Psigolinguistiese en sosiolinguistiese perspektiewe op taalonderrig in 'n multikulturele skoolsituasie
- Authors: Moore-Swanepoel, Elmarie
- Date: 2012-08-16
- Subjects: Language and languages -- Study and teaching -- South Africa , Multicultural education -- South Africa , Sociolinguistics , Psycholinguistics.
- Type: Thesis
- Identifier: uj:2556 , http://hdl.handle.net/10210/6009
- Description: M.A. , The changing circumstances in South Africa up to date can be seen as the inspiration for the investigation of how language teaching, and language learning is affected by this. Dramatic reform is taking place in South Africa regarding changing political and constitutional views on education, with a rapidly increasing trend towards Multicultural education. Multicultural education is a trend that has manifested itself worldwide. The primary goal is to accommodate pupils of diverse and different cultures in one education system. Language teaching must therefore also change in order for it to still be sensible and useful for the learner with regard to future consideration eg. higher learning, career opportunities and everyday communication. This study investigated the possibility that certain relevant aspects from the fields of psychology and sociology have an effect on the way a learner acquires/learns the language, in this instance Afrikaans First Language. Furthermore the study also examines the way which the teacher has to adapt/adjust to these different influences in his/her method of teaching. From an applied linguistic perspective, we find that language skills form part of the language user's communicative competence. This study endeavours to place language teaching within the framework of a communicative approach to language teaching with the emphasis on the needs of the language learner, the functionality of the acquired skills (to eventually eradicate illiteracy and communicative incompetence) and the active participation of the language learner in the teaching activities (discussions, debates, projects etc.).
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Language learning in a multicultural classroom
- Authors: Sechele, Julia
- Date: 2012-09-05
- Subjects: Native language and education -- South Africa , Multicultural education -- South Africa , Language and languages -- Study and teaching -- South Africa , Second language acquisition -- South Africa
- Type: Thesis
- Identifier: uj:9601 , http://hdl.handle.net/10210/7022
- Description: M.Ed. , The problem of different languages, as well as academic, social and educational performance, among learners of different cultures within a multicultural school career, is a cause for concern. The number of cases of failure, underachievement, low self-image and poor socialisation is unacceptably high among these learners of diverse cultures. The unfamiliar educational milieu leads to feelings of frustration and confusion. Although it is true that the explanation for this frustration and confusion is complex, certain aspects of the problem are readily identifiable, viz. the unpreparedness of the new learner to learn in a strange language rather than his mother-tongue; his inability to adapt quickly enough to the new milieu; and the low academic and educational standards to which he has previously been accustomed. The expectations to which such a learned is subjected are, inter alia, that they should be able to speak and read fluently; that they should be able to interact socially in an acceptable way; and that they should aim to perform well in spite of new academic expectations and challenges. Many learners of various cultures do not have the abovementioned abilities and qualities, hence the necessity to intervene when it comes to studies in a foreign, i.e. non-mother-tongue, language. This study is thus of instructive value. The literature review confirms the existence of the above named problem, which is discussed from the learner's point of view, together with areas for concern and suggestions for strategies for possible success in overcoming the problem. The most challenging task of all is that of the teacher in the classroom. This is where an atmosphere can and must be created in which the less privileged learner can be exposed to a productive learning environment so that he can achieve his full potential. The teaching profession in South Africa is on the threshold of enormous change; and its role in the creation of a new nation is pivotal.
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Dimensions of culture and their implication for management in South African schools
- Authors: Sewlall, Kanakammah
- Date: 2012-09-12
- Subjects: School management and organization -- South Africa , Educational anthropology -- South Africa , Multicultural education -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10097 , http://hdl.handle.net/10210/7481
- Description: M.Ed. , This study, which locates itself within the context of educational transformation in South Africa, focuses on culture and its implication for school management in a multicultural environment. Hofstede's (1987:9) comments on how culture influences management are pertinent to this endeavour: "Management is something done by people to people. It is a human rather than a technical process. If the people in question differ, say, if they are Japanese instead of American, management will be done differently and this is unavoidable and natural. ...It is now customary to label these differences as cultural." Luthans (1989:50) also states that when people join an organization (which in this research will refer to the school), they bring with them thd values and beliefs they have been taught. Adler (1983:231) emphasizes the major impact of culture on the ways in which individuals and groups function within organizations. This considerable impact that culture has on individuals is also conceded by Silver (1983:249). Every aspect of people's lives, such as the food they eat, the clothes they wear and their patterns of thought are indicative of the culture to which they belong.
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'n Sentrale rol vir die leerarea taal, kommunikasie en geletterdheid in 'n uitkomsgerigte onderwysbenadering
- Authors: Marx, Susan Edelweiss
- Date: 2012-08-23
- Subjects: Language and languages -- Study and teaching -- South Africa , Competency based education -- South Africa , Multicultural education -- South Africa , Literature -- Study and teaching -- South Africa
- Type: Thesis
- Identifier: uj:3132 , http://hdl.handle.net/10210/6551
- Description: M.A. , Outcome-based education represents a new approach to education and training that includes an educational system of lifelong learner-centered education. The blueprint in which this approach is expounded, a document entitled Curriculum 2005, soon reveals that this approach is aimed at outcomes that, in turn, determine which skills a learner ought to acquire and hone. Thanks to the fact that all the foregoing facets are included and furthered by the said new approach, the marked difference in terms of previous approaches to education and training between academic and applied knowledge, between theory and practice and between knowledge and skills is now, to all intents and purposes, being abolished. The importance of language not only in the learning area Language, communication and literacy but also of language across the curriculum, is freshly emphasised by the outcome-based approach to education and training. In terms of this approach, language is deemed to be the primary condition for the individual's total development, as each learner's self-actualisation and thoughts are realised through language. In addition, in terms of this approach, command of language is of the utmost importance for intercurricular academic mastering in the course of the learning and teaching process. Language may, therefore, be deemed to be the tool with which the individual arranges, structures and constitutes his or her world. In the light of the fact that the "language learning situation" will, in terms of the outcome-based education approach, be presented in an integrated manner, the communicative and social nature of language must be placed at the hub of education. The process whereby a construction is placed on something hinges upon the meaningful use of language. According to this approach, the emphasis must, therefore, fall on the learners, so that they could become actively involved in gathering and interpreting information. The value of literature in its capacity as a medium of education should never be underestimated. Literature education could contribute to the optimum development of learners in preparing them for all facets of adultness in a multicultural society. Fullfledged adultness, however, also implies social commitment and subservience, not only to a certain cultural community, but also to a general multicultural public. The use of literature and literary texts could place learners in other population groups' positions and worlds and could thus engender empathy for and sensitivity to others. Learners are also exposed to a variety of contexts at different levels, so that they may practise effectively to use language. Additionally, interaction with a wide variety of authentic texts from newspapers, magazines, literary texts and other sources exposes learners to the various ways in which language may be used in different situations. The furtherance of multilingualism must be one of the main principles in the lifelong learning process, so that all learners could be afforded an opportunity to develop into fullfledged South African citizens. Learners must, above all, be taught in our multicultural country and also in international context to attach value to their mother tongue, culture and literacy, and to appreciate other languages and cultures. Knowledge is gained in the context of concepts, skills and attitudes. The essence of outcome-based education is the application of knowledge and skills in educational and learning situations that really matter, such as those in terms of which a meaningful contribution could be made to the development and upliftment of society.
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A pro-active approach to the training of language teachers in a multicultural society
- Authors: Paola, Riana (H.J.)
- Date: 2012-08-28
- Subjects: Teachers -- Training of , English language -- Study and teaching (Higher) -- South Africa , Sociolinguistics -- South Africa , Language policy , Multicultural education -- South Africa
- Type: Thesis
- Identifier: uj:3348 , http://hdl.handle.net/10210/6749
- Description: D.Litt. et Phil. , This thesis explores some issues relating to the sociolinguistic situation in South Africa, attending especially to language variety and language attitudes. The focus is on the teaching of language, specifically English, and on the relevant education of language teachers in a multicultural country such as South Africa. In school systems such as the South African education system which has for many years provided real access to education and power for a limited group of students only, the demands of modern society for greater language and cultural knowledge imply radical adjustments to literacy teaching and the training of language teachers. In the first chapter of the study, comments relating to conducting and reporting 'scientific research' are made, referring to the ideas of some philosophers of science and to qualitative and quantitative research approaches. Issues relating to language and society, language varieties and attitudes are reviewed in the second chapter. Chapter Three investigates traditional language teaching programmes and language awareness programmes and deliberates whether the latter could possibly influence language attitudes. Chapter Four contains the empirical section of this study. Firstly, the attitudes of several groups of English teacher trainees towards the use of four varieties of South African English in education were assessed. Thereafter, each group of trainees participated in a group discussion and lecture given by myself, the researcher. The lectures and discussions aimed at raising awareness of language varieties, especially as they relate to language learning at school level, and of questions of standard and evaluation and how they influence teachers and students. Then, the same attitude assessment questionnaire was administered to measure the attitudes of the post-test sample towards the use of the same four varieties of South African English. The data collected and impressions gained from observation of the respondents and the researcher's participation in the research situation were analysed and interpreted with the help of statisticians. The results of the pre-test and post-test were compared to determine if the attitudes towards the varieties of English had changed between the two administrations of the questionnaire. Following analysis and interpretation of the research results, Chapter Five explores the field of language teacher education and proposes a framework for a curriculum that would be relevant for the training of language teachers in South Africa. The chapter makes some suggestions as to how language awareness and critical language studies that extend to a critical awareness of genre could contribute to the effective preparation of language teachers.
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Staff development for multicultural education
- Authors: Nkosi, Jacob
- Date: 2012-09-06
- Subjects: Multicultural education -- South Africa , Teachers -- In-service training -- South Africa -- Evaluation , Educational anthropology -- South Africa , Communication in education -- South Africa , School management and organization -- Parent participation -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9695 , http://hdl.handle.net/10210/7109
- Description: M.Ed. , This study is an investigation of staff development for multicultural education. It has reference to overseas countries where multicultural education is being applied and shows how multicultural education can be implemented in South Africa. The aim of multicultural education is to prepare the pupils for life in a multicultural society. Multicultural education is an essential part of schooling in a culturally diverse society. The degree to which multicultural education becomes a reality in our schools will ultimately depend on the attitudes, behaviours, knowledge and skills of the classroom teachers. Multicultural education examine the dynamics of diverse cultures and the implications for developing teaching strategies. The attitudes of staff need to be examined for multicultural education in which they relate to expectations of the minority pupils. Staff development must be seen as an uninterrupted process of growth in which the teachers ability will change and improve in multicultural education. Staff development must link up with the teacher's formal educational training. Teachers must support the innovation in order that multicultural education can be implemented in South Africa. In staff development, it is equally important that minority cultures are represented throughout the whole staffing structure of the school. Staff development should promote understanding between various kinds of staff and different levels of administration. In this study, the purpose was to conduct a situation analysis of staff development for multicultural education in South Africa. This was done by compiling one questionnaire to the principals of the Johannesburg Region. There were twelve principals who were interviewed and supplied with a questionnaire. The investigation yielded the following results: Staff development for multicultural education is applicable in South Africa. Parents play a role in school programmes in staff development; for multicultural education. Teachers need in-service training for multicultural education.
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