Discourse genres in the transition between the classroom and the workplace : a comparative study of Language Practice at a university of technology

Abstract

In the study, the transition between classroom and workplace discourse is explored using the activity theory construct. The investigation is situated in the city of Durban, KwaZulu-Natal. This study provided new insights into the transition between classroom and workplace communication contexts and highlighted the importance of communication for employees in organisations. Based on semi-structured interviews representing twelve Language Practice graduates in organisations and the GLDY 101-103 instructor, common themes among responses during data analysis were identified. The method for the data analysis was the thematic data analysis, which is flexible in nature and allows for interpretation and discussion of the data provided by sampled individuals. The findings disclose that to a certain degree, an alignment exists between communication skills learned in a higher education institution and communication skills required in the workplace. As Language Practice graduates acclimatise to the communication context in their organisations, they employ techniques learned in General Language Dynamics 101-103 to identify, analyse and solve communication complications that arise. However, the findings also reveal that as new employees in the context of workplace communication, graduates face difficulties adjusting, which affect the way they communicate with their colleagues and superiors. The study includes suggestions on what course instructors, students and graduates should focus upon in the classroom and workplace based on the expectations and experiences shared by participants as well as recommendations for future research.