Study groups and peer roles in mediated academic literacy events in multilingual educational contexts in South Africa

Abstract

This paper explores the role of study groups in mediating academic writing, particularly among multilingual black students at the University of the Western Cape (UWC). Using data from questionnaires, focus groups, and interviews, as well as academic texts generated by study groups, the paper focuses on the efficacy of study groups in mediating literacy events in multilingual educational contexts. Of particular interest here is the composition, i.e. the roles each member plays in the preparation and discussion of a particular topic.