Grade Eight African learners' experiences of English as medium of instruction
- Authors: Govender, Kogilammal
- Date: 2012-02-27
- Subjects: Language and languages , Language and education , Second language acquisition
- Type: Thesis
- Identifier: uj:2079 , http://hdl.handle.net/10210/4426
- Description: M.Ed. , This study is concerned with the experiences of Grade Eight African learners attending a school in Lenasia where English is the medium of instruction. Multilingualism is prevalent in the multiracial society in which we live. Since the adoption of the language policy by the new democratic government, South African schools now have the right to choose their language of instruction. The experiences of the Grade Eight African learners and the choice of English as the medium of instruction and the rationale behind this choice was investigated. The increasing number of functions that English plays in our lives, as well as, the role played by, and the importance of, home languages in our lives, were explored. The role that English and home languages play when, or if, used simultaneously to bring about positive changes, was researched. This study was an attempt to ensure that all languages are appreciated for the part they play in our lives., as well as the empowerment they bring about in our culturally different communities. This research design used has its origin in the nature of the research problem "What are the experiences of grade eight African second language learners attending an English medium school in Lenasia?" The research methods chosen for this study emerged from both the research orientation and the aim of the study. This research study discusses the experiences experienced by learners, being taught through the medium of English. Problems which are partially caused by the use of the vernacular is further explored. Insight into how these negative experiences of learners and their low self-esteem could be minimised was investigated, and recommendations were suggested. Learners' perceptions on activities and curriculum, which will assist in the improvement of English, were also determined. The use of home languages and their values in the learners' lives was researched. The role of home languages in the community as well as at school, together with English spoken at home and at school was determined. The programmes and methods, which can be utilised to ensure the proximal use the vernacular and English, were reflected through the approaches suggested by different scholars, and by the literature review. These approaches are explained and discussed to ensure a clear understanding of the research study being investigated.
- Full Text:
- Authors: Govender, Kogilammal
- Date: 2012-02-27
- Subjects: Language and languages , Language and education , Second language acquisition
- Type: Thesis
- Identifier: uj:2079 , http://hdl.handle.net/10210/4426
- Description: M.Ed. , This study is concerned with the experiences of Grade Eight African learners attending a school in Lenasia where English is the medium of instruction. Multilingualism is prevalent in the multiracial society in which we live. Since the adoption of the language policy by the new democratic government, South African schools now have the right to choose their language of instruction. The experiences of the Grade Eight African learners and the choice of English as the medium of instruction and the rationale behind this choice was investigated. The increasing number of functions that English plays in our lives, as well as, the role played by, and the importance of, home languages in our lives, were explored. The role that English and home languages play when, or if, used simultaneously to bring about positive changes, was researched. This study was an attempt to ensure that all languages are appreciated for the part they play in our lives., as well as the empowerment they bring about in our culturally different communities. This research design used has its origin in the nature of the research problem "What are the experiences of grade eight African second language learners attending an English medium school in Lenasia?" The research methods chosen for this study emerged from both the research orientation and the aim of the study. This research study discusses the experiences experienced by learners, being taught through the medium of English. Problems which are partially caused by the use of the vernacular is further explored. Insight into how these negative experiences of learners and their low self-esteem could be minimised was investigated, and recommendations were suggested. Learners' perceptions on activities and curriculum, which will assist in the improvement of English, were also determined. The use of home languages and their values in the learners' lives was researched. The role of home languages in the community as well as at school, together with English spoken at home and at school was determined. The programmes and methods, which can be utilised to ensure the proximal use the vernacular and English, were reflected through the approaches suggested by different scholars, and by the literature review. These approaches are explained and discussed to ensure a clear understanding of the research study being investigated.
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Die rol van die opvoedkundige tolk in 'n tersiêre klaskamer
- Authors: Le Roux, Mathilda
- Date: 2009-05-07T07:25:07Z
- Subjects: Translators , Translating and interpreting , Language and education , Higher education , Johannesburg (South Africa)
- Type: Thesis
- Identifier: uj:8366 , http://hdl.handle.net/10210/2507
- Description: M.A.
- Full Text:
- Authors: Le Roux, Mathilda
- Date: 2009-05-07T07:25:07Z
- Subjects: Translators , Translating and interpreting , Language and education , Higher education , Johannesburg (South Africa)
- Type: Thesis
- Identifier: uj:8366 , http://hdl.handle.net/10210/2507
- Description: M.A.
- Full Text:
Benadeling van leerders en opvoeders in laerskole in Eldoradopark: 'n krities-linguistiese perspektief
- Authors: Allie, J. J.
- Date: 2009-03-31T09:30:37Z
- Subjects: Language and education , Primary education , Colored people (South Africa) , Eldorado Park (South Africa)
- Type: Thesis
- Identifier: uj:8253 , http://hdl.handle.net/10210/2364
- Description: D.Litt. et Phil. , This study focuses on disadvantaged learners and educators in primary schools in Eldorado Park. It focuses, from a critical-linguistic perspective, on the injustice through language that occurs in some communities in South Africa that affects both learners and educators. The research is confined to the primary schools of Eldorado Park to elucidate the specific problems related to the disadvantage that is experienced by the community. Integration is a reality in most South African schools. Implementation of the integration and transformation in schools is the responsibility of the education authorities, but in practice especially that of the educators who are directly involved with the education of every learner irrespective of the language- or cultural background. Educators need help and assistance with this. Presently educators in many areas of our country are struggling on their own to address hindering factors in integrated classrooms, with very little assistance from the authorities. The scenario in some schools in Eldorado Park is described and some hindering factors identified and discussed. The role of language in education will be looked at through a descriptive study. The researcher will also look at lessons to be learnt from existing research. The implications of how some officials employed by the Department of Education interpret and implement education policies, cannot be separated from this. Eldorado Park is a former “Coloured township” in the south west of Johannesburg, a product of the former government’s apartheid policy, more specifically the Group Areas Act. The area, including Klipspruit-West, has eighteen primary schools with approximately 18 000 learners enroled in the primary schools. Some of the schools are parallel medium schools with English or Afrikaans as the medium of instruction and first additional language. Many schools are changing, or have done so already, to English medium schools. Learners from almost all language and cultural backgrounds have been admitted to schools in the area. Learners from the informal settlements next to Eldorado Park, have flocked to the schools over the past years. These learners usually have English as their medium of instruction with Afrikaans as their first addisional language at school. English is not the home language of many learners, but their second-, third- or even fourth language. Findings and recommendations from this research could help to address the special needs of integrated classrooms and to improve conditions for both learners and educators.
- Full Text:
- Authors: Allie, J. J.
- Date: 2009-03-31T09:30:37Z
- Subjects: Language and education , Primary education , Colored people (South Africa) , Eldorado Park (South Africa)
- Type: Thesis
- Identifier: uj:8253 , http://hdl.handle.net/10210/2364
- Description: D.Litt. et Phil. , This study focuses on disadvantaged learners and educators in primary schools in Eldorado Park. It focuses, from a critical-linguistic perspective, on the injustice through language that occurs in some communities in South Africa that affects both learners and educators. The research is confined to the primary schools of Eldorado Park to elucidate the specific problems related to the disadvantage that is experienced by the community. Integration is a reality in most South African schools. Implementation of the integration and transformation in schools is the responsibility of the education authorities, but in practice especially that of the educators who are directly involved with the education of every learner irrespective of the language- or cultural background. Educators need help and assistance with this. Presently educators in many areas of our country are struggling on their own to address hindering factors in integrated classrooms, with very little assistance from the authorities. The scenario in some schools in Eldorado Park is described and some hindering factors identified and discussed. The role of language in education will be looked at through a descriptive study. The researcher will also look at lessons to be learnt from existing research. The implications of how some officials employed by the Department of Education interpret and implement education policies, cannot be separated from this. Eldorado Park is a former “Coloured township” in the south west of Johannesburg, a product of the former government’s apartheid policy, more specifically the Group Areas Act. The area, including Klipspruit-West, has eighteen primary schools with approximately 18 000 learners enroled in the primary schools. Some of the schools are parallel medium schools with English or Afrikaans as the medium of instruction and first additional language. Many schools are changing, or have done so already, to English medium schools. Learners from almost all language and cultural backgrounds have been admitted to schools in the area. Learners from the informal settlements next to Eldorado Park, have flocked to the schools over the past years. These learners usually have English as their medium of instruction with Afrikaans as their first addisional language at school. English is not the home language of many learners, but their second-, third- or even fourth language. Findings and recommendations from this research could help to address the special needs of integrated classrooms and to improve conditions for both learners and educators.
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'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg
- Authors: Van Zyl, Renette
- Date: 2009-01-08T13:07:25Z
- Subjects: Language and education , Native language and education , Sociolinguistics , Historical linguistics , Language arts , Multilingualism , Language and culture , Afrikaans language usage , English language usage
- Type: Thesis
- Identifier: uj:14770 , http://hdl.handle.net/10210/1849
- Description: D.Litt. et Phil. , The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence of a marked shift in language allegiance in favour of English. This study focuses on the language attitudes and perceptions of grade 12 learners in three Afrikaans medium high schools in Johannesburg. In order to achieve the task, a “triangulation approach” was adopted. A literature study was done to provide a backdrop to the understanding of the present language situation. Interviews were conducted with the Afrikaans language teachers of the respondents. Questionnaires were then completed by the learners, as well as by the said teachers. The objectives of the empirical study were threefold, firstly to establish the perceptions of the learners with regard to their mother tongue and language in general. Secondly, the possible consequences of the learners’ negative perceptions about their mother tongue on the future of the language, their culture and the community, was investigated. Lastly, to make recommendations as to how these language attitudes can possibly be changed, from the data. The findings of this study confirm the influence of English on the language and cultural patterns of the learners. It is imperative to change the perceptions that the English language provides the only key to success, lest irrevocable damage be done to our country’s unique language and cultural variety.
- Full Text:
- Authors: Van Zyl, Renette
- Date: 2009-01-08T13:07:25Z
- Subjects: Language and education , Native language and education , Sociolinguistics , Historical linguistics , Language arts , Multilingualism , Language and culture , Afrikaans language usage , English language usage
- Type: Thesis
- Identifier: uj:14770 , http://hdl.handle.net/10210/1849
- Description: D.Litt. et Phil. , The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence of a marked shift in language allegiance in favour of English. This study focuses on the language attitudes and perceptions of grade 12 learners in three Afrikaans medium high schools in Johannesburg. In order to achieve the task, a “triangulation approach” was adopted. A literature study was done to provide a backdrop to the understanding of the present language situation. Interviews were conducted with the Afrikaans language teachers of the respondents. Questionnaires were then completed by the learners, as well as by the said teachers. The objectives of the empirical study were threefold, firstly to establish the perceptions of the learners with regard to their mother tongue and language in general. Secondly, the possible consequences of the learners’ negative perceptions about their mother tongue on the future of the language, their culture and the community, was investigated. Lastly, to make recommendations as to how these language attitudes can possibly be changed, from the data. The findings of this study confirm the influence of English on the language and cultural patterns of the learners. It is imperative to change the perceptions that the English language provides the only key to success, lest irrevocable damage be done to our country’s unique language and cultural variety.
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Challenges for South Africa’s medium-sized indigenous languages in higher education and research environments
- Authors: Beukes, Anne-Marie
- Date: 2014-11-05
- Subjects: Language and education
- Type: Book chapter
- Identifier: http://ujcontent.uj.ac.za8080/10210/376502 , uj:5570 , ISBN 9781783092741 , http://hdl.handle.net/10210/14223
- Description: It is a truism that language plays a pivotal role in learning and hence in empowering individuals to be both producers and consumers of knowledge. It is likewise obviously true that the choice of the language(s) of instruction has been a thorny issue in Africa since its former colonies gained their political independence. Prejudice and confusion about the role and potential of Africa’s indigenous languages to act as suitable languages of instruction persist and have resulted in these languages being viewed as barriers to successful learning and hence relegated to the back seat with the former colonial languages primarily being the preferred language of instruction. Ouane (2010), drawing on UNESCO’s 2004 Global Monitoring Report on Education for All, which underscores the choice of the language of instruction and language policy in schools as critical for effective learning, argues that low-quality education and the marginalisation of the African continent can be linked to its language in education practices...
- Full Text:
- Authors: Beukes, Anne-Marie
- Date: 2014-11-05
- Subjects: Language and education
- Type: Book chapter
- Identifier: http://ujcontent.uj.ac.za8080/10210/376502 , uj:5570 , ISBN 9781783092741 , http://hdl.handle.net/10210/14223
- Description: It is a truism that language plays a pivotal role in learning and hence in empowering individuals to be both producers and consumers of knowledge. It is likewise obviously true that the choice of the language(s) of instruction has been a thorny issue in Africa since its former colonies gained their political independence. Prejudice and confusion about the role and potential of Africa’s indigenous languages to act as suitable languages of instruction persist and have resulted in these languages being viewed as barriers to successful learning and hence relegated to the back seat with the former colonial languages primarily being the preferred language of instruction. Ouane (2010), drawing on UNESCO’s 2004 Global Monitoring Report on Education for All, which underscores the choice of the language of instruction and language policy in schools as critical for effective learning, argues that low-quality education and the marginalisation of the African continent can be linked to its language in education practices...
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The critical language awareness perspective in grade eleven ESL classes in the Goldfields area
- Monareng, Rakwena Reginald Mpho
- Authors: Monareng, Rakwena Reginald Mpho
- Date: 2009-01-08T13:03:11Z
- Subjects: Language awareness , Language and education , Second language acquisition , English language foreign speakers , Language and languages
- Type: Thesis
- Identifier: uj:14752 , http://hdl.handle.net/10210/1832
- Description: D.Litt. et Phil. , This study argues that the Critical Language Awareness Perspective adds an essential dimension to language learning and teaching. It further holds that this dimension brings to consciousness both the learners’ and teachers’ critical awareness of language use. It is this awareness that exposes the non-neutrality of language as a medium of communication. The CLA perspective engages both language learners and teachers in questioning and responding to the common-sense assumptions that are linguistically mediated. It also helps them to critically use language to achieve their own objectives. Three of these could be to use language in order to progress well with their studies, find employment and to change their societal psychic and thinking for the betterment of the general public. In this way the CLA perspective assists in developing responsible citizenry. This study therefore examines whether the Critical Language Awareness Perspective is part of the English Second Language programme in grade eleven ESL classes in the Goldfields area. It begins by examining the literature that indicates that the CLA perspective is a significant component of the any language teaching and learning practice. It then examines the empirical data in order to confirm that the CLA perspective does not form part of ESL teaching and learning practice in the context under investigation. It finally suggests possible solutions that could be adopted to facilitate the incorporation of CLA in the ESL class.
- Full Text:
- Authors: Monareng, Rakwena Reginald Mpho
- Date: 2009-01-08T13:03:11Z
- Subjects: Language awareness , Language and education , Second language acquisition , English language foreign speakers , Language and languages
- Type: Thesis
- Identifier: uj:14752 , http://hdl.handle.net/10210/1832
- Description: D.Litt. et Phil. , This study argues that the Critical Language Awareness Perspective adds an essential dimension to language learning and teaching. It further holds that this dimension brings to consciousness both the learners’ and teachers’ critical awareness of language use. It is this awareness that exposes the non-neutrality of language as a medium of communication. The CLA perspective engages both language learners and teachers in questioning and responding to the common-sense assumptions that are linguistically mediated. It also helps them to critically use language to achieve their own objectives. Three of these could be to use language in order to progress well with their studies, find employment and to change their societal psychic and thinking for the betterment of the general public. In this way the CLA perspective assists in developing responsible citizenry. This study therefore examines whether the Critical Language Awareness Perspective is part of the English Second Language programme in grade eleven ESL classes in the Goldfields area. It begins by examining the literature that indicates that the CLA perspective is a significant component of the any language teaching and learning practice. It then examines the empirical data in order to confirm that the CLA perspective does not form part of ESL teaching and learning practice in the context under investigation. It finally suggests possible solutions that could be adopted to facilitate the incorporation of CLA in the ESL class.
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Mother tongue education : a case study of grade three children
- Authors: Khosa, Martha
- Date: 2013-05-06
- Subjects: Mother tongue education , Native language and education , Language and education , Language and languages - Study and teaching (Primary)
- Type: Thesis
- Identifier: uj:7513 , http://hdl.handle.net/10210/8370
- Description: M.Ed. (Educational Linguistics) , This study sets out to examine the use of mother tongue education in one Grade 3 classroom in the foundation phase in the Limpopo Province of South Africa. The focus is on learners’ and parents’ whose children are in that Grade 3 classroom as well as educators’ experiences of the use of mother tongue education. The aims of this study were to examine how, when, why and by whom mother tongue is used in the Grade 3 classroom and to examine how mother tongue medium of instruction can contribute to the teaching of literacy in the Grade 3 classroom. With these aims in mind, data were collected from the Grade 3 teacher and the Grade 3 learners as well as the parents of these learners. A qualitative approach was used to obtain data from the Grade 3 teacher, five Grade 3 learners as well as parents of these learners. Classroom observations and semi-structured interviews were used as means of collecting data. Interviews were conducted one-on-one and 6 lessons on Literacy as a learning area in the foundation phase were observed. The findings in this study reveal that the mother tongue, Xitsonga was the dominant language during classroom activities. This was influenced by the learners’ inability to use the second language. It is also revealed that the teacher and learners as well as parents have positive attitude towards the mother tongue as a language of learning and teaching in schools. However, some parents still believe that their children should be taught through English as the medium of instruction hoping that they will be able to secure better jobs. Another finding is that not all learners’ language needs are catered for in black African schools, hence, such learners experience difficulties in learning through a language which is not their mother tongue. On the basis of the findings, the study recommends that the Department of Education should support the use of the mother tongue in the L2 classroom in order to strengthen literacy during early learning.
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- Authors: Khosa, Martha
- Date: 2013-05-06
- Subjects: Mother tongue education , Native language and education , Language and education , Language and languages - Study and teaching (Primary)
- Type: Thesis
- Identifier: uj:7513 , http://hdl.handle.net/10210/8370
- Description: M.Ed. (Educational Linguistics) , This study sets out to examine the use of mother tongue education in one Grade 3 classroom in the foundation phase in the Limpopo Province of South Africa. The focus is on learners’ and parents’ whose children are in that Grade 3 classroom as well as educators’ experiences of the use of mother tongue education. The aims of this study were to examine how, when, why and by whom mother tongue is used in the Grade 3 classroom and to examine how mother tongue medium of instruction can contribute to the teaching of literacy in the Grade 3 classroom. With these aims in mind, data were collected from the Grade 3 teacher and the Grade 3 learners as well as the parents of these learners. A qualitative approach was used to obtain data from the Grade 3 teacher, five Grade 3 learners as well as parents of these learners. Classroom observations and semi-structured interviews were used as means of collecting data. Interviews were conducted one-on-one and 6 lessons on Literacy as a learning area in the foundation phase were observed. The findings in this study reveal that the mother tongue, Xitsonga was the dominant language during classroom activities. This was influenced by the learners’ inability to use the second language. It is also revealed that the teacher and learners as well as parents have positive attitude towards the mother tongue as a language of learning and teaching in schools. However, some parents still believe that their children should be taught through English as the medium of instruction hoping that they will be able to secure better jobs. Another finding is that not all learners’ language needs are catered for in black African schools, hence, such learners experience difficulties in learning through a language which is not their mother tongue. On the basis of the findings, the study recommends that the Department of Education should support the use of the mother tongue in the L2 classroom in order to strengthen literacy during early learning.
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Exploring support strategies for assisting Grade four English second language learners in developing cognitive academic language proficiency
- Authors: Docrat, Hawabibi Ahmed
- Date: 2013-07-11
- Subjects: English language - Study and teaching - Foreign speakers , Second language acquisition , Language and education , Language arts (Elementary)
- Type: Thesis
- Identifier: uj:7609 , http://hdl.handle.net/10210/8475
- Description: M.Ed. (Educational Linguistics) , This study examined language barriers affecting a selected group of Grade Four learners from a disadvantaged community, to whom English, the medium of classroom instruction, was their second language. They were disadvantaged because their language proficiency had not been developed early enough to serve as a springboard for conceptualizations of academic aspects. They struggled to express themselves and grappled with simple linguistic concepts which they were expected to master at school. The purpose was to explore support structures and strategies that educators employed to assist Grade Four English second language (ESL) learners in developing cognitive academic language proficiency (CALP) in a linguistically diverse classroom. Research has shown that the acquisition and use of English at an early age at home strengthens linguistic ability in learning to read and write. Language depends on basic intercommunication skills (BICS), which are developed at a very young age, and later the development of CALP in formal schooling. BICS allows children to speak and pronounce basic words and have sufficient vocabulary to develop their receptive and expressive language in daily life, basic commands and social conversations. The problem was minimal exposure to the English language at early stages in the child’s life, hence BICS being developed in the vernacular. Effective linguistic communication depends on CALP, which allows learners to engage in abstract problem-solving activities and use complex academic tasks, namely reading and writing. The research design was a qualitative descriptive case study and participants were purposefully selected. Data was collected from interviews with educators, observation of learners’ work and observations on the playground. The findings revealed that ESL learners struggled with oral activities, listening and speaking, reading, writing, language and comprehension. These learners experienced difficulties in all five forms of language, namely phonology, syntax, semantics, morphology and pragmatics. Various support strategies were necessary to assist them through peer tutoring, curriculum differentiation, simplifying assessments according to their ability, implementing various reading strategies, and adopting diverse teaching methodologies. This study argued that the educator’s role is paramount in developing CALP in the language of learning and teaching (LOLT), in all learners, in order to facilitate formal school learning. A large class with an average of 45 learners proved to be a challenge for the educators, therefore it is recommended that fewer learners be placed in a class to enable educators to give more attention to the weaker learners. There is an urgent need for remediation to take place in the English class and the study concludes that various support strategies need to be developed for CALP in ESLs.
- Full Text:
- Authors: Docrat, Hawabibi Ahmed
- Date: 2013-07-11
- Subjects: English language - Study and teaching - Foreign speakers , Second language acquisition , Language and education , Language arts (Elementary)
- Type: Thesis
- Identifier: uj:7609 , http://hdl.handle.net/10210/8475
- Description: M.Ed. (Educational Linguistics) , This study examined language barriers affecting a selected group of Grade Four learners from a disadvantaged community, to whom English, the medium of classroom instruction, was their second language. They were disadvantaged because their language proficiency had not been developed early enough to serve as a springboard for conceptualizations of academic aspects. They struggled to express themselves and grappled with simple linguistic concepts which they were expected to master at school. The purpose was to explore support structures and strategies that educators employed to assist Grade Four English second language (ESL) learners in developing cognitive academic language proficiency (CALP) in a linguistically diverse classroom. Research has shown that the acquisition and use of English at an early age at home strengthens linguistic ability in learning to read and write. Language depends on basic intercommunication skills (BICS), which are developed at a very young age, and later the development of CALP in formal schooling. BICS allows children to speak and pronounce basic words and have sufficient vocabulary to develop their receptive and expressive language in daily life, basic commands and social conversations. The problem was minimal exposure to the English language at early stages in the child’s life, hence BICS being developed in the vernacular. Effective linguistic communication depends on CALP, which allows learners to engage in abstract problem-solving activities and use complex academic tasks, namely reading and writing. The research design was a qualitative descriptive case study and participants were purposefully selected. Data was collected from interviews with educators, observation of learners’ work and observations on the playground. The findings revealed that ESL learners struggled with oral activities, listening and speaking, reading, writing, language and comprehension. These learners experienced difficulties in all five forms of language, namely phonology, syntax, semantics, morphology and pragmatics. Various support strategies were necessary to assist them through peer tutoring, curriculum differentiation, simplifying assessments according to their ability, implementing various reading strategies, and adopting diverse teaching methodologies. This study argued that the educator’s role is paramount in developing CALP in the language of learning and teaching (LOLT), in all learners, in order to facilitate formal school learning. A large class with an average of 45 learners proved to be a challenge for the educators, therefore it is recommended that fewer learners be placed in a class to enable educators to give more attention to the weaker learners. There is an urgent need for remediation to take place in the English class and the study concludes that various support strategies need to be developed for CALP in ESLs.
- Full Text:
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