Plotting pedagogy in a rural South African English classroom: A Legitimation Code Theory analysis

Fiona Margaret Jacskon
2017 Per Linguam : A Journal of Language Learning  
Poetry instruction in South African English Additional Language (EAL) classrooms is in sharp decline, while little empirical research exists to shed light on this situation. This paper describes what happened to poetry pedagogy in a Grade 10 EAL classroom in rural KwaZulu-Natal when teacher and learners were forced to engage with a poem inappropriate to the context, learner level and teacher content knowledge. This paper applies a sociology of knowledge lens, Legitimation Code Theory, to the
more » ... k of describing EAL poetry pedagogy in a resource scarce context of high difficulty. The analysis shows how the difficulty level of the poem obstructed epistemic access to the poem's global meanings, generating pedagogic incoherence. Implications and recommendations for further research are presented. Per Linguam 2017 33(2):1-21 http://dx.
doi:10.5785/33-2-682 fatcat:33aeeflgyraiplmccrlqhbgrna