spoornet group reported, "To be an evaluator as well as a presenter helps a lot because you will see where you might improve your presentation..."
• GROUP-ASSESSMENT: The process, written reports on company visit, compiling a portfolio was done cooperatively.
• A REAL AUDIENCE: watched the presentation and asked questions; memoranda to the Technikon; Letters to companies of confirmation and thanks were posted or faxed top

Reflection & Anticipation of Issues (Feedback from Students)

Action research should be worthwhile. Issues of learning, particularly in English as an additional language are linked with motivation considering "the affective and sociocultural needs and identities of all learners... all learners are secure in taking risks and trusting the guidance of others - peers and teachers." (The New London Group 1996: 85). Increased involvement and motivation in the course as well as improved self-confidence are voiced, "I want to make special thanks to Mrs Sanders as she opened my eyes and motivated me to believe in myself and work hard in order to achieve that goal." (Mzuphela Nodola) "I enjoy(ed) this project and it motivate(d) us." "My developing as an individual in certain things eg confidence, motivation, etc, has change(d), by doing this project now I have a new motivation." (Ayanda Kubheka) "I enjoy visiting companies and presenting, it builds my self esteem because you work with EXPERTS." (Marsha Elias) "My self-esteem has developed well because I can now believe in myself that I can do any task and my confidence has improved, I can face people without being shy." (Mdumiseni Hadebe). "The project also motivate me because I like my work more than before. It also give me confidence, I am proud of myself and my work now." (Sunday Ngcobo)

Cooperative learning in the context of the English class and in the domain of the "Real World" of the workplace, taps into the Nguni concept of "Umuntu ungumuntu ngabantu" (a person is a person through people). Students’ learning is facilitated by working together towards a common goal. Group-work is one of the critical outcomes and team-workers are sought in the new work order (Gee 1996).

Students have responded to this project with great enthusiasm investing more effort in the project than in other subjects. They have learned about the consequences of leaving things to the last minute as well as the importance of being punctual. Needs were recognised such as to develop the materials more so that students have greater scaffolding for each task as well as an overview of the whole project from the start, especially the early introduction of the concept of portfolio assessment. A senior student who worked in the project as student and mentor wrote:

The project created an independent, self-information acquiring person in us. This idea moulded us into learning to do and try things on our own rather than being told how to do things, we were guided towards empowering ourselves with these skills. Through this notion other abilities came to life, which I think would not have been possible have it not been clearly pointed out. (Sifiso Shobede 1999 Mentor, HRM II student)

Ownership of learning, where students have access to facilities, are responsible for driving the project, making decisions because planning brings success. The project was instrumental in students gaining confidence to express themselves and gain an awareness of professional discourse in real-life settings which is the beginning of discourse acquisition. How can pedagogic practice be improved? How can students’ learning be improved? Will this project help them succeed academically? Two students from last year’s project did very well in a Marketing research project this year.

More access devices could be used, making the Study Guide more inviting and fun, adding graphics, cartoons and pictures. In scaffolding the oral presentation, company logos and promotional gear giving corporate identity could be illustrated. References could be made to further readings and audio-visual aids. Simpler words are wanted by students. This study guide could be truly interactive on the intra-net as a resource for all Technikon Natal students - multi-media could be incorporated with links to support pages - genre formats could be used without labourious re-typing (in copy-mode). A data-base of companies and contact names could be established and updated with comments. E-mail between students and companies would facilitate real time communication in the global village. Web-sites and e-mailing staff overseas or nationally can transcend local resistance. Institutional constraints like the lack of an open learning centre (computer laboratory with internet for students) on the local campus and entrenched "chalk’n talk" would have to be addressed. In closing, it is hoped that sharing this project will generate discussion which will enhance the way forward. In the words of the Albany group:

Appendix

Issues of learning, particularly in English as an additional language are linked with motivation.

A group who visited a production company wrote:

The extraordinary joy and motivation, the enthusiasm and awe at the discovery of new things would enhance any learning process. Groups are clearly a successful strategy, but caution is raised to keep them small, "Now my problem is this I don’t get involved in the group’s talkings as we are a little bit many." (Mzuphela Nodola, group of 6) Another member of that group was more enthusiastic:

References

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About the author

Nicky Sanders
English Lecturer and Head of Department
Commerce Foundation Course,
Technikon Natal
Pietermaritzburg
South Africa