Rochelle Kapp

Interests

English in education; classroom discourse; the politics of English; literacy practices; language and identity; the school to university transition.

Publications

• Bangeni, B. and Kapp, R. (eds) 2017. Negotiating Learning and Identity in Higher Education: Access, Persistence and Retention. London: Bloomsbury.
• Janse van Rensburg, V and Kapp, R. (2014). ‘So I have to be positive, no matter how difficult it is’: a longitudinal case study of a first-generation Occupational Therapy student. Journal of Occupational Therapy, 44 (3), 29-33.
• Kapp, R; Prince, R; Pym, J; Badenhorst, E; Bangeni, B; Craig, T, Janse van Rensburg, V, Le Roux, K, van Pletzen. E. (2014) Successful students’ negotiation of township schooling in contemporary South Africa. Perspectives in Education 32(3): 50-61.
  
• Pym, J. And Kapp, R. (2013) Harnessing agency: towards a learning model for undergraduate students. Studies in Higher Education, 38, 2: 272-284.
• Badenhorst, E. and Kapp, R. (2013): Negotiation of learning and identity among first-year medical students, Teaching in Higher Education, 18, 5: 465-476.
• Kapp, R. (2012). Negotiating English and literacy in a time of social change. JAC 32.3–4: 591-614.
• Kapp, R. and Arend, M. ( 2011) ‘There’s a Hippo on my Stoep’: Constructions of language teaching and English second language learning in the New national Senior Certificate. Per Linguam, 27,1: 1-10.
• Kapp, R. and Bangeni, B. (2011) A longitudinal study of students' negotiation of language, literacy and identity. SALALS, 29, 2: 197-208.
• Kapp, R. and Bangeni, B. (2009) Positioning (in) the discipline: undergraduate students’ negotiations of disciplinary discourses. Teaching in Higher Education, 14, 6: 589-598.
• Bangeni, B. and Kapp, R. (2007) Shifting Language Attitudes in a Linguistically Diverse Learning Environment. Journal of Multilingual and Multicultural Development, 28, 4: 253-270.
• Kapp, R. (2006) Discourses of English and literacy in a Western Cape Township School. In L. Thesen and E. Van Pletzen (eds), Academic Literacies and Languages of Change. Continuum London, pp. 30-52.
• Bangeni, B. And Kapp, R. (2006) ‘I want to write about the Dalai Lama without being penalized?’: literacies in transition. In L. Thesen and E. Van Pletzen (eds), Academic Literacies and Languages of Change. Continuum Press, London, pp. 67-83.
• Bangeni, B. and Kapp, R. (2005) Identities in transition: shifting conceptions of home by black South African university students. In African Studies Review, 48, 3: 1-19.
• Kapp, R. and Bangeni, B. (2005). ‘I was just never exposed to this argument thing’: using a genre approach for teaching academic literacy. In C. Moran, C. and A. Herrington (eds), Genre Across the Curriculum . Utah University Press: Utah.
• Kapp, R. (2004) ‘Reading on the Line’: An Analysis of Literacy Practices in ESL Classes in a South African Township School. Language and Education. 18, 3: 246-263.
• Bangeni, B. and Kapp, R (2003) ‘Why can’t I write about the Dalai Lama without being penalized?’: Literacies in Transition. Proceedings of the 21st World Congress of the World Federation of Modern Language Associations, 2-5 July 2003. CD rom publication. ISBN 0-620-31884-8: 47-51.
• Kapp, R. (2000) With English you can go everywhere’: An analysis of the role and status of English in a former DET school. Journal of Education, 25: 227 - 259.
• Kapp, R. (1998) Language, Culture and Politics: The case for multilingualism in tutorials. In S. Angelil-Carter (Ed). Access to Success: Literacy in academic contexts. UCT Press: Cape Town.