curriculum vitae carisma nel (dreyer) north-west...
TRANSCRIPT
Nel, C. 1
CURRICULUM VITAE
Carisma Nel (Dreyer)
North-West University (Potchefstroom Campus)
Faculty of Education Sciences
School of Human and Social Sciences for Education
South Africa
February 2016
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TABLE OF CONTENTS
TABLE OF CONTENTS .................................................................................................... 2 1. Personal information .................................................................................................... 4 2. Qualifications ............................................................................................................... 4
2.1 Academic ........................................................................................................................................ 4 2.2 Professional .................................................................................................................................... 4 2.3 Computer literacy ........................................................................................................................... 5
3. Employment history ..................................................................................................... 5 4. Research output ............................................................................................................ 5
4.1 Externally peer reviewed articles (Accredited journals) ................................................................. 5 4.2 Journal impact factors and citations...............................................................................................12 4.3 Reviewed chapters in books ..........................................................................................................13 4.4 Popular scientific articles (Not peer reviewed) ..............................................................................13 4.5 Research guide ...............................................................................................................................14 4.6 Research projects ...........................................................................................................................14 4.7 M.A. dissertation ...........................................................................................................................14 4.8 Ph.D Thesis ....................................................................................................................................15 4.9 Papers read at national conferences ...............................................................................................15 4.10 Papers read at international conferences ........................................................................................18 4.11 Research grading/standing .............................................................................................................19 4.12 Media interviews and articles ........................................................................................................20
5. Teaching experience ................................................................................................... 20 5.1 Undergraduate ...............................................................................................................................20 5.2 Undergraduate syllabus design and development ..........................................................................21 5.3 Postgraduate teaching ....................................................................................................................22
5.3.1 English subject didactics..........................................................................................................22 5.3.2 Honours ...................................................................................................................................22 5.3.3 Honours (TESOL) ...................................................................................................................22 5.3.4 M.A. (Applied Language Studies) ...........................................................................................22 5.3.5 B.Ed Honours ..........................................................................................................................22 5.3.6 M.Ed ........................................................................................................................................23
5.4 Postgraduate course/syllabus design and development .................................................................23 5.5 Postgraduate supervision ...............................................................................................................23
5.5.1 M.A. and M.Ed. supervision ....................................................................................................23 5.5.2 Ph.D. supervision .....................................................................................................................27
6. Membership of professional and academic associations/ .......................................... 29
committees ........................................................................................................................ 29 6.1 Member of executive committee ...................................................................................................29 6.2 Member of national associations ...................................................................................................30 6.3 Member of international associations ............................................................................................30
7. Consultancy and collaboration ................................................................................... 30 8. Bursaries, awards and grants ...................................................................................... 30
8.1 Bursaries ........................................................................................................................................30 8.2 Awards ...........................................................................................................................................31
8.2.1 Academic .................................................................................................................................31 8.2.2 Sport ........................................................................................................................................31
8.3 Grants ............................................................................................................................................31 9. Administrative experience.......................................................................................... 32
9.1 University and Departmental committees ......................................................................................32 9.2 Editorial panel ...............................................................................................................................33 9.3 Reviewer for journals ....................................................................................................................33
10. General ....................................................................................................................... 35
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10.1 Extra-curricular activities ..............................................................................................................35 10.2 Community service ........................................................................................................................35
11 References .................................................................................................................. 36 12 Appendix A: Research rating/standing ...................................................................... 37
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1. Personal information
Date & Place of birth: 16 August 1966 in Pretoria
Marital status: Married
Postal Address: P.O. Box 19974
Noordbrug, 2522
South Africa
Home Address: 19 Waterbok Avenue
MIEDERPARK
Potchefstroom, 2520
South Africa
Work Address: Faculty of Education Sciences
School of Human and Social Sciences for Education
North-West University (Potchefstroom Campus)
Private Bag X6001,
Potchefstroom, 2520
South Africa
Telephone: 27+(0) 2991854 (W)
Fax: 27+(0)18 299 4238
E-mail: [email protected]
2. Qualifications
2.1 Academic
Ph.D (English – Applied Linguistics) (1992 - PU for CHE)
M.A. (English – Applied Linguistics) (1991 - PU for CHE) (cum laude)
B.A.: English III and Recreation III (1988 - PU for CHE) (cum laude).
B.A. Honours (English) (1990 - PU for CHE) (cum laude)
Matriculated at Vryburg High School (1984).
2.2 Professional
Higher Education Diploma (HED) (1989 - PU for CHE) (cum laude)
Diploma in Tertiary Education (DTE) (1996 - PU for CHE) (cum laude)
A+ Certification (2001 - Boston Business College) (cum laude)
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2.3 Computer literacy
MS Word Level 1 and Level 2 (2000; 2003 - Boston Business College) (cum laude)
MS Powerpoint 97 (2000 - Boston Business College) (cum laude)
Introduction to the Internet (2001 - Boston Business College) (cum laude)
Webpage design (Macromedia Deamweaver 4 & Fireworks 4) (2001 – Potchefstroom
University Creativity Centre) (cum laude)
MS Frontpage (Boston Business College)
3. Employment history
2010- Research Professor in the Faculty of Education Sciences
2003-2010 Professor in the Faculty of Education Sciences
1998-2002 Associate professor, Faculty of Arts
1994-1997: Senior Lecturer, Faculty of Arts
1992-1993: Temporary Lecturer
1989-1991: Student Teaching Assistant, Department of English, PU for CHE.
4. Research output
4.1 Externally peer reviewed articles (Accredited journals)
2015
Marais, L.M., Nel, C. & Du Toit, C. 2015. Guidelines for the development of a
professional development programme in accordance with a workshop, support and
mentorship model (WSM-model). Tydskrif vir Geesteswetenskappe, 55(1): 75-91.
Vos, E., Nel, C. & Van den Berg, R. Wigfield en Guthrie se Motivation for Reading
Questionnaire vir (Suid)-Afrikaanse adolessente? Tydskrif vir Geesteswetenskappe.
2014
Du Toit, C. & Nel, C. 2014 T2 woordeskatonderrig: Integrasie van teorie en praktyk.
Tydskrif vir Geesteswetenskappe, 54(1): 75-95.
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Malda, M., Nel, C., & Van de Vijver, F.J. R. 2014. The road to reading for South African
learners: The role of orthographic depth. Learning and Individual Differences, 30: 34-
45.
Oxford, R.L., Rubin, J., Chamot, A.U., Schramm, K., Lavine, R., Gunning, P., & Nel, C.
The learning strategy prism: Perspectives of learning strategy experts. System, 43: 30-49.
Marais, L.M., Nel, C. & Du Toit, C. 2014. Die ontwikkeling van hulpmiddels vir die
onderrig van kinder- en jeugliteratuur in Afrikaans Huistaal vir die Grondslag- en
intermediêre fase. Mousaion, 32(4): 29-54.
Vos, E., Nel, C. & Van der Berg, R. 2014. Assesseer leesbegripstoetse werklik
leesbegrip. South Journal for Language Teaching, 48(2): 63-79.
Adam A. & Nel, C. 2014. ANA as part of a comprehensive reading literacy school
assessment system. SAALT Journal for Language Teaching, 48(2): 11-35.
Nel, C. & Adam, A. 2014. The reading literacy profiles of first-year BEd foundation
phase students. South African Journal for Childhood Education, 4(3): 52-70.
Marais, L.M., Nel, C. & Du Toit, C. Die voorbereidheid van onderwysers om Afrikaanse
letterkunde te onderrig. Submitted to: LitNet.
2012
Nel, C. 2012. Cracking the vocabulary code in mathematics in the Foundation Phase.
Accepted: South African Journal for Childhood Education, 2(2): 15-34.
Van der Merwe, Z. & Nel, C. 2012. Reading Literacy within a Teacher Preparation
Programme: What we know and what we should know. South African Journal for
Childhood Education, 2(2): 137-157.
2011
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NEL, C. 2011. Classroom assessment of reading comprehension: How are our preservice
foundation phase teachers being prepared? Per Linguam, 27(2): 40-63
Nel, C. 2011. Linking reading literacy assessment and teaching: Rethinking preservice
teacher training programmes in the Foundation Phase. Journal for Language Teaching,
45(2):9-30.
2010
Van der Westhuizen, C., Richter, B., & Nel, C. A Framework for the Integration of DVD
Technology in Geography Teaching and Learning. Journal of Geography in Higher
Education, 34(4): 561-580.
Reyneke, E.M., Meyer, L. & Nel, C. 2010. School-based assessment: the leash needed to
keep the poetic ‘unruly pack of hounds’ effectively in the hunt for learning outcomes.
South African Journal of Education, 30(2): 277-292.
Uys, C.C. & Nel, C. 2010. Die herkenning van hoëfrekwensiewoorde verbeter die
leesvaardighede van leerders in die Grondslagfase. SAALT Journal for Language
Teaching, 44(1): 38-57.
Klopper, A. & Nel, C. 2010. Die ontwikkeling van ‘n DBS-reeks ter ondersteuning van
leesvaardighede. Die Tydskrif vir Geesteswetenskappe., 50(4): 541-558.
2009
Klopper, A. and Nel, C. 2009. The effect of multimedia Learning and Teaching Support
Material (LTSM) on reading skills of Foundation Phase learners. SAALT Journal for
Language Teaching, 43(2): 68-83.
2008
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Nel, C., Steyn, H. & Brits, J. 2008. Reporting effect sizes as a supplement to statistical
significance testing in reading instruction studies. South African Journal for Higher
Education, 22(5): 1044-1058.
2005
NEL, C. & DREYER, C. 2005. Factors affecting students’ acceptance and use of
educational technology: Implications for learner support. The South African Journal
for Higher Education, 19(1): 129-143. (Individual contribution: 50%)
2004
NEL, C., DREYER, C. & KLOPPER, M. 2004. An analysis of the reading profiles of
first-year students at Potchefstroom University: A cross-sectional study and a case study.
South African Journal of Education, 24(1): 95-103. (Individual contribution: 40%)
DREYER, C. & NEL, C. 2004. Profiling teacher educators: Implications for educational
technology integration and professional development. Proceedings of Ed-Media 2004.
World Conference on Educational Multimedia, Hypermedia and Telecommunications.
June 21-26, Lugano, Switzerland. (Individual contribution: 50%)
VAN ASWEGEN, S. & DREYER, C. 2004. An analysis of ESL teacher educators’
current assessment practices. Journal for Language Teaching, 38(1): 26-43. (Individual
contribution: 50%)
VAN ASWEGEN, S. & DREYER, C. 2004. An analysis of the extent to which English
Second Language teacher educators are implementing learner-centered teaching and
learning. South African Journal of Education, 24(4): 295-300. (Individual contribution:
50%)
2003
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DREYER, C. & NEL, C. 2003. Teaching reading strategies and reading comprehension
within a technology-enhanced learning environment. System, 31(3): 349-365. (Individual
contribution: 50%)
2002
KOTZE, Y. & DREYER, C. 2002. Concerns of lecturers delivering distance education
via emerging technologies. South African Journal for Higher Education, 16(2): 130-
138. (Individual contribution: 80%)
2001
NEL, C., DREYER, C. & CARSTENS, W.A.M. Educational technologies: A
classification and evaluation. Journal for Language Teaching, 35(4): 238-258.
(Individual contribution: 50%)
2000
DREYER, C. 2000. The importance of learning styles and language learning strategies
for higher education: A case study of the North West Province of South Africa. Journal
for Language Teaching, 34(3):247-265.
DREYER, C. 2000. Assessment in Outcomes-Based Education: A guide for teachers.
Journal for Language Teaching, 34(3):266-284.
1999
DREYER, C. & VAN DER WALT, I. 1999. An introduction to portfolio assessment in
the English class. Journal for Language Teaching, 33(2):108-116. (Individual
contribution: 90%)
DREYER, C. Student learning styles and CAI and/or lecturing: The differential effects of
instructional method. Per Linguam, 15(1):10-22.
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1998
DREYER, C. 1998. Improving students’ reading comprehension by means of strategy
instruction. Journal for Language Teaching, 32(1):18-29.
DREYER, C. 1998. Teacher-student style wars in South Africa: The silent battle.
System, 26:115-126.
1997
VAN DER WALT, I. & DREYER, C. The relationship between personality components
and ESL proficiency. Journal for Language Teaching 31(3):212:225. (Individual
contribution: 60%)
1996
DREYER, C. & VAN DER WALT, J.L. 1996. Learning and teaching styles: empowering
diverse learners in tertiary classrooms. KOERS, 61(4): 469-482. (Individual
contribution: 90%)
DREYER, C. 1996. Assessing first-year students' learning styles and language learning
strategies. Journal for Language Teaching, 30(4):292-307.
VAN DER WALT, I. & DREYER, C. 1996. A comparison of the personality profiles of
Afrikaans, Setswana and Sesotho-speaking students. South African Journal of
Linguistics, Supplement 33, 125-138. (Individual contribution: 60%)
DREYER, C., WISSING, D.P. & WISSING, M.P. 1996. The relationship between
cognitive learning styles and pronunciation accuracy in English as a Second Language.
South African Journal of Linguistics, Supplement 33:37-62. (Individual contribution:
60%)
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1995
DREYER, C. 1995. Identifying English Second Language Learning Problems in
Multilingual Classrooms at University. Journal for Language Teaching, 29(4):285-296.
VAN DER WALT, J.L. & DREYER, C. 1995. Strategy Use in the Multicultural English
Class. Journal for Language Teaching, 29(4):306-319. (Individual contribution: 60%)
1994
VAN DER WALT, J.L., VAN DER WALT, I. & DREYER, C. 1994. The Effect of Error
Correction on the Grammatical Competence of ESL Students. Journal for Language
Teaching, 28(1):7-17. (Individual contribution: 50%)
DREYER, C. & VAN DER WALT, J.L. 1994. The Interpretation and Evaluation of
Quantitative Research Studies in Second Language Acquisition. Literator, 15(3):121-
137. (Individual contribution: 90%)
DREYER, C. & BRITS, J. 1994. Memory Strategies and ESL Vocabulary Acquisition.
Per Linguam, 10(1):33-40. (Individual contribution: 90%)
DREYER, C. & VAN DER WALT, J.L. 1994. The Significance of Learner Variables as
Predictors of ESL Proficiency. Studia Anglica Posnaniensia, 29:91-103. (Individual
contribution: 90%)
1992
DREYER, C. & VAN DER WALT, J.L. 1992. Field Independence/Dependence and ESL
Proficiency. Journal for Language Teaching, 26(2):39-47. (Individual contribution:
90%)
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DREYER, C. & VAN DER WALT, J.L. 1992. Language Learning Strategy Use of
Afrikaans University Students: A Profile. South African Journal of Education,
12(4):372-379. (Individual contribution: 90%)
DREYER, C. & VAN DER WALT, J.L. 1992. Learner Variables as Predictors of ESL
Proficiency. Per Linguam, 8(1):26-41. (Individual contribution: 90%)
VAN DER WALT, J.L. & DREYER, C. 1992. Placement Testing in English at
University. South African Journal of Linguistics, Supplement 13:157-164. (Individual
contribution: 90%)
WISSING, D. & DREYER, C. 1992. Control of Vowel Length as Indicator of ESL
Proficiency. South African Journal of Linguistics, Supplement 13:165-184. (Individual
contribution: 90%)
1991
DREYER, C. & VAN DER WALT, J.L. 1991. Discourse Patterns in an Afrikaans ESL
Classroom. Journal for Language Teaching, 25(3):41-52. (Individual contribution:
90%)
4.2 Journal impact factors and citations
Nationally accredited journals
Journal for Language Teaching
Per Linguam
South African Journal of Education
South African Journal for Higher Education
Koers
Literator
Internationally accredited journals
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Studia Anglica Posnaniensia
System
4.3 Reviewed chapters in books
Nel, C. & Steyn, Faans. 2016. Statistiek vir die beginner navorser. In Hartell, C. &
Joubert, I. Navorsing: ‘n Gids vir die beginner navorser. Van Schaiks.
Nel, C., Adam, A., Good, R.H., & Kaminski, R. 2015. Assessment for prevention and
early intervention. In Nel, M. How to support English Second Language Learners –
Foundation and intermediate phase. Van Schaik.
NEL, C. & NEL, C. 2009. A 3-Tier model for supporting reading-to-learn. In: Leibowitz,
B., van der Merwe, A. & van Schalkwyk, S. 2009. Focus on First-Year Success:
Perspectives Emerging from South Africa and Beyond. Stellenbosch: SUN MeDIA.
NEL, C. 2008. Learning styles. In: Griffiths, C. (Ed.). The good language learner: A
tribute to Joan Rubin. Cambridge University Press.
DREYER, C., BANGENI, N.J. & NEL, C. 2005. A framework for supporting students
studying via a mixed mode delivery. In: Holmberg, B., Shelley, M. & White, C. (Eds.).
Distance education and language: Evolution and change. Clevedon, Somerset:
Multilingual Matters.
DREYER, C. & OXFORD, R.L. 1996. Learning Strategies and Other Predictors of ESL
Proficiency among Afrikaans-Speakers in South Africa. In OXFORD, R.L., (Ed.)
Language Learning Strategies Around the World: Crosscultural Perspectives. Manoa:
University of Hawaii Press.
4.4 Popular scientific articles (Not peer reviewed)
VAN HAMBURG, E.J., DE VILLIERS, M. & DREYER, C. 1995. Regstellende aksie of
bemagtiging in Hoër Onderwysinstellings. Didaktikom, 16(1):18-31.
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DREYER, C. 1995. Identifisering van leerprobleme in multitalige klasse op universiteit.
Didaktikom, 16(2):21-27.
4.5 Research guide
DREYER, C. 1997. An Introduction to Research in Language Learning. Potchefstroom:
Potchefstroom University Press.
4.6 Research projects
Completed
1. The relationship between cognitive and affective learning styles and
pronunciation accuracy in English as a Second Language.
2. An individual learner difference profile of ESL students in the North-West
Province.
3. The learning styles and strategies of first-year university students.
All of the above mentioned projects were funded by the Research Committee of
the Potchefstroom University for CHE.
4. Teaching/Training and Learning within the Public Sector: Factors inhibiting the
transfer of training (Project funded by the North West Government – R100 000)
5. Project leader: Quality language and reading literacy teaching and learning
within diverse education environments. SANPAD (R668,000.00)
Current projects:
Project leader: Developing scientific evidence-based knowledge and practice standards
for teacher preparation programmes: A focus on literacy and numeracy in English,
Setswana and Afrikaans. European Union Primary Education Sector Policy Support
programme: Strengthening Foundation Phase Teacher Education (R1,9 million).
4.7 M.A. dissertation
Classroom Discourse in ESL: An Analysis.
Supervisor: Prof. J.L. van der Walt.
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4.8 Ph.D Thesis
Learner Variables as Predictors of ESL Proficiency.
Promoter: Prof. J.L. van der Walt
4.9 Papers read at national conferences
1992: Discourse Patterns in an Afrikaans ESL Classroom; National Subject Didactics
Symposium, Potchefstroom University.
1992: Language Learning Strategies: What Every Teacher Should Know. NESLATT
Conference, Potchefstroom University.
1993: Error Correction: A Comparison of Three Methods of Marking. NESLATT
Conference, Taung College of Education.
1994: Memory Strategies and ESL Vocabulary Acquisition; National Subject Didactics
Symposium, University of Pretoria.
1994: The Learning Style Preferences of Teachers and Students: Implications for ESL
Teaching; NESLATT, College of Education of South Africa, Pretoria.
1995: Identifying English Second Language Learning Problems in Multilingual
Classrooms at University; SAALT, Thaba N'chu Sun, Bloemfontein.
1996: Learning styles: a means of empowering diverse students? SAALT, RAU,
Johannesburg.
1997: The learning styles and strategies of first-year students in the North-West
Province. SAARDHE conference, Johannesburg.
1997: Improving students’ reading comprehension by means of strategy training.
English Teachers Connect, University of the Witwatersrand.
1997: Approaches, methods and bandwagons. SAALT conference, Pietermaritzburg.
1998: Testing: The reason students fail? NAETE conference, Potchefstroom Teachers
Training College, Potchefstroom
1998: Can students’ reading comprehension be improved by means of strategy training?
SAALT conference, Stellenbosch.
1999: Can the computer replace the teacher in the language classroom? NAETE
conference, SACTE, Pretoria.
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2000: Teaching language educators how to be more effective and creative teachers.
NAETE, Potchefstroom
2001: Profiling distance learners within the technological era. SAARDHE conference,
Bloemfontein.
2001: A framework for profiling distance learners. SAALT conference. Bloemfontein.
2001: Concerns of lecturers delivering courses via the WWW. SAALT conference,
Bloemfontein.
2002: Profiling learners studying within a distributed learning environment.
International Conference on Teaching and Technology. Africa. Potchefstroom.
2002: The Lone Ranger and Tonto tackle Technology SAARDHE Conference,
Peninsula Technikon, Cape Town.
2002: Challenges facing the Lone Ranger and Tonto within a distributed learning
environment. AUETSA, Potchefstroom.
2003: An analysis of a content-based strategic reading module offered in a technology-
enhanced environment: The students’ perspective. WWW Conference
University of Durban-Westville, Durban.
2004: Designing technology-enhanced/multimedia courses to scaffold self-regulation.
EASA Conference, RAU, Johannesburg.
2004 Factors affecting teacher educators’ acceptance and use of educational
technology. EASA Conference, RAU, Johannesburg.
2004 An analysis of the extent to which teacher educators are implementing learner-
centred teaching and learning. EASA Conference, RAU, Johannesburg.
2005: Designing quality electronic-mobile learning environments for teacher training.
EASA Conference, North-West University (Potchefstroom Campus),
Potchefstroom.
2005 The effect of knowledge of high frequency words on the reading ability of
learners in the foundation phase. EASA Conference, North-West University
(Potchefstroom Campus), Potchefstroom.
2005 An analysis of the factor structure of the Learning and Study Strategies Inventory
(LASSI) by means of Structural Equation Modelling. EASA Conference, North-
West University (Potchefstroom Campus), Potchefstroom.
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2008: Access with Success: A 3-Tier Model for Supporting reading-to-Learn.
1st Southern African Conference on the First-Year Experience. Stellenbosch
University, Stellenbosch.
2008: Creating empowering literacy teaching and learning environments. Provincial
Literacy Indaba. 26-27 November, Mmabatho.
2012: Using assessment data to make decisions about teaching: Rethinking Foundation
Phase teacher preparation programmes. EASA Conference, East London, 17-20
January.
2012: Developing reading literacy assessments for the foundation Phase: A focus on
English and Setswana. South African Basic Education Conference, Durban, 2-4
April.
2012: Developing evidence-based teacher preparation programmes: A focus on English
Home Language in the Foundation Phase. Teacher Education Conference, 17-19
September Pretoria.
2012: Urgent but overlooked: A school-based progress monitoring system for the
foundation phase. Early Childhood Education and Research and Development
Week, 10-14 September, Rhodes University.
2012: Reading literacy within a teacher preparation programme: What we know and what
we need to know. Early Childhood Education and Research and Development
Week, 10-14 September, Rhodes University.
2012: A Progress Monitoring Assessment System for the Foundation Phase. RASA
Conference, 12-14 October, Westville Girls High School, Durban.
2013: Nel, C. & Adam, A. 2013. Empowering teachers in their literacy instructional
decision making. RASA conference, 25-27 October 2013. Pridwin Preparatory
School, Melrose, Johannesburg.
2013: Nel, C. 2013. Reading as a remedial tool: A school-wide reading preventive model.
SAPA Conference, 7-9 October 2013. Emperor’s Palace, Johannesburg.
2014: Nel, C. & Adam, A. 2014. Training teachers to use Dynamic Indicators of Basic
Early Literacy Skills (DIBELS) in order to inform their instructional decision
making. SARAECE Conference, 4-7 February 2014. Port Elizabeth.
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2014: Nel, C. Developing evidence-based teacher preparation programmes: A focus on
English Home Language in the Foundation Phase. SARAECE Conference, 4-7
February 2014. Port Elizabeth.
2015: Nel, C. Catch them before they fall: A focus on a school-wide reading assessment
and support model. LSSA/SAALA/SAALT Joint annual conference, 23-26 June.
Potchefstroom.
4.10 Papers read at international conferences
1995: Can Reading Strategies be taught in Multicultural Classrooms in South Africa?
FLANC Conference, Greensboro, North Carolina.
1996: An individual learner difference profile of South African students. AILA 11th
World Congress of Applied Linguistics, University of Jvyaskyla, Finland.
1996: A cross-cultural and multidisciplinary view of language learning styles and
strategies - Learner factors related to ESL proficiency among Afrikaans speakers
in South Africa. (Invited to participate in this symposium coordinated by Prof.
R.L. Oxford). AILA 11th World Congress of Applied Linguistics, University of
Jvyaskyla, Finland.
1999: Reviewing style and strategy research in South Africa. Language Learning
Strategies in the Context of Autonomy Invitational Symposium for International
Researchers. Teachers College, Columbia University, USA.
1999: Cross-cultural perspectives on learner strategies, styles, beliefs and attitudes. (The
relationship between learning styles and language learning strategies: A South
African case study). AILA 12th World Congress of Applied Linguistics, Japan.
2001: Profiling distance learners within the technological era. ODLAA Forum
University of Sydney, Australia.
2001: Concerns of lecturers delivering courses via emerging technologies. ODLAA
Forum. University of Sydney, Australia
2002: Using innovative technologies to teach reading strategies. An International
Conference on First and Second Language Literacy Strategies. University of
Maryland, College Park, USA.
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2003: Content-based strategic reading instruction within a distributed learning
environment. Hawaii International Conference on Education, Honolulu, Hawaii,
USA
2003: A reading profile of English Second Language first-year students. Hawaii
International Conference on Education, Honolulu, Hawaii, USA.
2003: Teaching reading strategies and reading comprehension within a technology-
enhanced environment. SAALT, FIPLV, Johannesburg
2004: Profiling Teacher Educators in terms of their Instructional Technology
Competence: Implications for Professional Development. Ed Media Conference,
University of Lugano, Switzerland.
2005: Attacking the digital divide: Designing electronic-mobile learning environments
for improved teacher training in developing countries. International Congress for
School Effectiveness and Improvement. 2-5 January, Barcelona, Spain.
2006: Designing a MALL environment for language learners: Challenges facing
language educators. Sultan Qaboos University. Sultanate of Oman.
2009: A dialogue on adolescent literacy in the content areas. Worlds in dialogue
Conference, Potchefstroom, South Africa.
2011: Reading literacy assessment within foundation phase teacher preparation
programmes. International Conference on Research, Development, and Training
in Early Childhood/Foundation Phase Education, presented in Potchefstroom
from 1-3 February 2011.
2011: Reading literacy assessment within foundation phase teacher preparation
programmes: Are teachers prepared? The 17th
European Conference on Reading
in Mons, Belgium from 31 July to 3 August 2011.
4.11 Research grading/standing
Research grading by the National Research Foundation (NRF) – category C (2002-2007)
(cf. Appendix A). In order to obtain a grading I was reviewed by both national and
international peers.
Category C: Established researcher
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Established researchers with a sustained recent record of productivity in the field who are
recognised by their peers (nationally and internationally) as having produced a body of
quality work, the core of which has coherence and attests to ongoing engagement with the
field as having demonstrated the ability to conceptualise problems and apply research
methods to investigating them.
4.12 Media interviews and articles
Interviewed on Power FM 98.7 on 26 June 2015. Nel, C. 2015. How to fix SA's
alarmingly low reading rates. http://www.health24.com/Parenting/Child/News/How-to-
fix-SAs-alarmingly-low-reading-rates-20150624
Nel, C. We standardise training for pilots and doctors. We must do the same for teachers.
27 May 2015. http://theconversation.com/we-standardise-training-for-pilots-and-
doctors-we-must-do-the-same-for-teachers-41199
5. Teaching experience
5.1 Undergraduate
1989/91: Language and Literature (ENG 112)
1992: Phonetics (ENG 111);
1993: Phonetics (ENG 111)
Phonology (ENG 211)
1994: Language (ENG 112/ 122)
Phonology (ENG 211)
1995: Phonetics & Phonology (ENG 211)
History of the English Language (ENG 121)
1996: Phonetics & Phonology (ENG 221)
Tutorials (ENG 111/121)
Business English (ENB 112)
1997: Phonetics & Phonology (ENG 221)
Business English (ENB 112)
1998: Phonetics & Sociolinguistics (ENG 211)
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1999- Phonetics & Sociolinguistics (ENG 221)
2001: Second language learning (ENG 321)
2002: English for Professional Purposes (ENGL122)
Sociolinguistics (ENG211/ENF211)
Second Language Learning (ENG321/ENF321)
2008: Strategic Learning (LEER 111)
2009: Professional Studies (Educational theories, instructional methods,
assessment and factors affecting student achievement (EDCC312)
5.2 Undergraduate syllabus design and development
Full time modules
English in action (ENGL111 )
Practical English (ENGL112)
English for Professional Purposes (ENGL122)
English in the SA Context (ENG211)
Twentieth Century Language and Literary Studies (ENG321)
LEER111 (2 modules on learning styles and strategies)
Communication skills (SKTR111)
English subject didactics (ENGD422)
Professional Studies (EDCC312)
New BEd Foundation Phase programme – 2014 (all English Home Language and English
First Additional Language Modules)
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Telematic modules
English in action (ENGL111)
English in the SA Context (ENF211)
Twentieth Century Language and Literary Studies (ENF321)
Business English (ENBT111)
Interactive English (ENGL113)
Modules for Open Learning Group (Distance learning)
English subject didactics (ENRG522)
English subject didactics (EVC521)
Practical English (ENC 112)
Practical English (ENC122)
Certificate in English for Professional Purposes (ENGL114/124)
5.3 Postgraduate teaching
5.3.1 English subject didactics
1998- English subject didactics (ENV521; ENGD422; ENRG522)
5.3.2 Honours
1995 - English language studies (ENGH672)
5.3.3 Honours (TESOL)
1995-1998: English language studies (ENG744)
Testing (ENG753)
Literature teaching (ENG754)
5.3.4 M.A. (Applied Language Studies)
1993- Research methodology and mini-dissertation (ENGG 873)
Applied language studies (ENGG 874)
Selected specialized studies (ENGG 975)
5.3.5 B.Ed Honours
2003 Research methodology (NAVR 611; NAVR 621)
Learning perspectives (LEON 611)
Strategic learning and motivation (LEON 621)
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2010- Reading Literacy (TOAF 671/LTFR 621)
5.3.6 M.Ed
2005 Learning (LEON 811) – a module delivered by means of an electronic-
mobile learning environment.
5.4 Postgraduate course/syllabus design and development
Advanced University Diploma in Teaching English to Speakers of Other Languages
English Language Studies (ENDT511)
Learning a Second/Foreign Language (ENDT512)
Course planning, Lesson design and Assessment (ENDT521)
Teaching of Literature (ENDT522)
M.A. (Applied Language Studies)
Applied language studies (ENGG874)
Selected specialized studies (ENGG875)
Research methodology (ENGG873)
M.Ed (Professional teaching practice)
Learning (LEON 811)
5.5 Postgraduate supervision
5.5.1 M.A. and M.Ed. supervision
Completed
1994: Supervisor: Mrs. J. Brits (A comparison of three learning strategies for ESL
vocabulary acquisition)
1994: Supervisor: Mrs G. Morokane (The effect of semantic mapping on ESL reading
comprehension)
1995: Assistant supervisor: Mrs A. du Plooy (Reading strategies for effective reading
comprehension)
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1995: Assistant supervisor: Mrs. A. Styger (The treatment of oral errors in English
Second Language classrooms)
1996: Supervisor: Mrs D. le Roux (The quality of pupil participation in ESL classrooms:
An evaluation)
1996: Supervisor: Mr. S.M. Malindi (An evaluation of teachers’ implementation of and
reaction to the communicative approach)
1997: Supervisor: Mrs G. Siertsema (Assessing the relevance of ESKOM’s in-service
adult education language programme in the Northern Province and Mpumalanga)
1997: Supervisor: Mr. W.D. Aboagye (Designing an ESP task-based syllabus for first-
year students at the Border technikon)
1997: Supervisor: Mrs. H. Vahrmeijer (The relationship between deviance in segmentals
and syllable structure and impressionistic judgments of ESL pronunciation)
1998: Supervisor: Mrs. C.G.E. Swanepoel (An approach to teaching argumentative
essays)
1998: Assistant supervisor: Mr. J.R.C. Currie (Composing strategies of successful and
less successful ESL essay writers: A comparison)
1999: Assistant supervisor: Ms. R.J. Mbennah (An analysis of the teaching procedures
used by ESL teachers in selected secondary schools)
1999: Supervisor: Mr. P.M. Cekiso (The relationship between student learning styles and
performance on ESL tasks)
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1999: Assistant supervisor: Ms M.A. Nhlane (The effect of attitude on achievement in
English)
2000: Supervisor: Ms. Y. Kotze (Students’ perceptions of English second language
teachers and teaching)
2000: Supervisor: Ms. A.N. Sipamla (A review of typical pronunciation problems
experienced by Xhosa-speakers learning English as a Second Language)
2000: Supervisor: Ms Bangeni (ESL students’ motivation towards classroom learning-
specific motivational components)
2000: Supervisor: Mrs S.C. Hartzenberg (Assessment in English within the South African
Outcomes-Based Education Approach)
2001: Supervisor: Mr C. Nel (Distance education technologies: A classification and
evaluation)
2001: Supervisor: Mr. B.S. Monyaki (A comparison of teachers’ and learners’ views on
feedback strategies)
2001: Supervisor: Mr. F. Mandlhazi (Strategies for the teaching of grammar in English
Second Language)
2002: Assistant supervisor: Mr. J.R. Moletsane (Selective error correction in ESL
narrative compositions)
2003: Supervisor: Ms. S-M van Aswegen (An analysis of learner-centredness within
teacher education institutions: A case study)
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2006: Supervisor: Mrs. E. Wessels (An analysis of the factors affecting the computer
self-efficacy of teachers in the foundation phase)
2006: Supervisor: Mrs. C. du Toit (Identifying factors affecting the teaching and learning
of Afrikaans as a second additional language)
2006: Supervisor: Mrs. J. Daniel (The relationship between reading comprehension and
academic achievement in the learning area language of grade 10 learners)
2006: Supervisor: Mrs. M. Erasmus (The effect of early computer exposure and
experience on the reading proficiency of grade 1 learners)
2007: Supervisor: Mrs. A-M Dorfling (The role of reading strategies in reading
comprehension instruction)
2008: Supervisor: Mrs. A. Wolmarans (The relationship between phonemic awareness
and spelling of grade 3 learners)
2008: Co-supervisor: Ms. L De Sousa
2008: Supervisor Mrs. C. Uys (The relationship between the recognition of high
frequency words and the reading proficiency of learners in the foundation phase)
2010: Supervisor: Mrs. K. Andrianatos (An analysis of vocabulary instructional methods
relevant for Grade 4 learners)
2011: Supervisor: Ms. A. Venter (A reading literacy profile of grade 3 learners)
2011: Supervisor: Ms. Z. van der Merwe (An analysis of What and How Reading
Literacy Components are included and taught within a Foundation Phase Teacher
Preparation Programme)
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2014: Supervisor: Ms. M. Brits (Die verband tussen leesvlotheid en leesbegrip van Graad
4-leerders)
2014: Supervisor: Ms. H. Steyn : A professional development programme for Grade R
teachers: A focus on phonological awareness
2014: Supervisor: Ms. K. Maartens: An analysis of the vocabulary and reading
comprehension challenges faced by first year BEd students
Mr D. Oelofse
Ms M. Mathee
5.5.2 Ph.D. supervision
Completed
1997: Promoter: Mrs. I. van der Walt (The relationship between specific personality
components and ESL proficiency)
1999: Promoter: Mr. H.G. van Wyk (Translation studies: A proposed core syllabus for
university training)
2000: Co-promoter: Ms. A.S. Coetzee-Van Rooy (Cultural identity and acquisition
planning for English as a second language in multilingual South Africa)
2000: Promoter: Mr. H. Prinsloo (The relationship between instructional methods and the
cognitive styles of ESL students)
2002: Promoter: Ms. N.J. Bangeni (A framework for supporting ESL learners studying
via telematic learning systems)
2003: Promoter: Mr. C. Nel (Content-based strategic reading instruction within a
distributed learning environment)
2007: Promoter: Ms. Y. Kotze (A framework for designing interactive study guides for
English for Specific Purposes courses at tertiary level)
Nel, C. 28
2007: Promoter: Mrs J. Brits (A framework for the use and interpretation of statistics in
reading instruction)
2007: Promoter: Mr P.M. Cekiso (Evaluating reading strategies instruction)
2007: Co-promoter: Mr C.P. van der Westhuizen (Digital Versatile Disc as an
information and communication technology variant to support Geography teaching and
learning)
2008: Assistant promoter: Mrs M. Reynecke (A model for outcomes-based assessment of
English first additional language in the FET band)
2008: Promoter: Mrs A. Klopper (The digital book disk as support for the effective
implementation of electronic learning in the foundation phase)
2009: Promoter: Mrs. C.C. Uys (The relationship between the identification of high
frequency word and the reading proficiency of foundation phase learners)
2011: Promoter: Mrs. E. Wessels (Teacher knowledge and implementation of
phonological awareness instruction in Grade R )
2012: Promoter: Mr. L. van Staden (An academic support framework for students in the
Economic Sciences)
2012: Promoter: Ms. C. du Toit (Die ontwikkeling van ‘n onderrig-leerprogramraamwerk
vir Afrikaans addisionele taal)
2014: Promoter: Ms. A. Adam (The development of a school-wide progress monitoring
assessment system for early literacy skills)
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2014: Promoter: Ms. L.M. Marais (Die ontwikkeling van ʼn professionele-
opleidingsprogram wat fokus op Afrikaanse kinder- en jeugliteratuur)
2014: Promoter: Ms E. Vos (Die verband tussen Afrikaanssprekende adolessentelesers se
leesmotivering en hulle leeshoeveelheid, leesbegrip en akademiese prestasie)
2016: 2016: Promoter: Ms Z. Barends (Foundation Phase BEd Teacher Education:
Bridging the Theory-Practice Divide in Reading Literacy Teacher Preparation through
Work_integrated Learning)
2016: Promoter: Ms. S. Brink (The phonemic awareness development of Setswana-
speaking children at an Afrikaans-medium small-town school)
In Progress
Promoter: Ms. J. Keating
Ms. D. Dlavane
Ms. K. Andrianatos
Ms. S. van der Westhuizen
Ms. M. O’Connor
6. Membership of professional and academic associations/
committees
6.1 Member of executive committee
1993-1995: Treasurer of NESLATT
1993-1995: Secretary of NESLATT
1994-2000: Secretary of SAALT
1995- Secretary of NAETE
2001-: Vice-chairperson of SAALT (South African Association for Language
Teaching)
2002-: Chairperson of the Committee of Professors of English (COPE)
2003 - Member of Faculty of Education Sciences faculty board
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2003- Member of University Senate
6.2 Member of national associations
1992-1994: NESLATT
1997-1999: Linguistic Society of Southern Africa
1993-: SAALT (South African Association for Language Teaching)
1995-: NAETE (National Association of Educators of Teachers of English)
1995-: SAARDHE (South African Association for Research and Development in
Higher Education)
6.3 Member of international associations
1993- : TESOL (Teaching English to Speakers of Other Languages)
1995: FLANC (Foreign Language Association of North Carolina)
1996-: AILA (World Congress of Applied Linguistics)
2001-: COMPTIA (International Association for Computer Technicians)
2003- American Educational Research Association
7. Consultancy and collaboration
Consultant for the Thabo Mofutsanyana’s integrated district development project (Free
State Department of Education).
Collaboration with the School of Social and Government Studies, specifically the section
Potchefstroom Public Management & Governance on provincial projects which focus
specifically on improving the language proficiency of selected target groups (e.g.
councillors, etc.)
8. Bursaries, awards and grants
8.1 Bursaries
1986-1988: TED bursary for degree and diploma studies.
1986-1988: TED merit bursary for academic achievement.
1989: HSRC bursary for full-time B.A. (Hons.) study.
1990: HSRC bursary for full-time M.A. study.
Nel, C. 31
1991: HSRC bursary for full-time Ph.D. study.
1995: CSD bursary for international conference attendance
1999: NRF bursary for international conference attendance
2001: NRF bursary for international conference attendance
2002: NRF bursary for international conference attendance
2003: NRF bursary for international conference attendance
8.2 Awards
8.2.1 Academic
1995: VERKA award for excellence in teaching. The VERKA award is made to
lecturers who obtain 80% and above for teaching. This includes an
evaluation by the university teaching panel of the lecturers classes,
documentation and preparation as well as evaluation by the students.
1995: Best Out-of-State/International presentation - FLANC.
1996: Poster presentation at AILA reviewed as one of the best in the Language
Learning field (presented at the conference).
1997: Via Africa Young Achievers Award for Research and Development in
Higher Education. (SAARDHE).
1999: VERKA award for excellence in teaching (Postgraduate)
2001: Best A+ student (Boston Business College)
2002: VERKA award for excellence in teaching
8.2.2 Sport
1988-1992: Academic colours - PU for CHE.
1995: Academic colours - PU for CHE
1986-1990: Colours for Hockey and Karate.
8.3 Grants
1996: Two grants from the PU for CHE Research Committee to the amount of R11 000
for projects in learning styles, strategies and proficiency.
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2003: Grant to the amount of R37 500 from the Faculty of Education Sciences Research
Focus Area for a project on Integrating ICT within teaching-learning organisations: A
focus on Schools and Faculties of Education.
2009: Grant to the amount of R90 000 from the Dean of the Faculty of Education
Sciences for a project on Reading Literacy.
2011: Project leader: Quality language and reading literacy teaching and learning within
diverse education environments. SANPAD (R668,000.00)
2011: Project leader: Developing scientific evidence-based knowledge and practice
standards for teacher preparation programmes: A focus on literacy and numeracy in
English, Setswana and Afrikaans. European Union Primary Education Sector Policy
Support programme: Strengthening Foundation Phase Teacher Education (R1,9
million).
9. Administrative experience
9.1 University and Departmental committees
1992-1994: Departmental post-graduate committee
1995/6: Departmental pre-graduate recruitment committee
1995: Teaching Committee
1995/6: Faculty Supervisor
1996: Committee for Advanced Degrees (CAD)
Faculty council
Departmental post-graduate committee
Departmental pre-graduate recruitment committee
1997 Committee for Advanced Degrees (CAD)
Faculty council
Faculty supervisor
Departmental post-graduate committee
Departmental pre-graduate recruitment committee
1998 Committee for Advanced Degrees (Chairperson)
Faculty Board (Arts)
Departmental post-graduate committee
Nel, C. 33
1999 Member of Committee for Advanced Degrees (Social studies)
2001: Member of Committee for Advanced Degrees (School of Languages)
Member of Faculty Teaching Committee
Member of Faculty and School Recruitment Committee
2002: Subject Chairperson of the Dept. of English and Translation Studies
Member of executive of School of Languages
Member of executive of Faculty of Arts
Member of the Faculty Teaching Committee
Member of the Committee for Advanced Degrees
Member of the Faculty and School Recruitment Committee
2003: Member of Faculty of Education Sciences Council
Member of Senate of North-West University (Potchefstroom Campus)
2010-: Faculty of Education Sciences Research Committee
Faculty of Education Sciences Exam Committee
Faculty of Education Sciences MEd and PhD Programme Committee
9.2 Editorial panel
1992: Editorial Panel: NESLATT Journal
9.3 Reviewer for journals
1992- Literator
1994- South African Journal for Language Teaching
1996-: Scrutiny 2: Issues in English Studies in Southern Africa (UNISA)
2003 -: South African Journal of Education
2003: - Educational Change
2003 - : System
2012- South African Journal for Childhood Education
9.4 External examiner and moderator
M.A. dissertations and Ph.D. theses
1997: External examiner: S.I. Brokensha ( M.A.) (UOFS)
Nel, C. 34
1999: External examiner: E.B. Mahlobo (Ph.D) (UNISA)
2000: External examiner: P.J. Warren (M.A.) (UNISA)
External examiner: R.M. Thuube (M.A.) (UOVS)
External examiner: C.P. Chaka (Ph.D) (UOFS)
2001: External Examiner: E. de Villiers (Ph.D.) (UFS)
External Examiner: M. Brooks (Ph.D.) (UFS)
External Examiner: A.L. van Wyk (Ph.D.) (UFS)
2002: External Examiner: M.C. Venter (Ph.D.) (RAU)
2004: External examiner: F.M. Muller (M.A.) (UFS)
2005: External Examiner: D. Watson (M.A. in TESOL) (UNISA)
2005: External Examiner: J.M.S. Magogwe (Ph.D.) (Edith Cowan University,
Australia)
2006: External Examiner: P. Chaka Chaka (Ph.D) (UFS)
Advisory committee: Sei-Hwa Jung (Ph.D) (University of Maryland,
USA)
2007: External Examiner: AM Thobedi (Ph.D) (Central University of
Technology, Free State)
2008: External Examiner: S.M. Tichapondwa (UNISA)
2009: External examiner: J.S. van der Westhuizen (UFS)
External examiner: Li Rijuan (Central University of Technology, Free
State)
2010: External examiner: A. Keeve (UFS)
2011: External examiner: AH Hlatshwayo (UNISA)
2013: External examiner: H. Faber (UP)
Courses
1995- M.A. programmes (UFS)
2001-: Subject didactics (UNISA)
English for Specific Purposes (UNISA)
M.A. programmes (University of Pretoria)
Honours programme (University of the North) (Qwa Qwa)
Nel, C. 35
Undergraduate programmes (University of the North West)
10. General
10.1 Extra-curricular activities
SCHOOL
Cultural: Head Girl (1984)
Chairperson for the Debate Society
ATKV gold medal award for acting
Sports: Provincial colours - hockey (1980-1984)
Captain of the Griekwaland West hockey team (1983-1984)
Karate (1975-1984) - Natal, Griekwaland West and Western
Transvaal colours.
UNIVERSITY
Cultural: Member of Jong Dames Dinamiek (1988)
Sports: PUK I hockey (1985-1991)
PUK I captain (1989-1991)
SAU colours (1989-1991)
Western Transvaal U/21 (1985)
Western Transvaal A (1986-1995)
Western Transvaal captain (1989-1995)
Provincial A Umpire
National IV Umpire
PUK 2 HOCKEY COACH
PUK I karate (1985-1989)
SAU colours (1985; 1989).
10.2 Community service
Sport
1992/7 : Developmental hockey courses in the Northern, North-West,
and Mpumalanga provinces
Nel, C. 36
1995-1997: Hockey coach - PUK 2
1997: Assistant coach North-West A hockey team.
1997: Coaching coordinator for the North-West Province.
Academic
1991-1992: Saturday school for black matriculants.
1994/5/6: Spoken English Courses at various institutions.
1994: Addressed the English Teachers of Hoërskool Gimnasium,
Potchefstroom: Communicative Language Testing.
1997: INSET workshop on assessment for primary school subject advisers.
2001: Spoke to English Subject Advisers
Language proficiency course for THEBA BANK executives.
2014: SETH programme (Ferdinand Postma High School)
11 References
Dr. Ruth Kaminski, Ph.D.
Dynamic Measurement Group
Eugene, Oregon
Email: [email protected]
Prof. Barry Richter
Faculty of Education Sciences
North-West University (Potchefstroom Campus)
E-mail: [email protected]
Tel: 27+18+2991612 (W)
Dr. Roland Good
Dynamic Measurement Group
University of Oregon
USA
Email: [email protected]
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12 Appendix A: Research rating/standing
Nel, C. 38
May 2013