Abstract
M.Ed. (Curriculum Studies)
The problem of rural student-teachers' conceptions of Language and of learning is the
focus of this stud)'. Aspects of the problem were encountered during the researcher's
experience at a rural college for ten years, The researcher observed that certain students were
unable to express themselves adequately in English. their language for learning. They also
reflected an inadequacy in learning on n formal level. The researcher presumed that language
and their conceptions of language and of learning could possibly contribute to these
phenomena.
The problem was investigated by constructing a research design which included a
literature review comprising of second language learning with emphasis on English for black
rural students. The review also consisted of an overview of theory on language across the
curriculum and learning as conceptual change,
Subsequent to this review a field investigation was conducted in which eighty students'
conceptions of language and learning were analysed from data collected through personal
sketches and complemented by observation. The findings indicate that the students'
conceptions of learning were naive and their conceptions of language were focused on
communication. There also seemed to be some link between their conceptions of language and
their conceptions of learning.
The research was concluded with suggestions pertaining to practice and policy. It was
suggested that lecturers should not only concentrate on the methodology of language across the
curriculum in order to ensure a cognitive change in the students' conceptions of language and of
learning. but that the naive sketches that were used as research method of the study could be
implemented as diagnostic aid for educators in PRESET.