English as medium of instruction in the curriculum of colleges of education
- Authors: Makua, Mareme Abraham
- Date: 2012-09-12
- Subjects: Language and education - South Africa , Teaching - South Africa , English language - Study and teaching (Secondary) , Universities and colleges - Curricula
- Type: Mini-Dissertation
- Identifier: uj:10217 , http://hdl.handle.net/10210/7590
- Description: M.Ed. , This study focuses on English as Medium of Instruction in the curriculum of colleges of education, particularly in the senior primary program. The aim of the research was to investigate the low proficiency in English of the prospective teachers. This is in line with the move towards English as Medium of Instruction in the Curriculum of Teacher Education. The move is in view of the fact that all teachers, whether they teach History, Geography or Biology, must remember that they are also language teachers. All teachers must be able to speak and write English proficiently in order to address and solve the problem of transition of medium of instruction, that is from vernacular to English in Grade 5 and earlier. This could even be worse if we think in terms of the communication learning area in OBE where English could start in the lowest grade as medium of instruction. Qualitative research methodology was applied by the researcher to look closely at the research sample of 7 course three Primary Teacher's Diploma students through interviews and the transcripts of the interview as also tape recorded as raw data Issues surrounding EMI were identified and explored in the research. In the final analysis, recommendations based on the findings were presented as guidelines for the prospective teachers, curriculum designers, language policy makers, language practitioners and the Department of Education to consider.
- Full Text:
- Authors: Makua, Mareme Abraham
- Date: 2012-09-12
- Subjects: Language and education - South Africa , Teaching - South Africa , English language - Study and teaching (Secondary) , Universities and colleges - Curricula
- Type: Mini-Dissertation
- Identifier: uj:10217 , http://hdl.handle.net/10210/7590
- Description: M.Ed. , This study focuses on English as Medium of Instruction in the curriculum of colleges of education, particularly in the senior primary program. The aim of the research was to investigate the low proficiency in English of the prospective teachers. This is in line with the move towards English as Medium of Instruction in the Curriculum of Teacher Education. The move is in view of the fact that all teachers, whether they teach History, Geography or Biology, must remember that they are also language teachers. All teachers must be able to speak and write English proficiently in order to address and solve the problem of transition of medium of instruction, that is from vernacular to English in Grade 5 and earlier. This could even be worse if we think in terms of the communication learning area in OBE where English could start in the lowest grade as medium of instruction. Qualitative research methodology was applied by the researcher to look closely at the research sample of 7 course three Primary Teacher's Diploma students through interviews and the transcripts of the interview as also tape recorded as raw data Issues surrounding EMI were identified and explored in the research. In the final analysis, recommendations based on the findings were presented as guidelines for the prospective teachers, curriculum designers, language policy makers, language practitioners and the Department of Education to consider.
- Full Text:
An investigation into the listening and reading comprehension of a heterogeneous group in a management development programme
- Authors: Cowley, Gillian Ann
- Date: 2012-08-17
- Subjects: Language arts - South Africa , Communication in business , Listening , Second language acquisition - South Africa , Language and education - South Africa , Language and culture - South Africa , Reading comprehension - Ability testing
- Type: Mini-Dissertation
- Identifier: uj:2634 , http://hdl.handle.net/10210/6080
- Description: M.A. , South African companies, faced with the challenges of keenly competitive global and domestic markets, must reconsider their foci and methods of staff training and development. Political pressures to address the imbalance of power in local workforces by activities such as affirmative action also mean that the skills, knowledge and attitudes of employees must be improved. The Management Development in Afrox Training Programme, developed and conducted by Afrox Limited, is targeted at the company's supervisory level and forms part of the company's affirmative action policy. This level of employee reflects the heterogeneity of the South African population and comprises persons of diverse language and cultural groups and educational levels. An investigation into the listening and reading comprehension levels of the delegates found that the majority of them are not equipped to cope with the complex language used in a typical management development programme. An understanding of sophisticated Western business concepts, encapsulated in English for Specific Purposes, is not successfully transferred to the delegates and results in a failure to deliver the desired outcomes of the course. Based on the findings of the research a number of recommendations have been made. These have application not only to the Management Development in Afrox programme but to business programmes which are currently not meeting the needs of their South African target groups because of linguistic elements which confound the planned learning process.
- Full Text:
- Authors: Cowley, Gillian Ann
- Date: 2012-08-17
- Subjects: Language arts - South Africa , Communication in business , Listening , Second language acquisition - South Africa , Language and education - South Africa , Language and culture - South Africa , Reading comprehension - Ability testing
- Type: Mini-Dissertation
- Identifier: uj:2634 , http://hdl.handle.net/10210/6080
- Description: M.A. , South African companies, faced with the challenges of keenly competitive global and domestic markets, must reconsider their foci and methods of staff training and development. Political pressures to address the imbalance of power in local workforces by activities such as affirmative action also mean that the skills, knowledge and attitudes of employees must be improved. The Management Development in Afrox Training Programme, developed and conducted by Afrox Limited, is targeted at the company's supervisory level and forms part of the company's affirmative action policy. This level of employee reflects the heterogeneity of the South African population and comprises persons of diverse language and cultural groups and educational levels. An investigation into the listening and reading comprehension levels of the delegates found that the majority of them are not equipped to cope with the complex language used in a typical management development programme. An understanding of sophisticated Western business concepts, encapsulated in English for Specific Purposes, is not successfully transferred to the delegates and results in a failure to deliver the desired outcomes of the course. Based on the findings of the research a number of recommendations have been made. These have application not only to the Management Development in Afrox programme but to business programmes which are currently not meeting the needs of their South African target groups because of linguistic elements which confound the planned learning process.
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Language across the curriculum in English second language context
- Authors: Smit, Marius Johann
- Date: 2015-03-02
- Subjects: Technikon SA , Distance education - South Africa , Language and education - South Africa , Second language acquisition - South Africa , Language arts - South Africa , English language - Study and teaching (Higher) - South Africa - Foreign speakers
- Type: Thesis
- Identifier: uj:13391 , http://hdl.handle.net/10210/13400
- Description: M.A. , Please refer to full text to view abstract
- Full Text:
- Authors: Smit, Marius Johann
- Date: 2015-03-02
- Subjects: Technikon SA , Distance education - South Africa , Language and education - South Africa , Second language acquisition - South Africa , Language arts - South Africa , English language - Study and teaching (Higher) - South Africa - Foreign speakers
- Type: Thesis
- Identifier: uj:13391 , http://hdl.handle.net/10210/13400
- Description: M.A. , Please refer to full text to view abstract
- Full Text:
A multilingual approach to the teaching of human and social sciences subjects in the senior phase
- Authors: Mathumba, Vhakisa Rose
- Date: 2012-09-12
- Subjects: Language and education - South Africa , Language awareness - South Africa , Teaching - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10322 , http://hdl.handle.net/10210/7687
- Description: M.Ed. , The aim of this research essay is to develop language awareness in the teaching of Human and Social Sciences subjects in the senior phase. This aim is of necessity linked to the medium of instruction in schools, which ultimately has an impact on the performance of learners. I undertook this study for the following two reasons: The medium of instruction in a number of schools results in a lack of effective communication amongst teachers and learners, thus hindering effective teaching and learning. The multilingual composition of classrooms often cause problems in some schools. The main purpose of the study was to make teachers aware and take note of the different languages in their classrooms, and to make it their goal to utilize these languages for teaching and learning rather than seeing the diverse languages as a problem which hinders classroom progress. The study tried to suggest the introduction or establishment of an academic support system, such as a translation centre amongst other things, to help teachers improve their professional and academic performance and classroom practice. In retrospect it appears that teachers have teaching needs which are obviously not being properly addressed. There is also a missing link between teachers and learners, teachers and education specialists, and between teachers and parents. If these links are missing and not found, the level of teaching and learning cannot be improved, and that will result in the fact that the interaction between teachers and learners bears no fruit. These missing educational links could be reached through clear communication among stakeholders. If teachers are not in a position to interpret clearly what they are teaching and applying in the classroom, then their knowledge is redundant and useless, as it will not reach the intended target, which is the learners in this instance. Teachers also need to be supported throughout their teaching if their teaching is to bear positive fruit for the learners and the community in general Teachers need to be constantly reminded of their responsibility towards learners. They need to be competent to ensure that quality learning takes place in their classrooms. It is hoped that these findings will highlight sufficiently how MSS subjects' activities are being managed in the senior phase classrooms, and help to improve the situation to the benefit of everybody in the education sector.
- Full Text:
- Authors: Mathumba, Vhakisa Rose
- Date: 2012-09-12
- Subjects: Language and education - South Africa , Language awareness - South Africa , Teaching - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10322 , http://hdl.handle.net/10210/7687
- Description: M.Ed. , The aim of this research essay is to develop language awareness in the teaching of Human and Social Sciences subjects in the senior phase. This aim is of necessity linked to the medium of instruction in schools, which ultimately has an impact on the performance of learners. I undertook this study for the following two reasons: The medium of instruction in a number of schools results in a lack of effective communication amongst teachers and learners, thus hindering effective teaching and learning. The multilingual composition of classrooms often cause problems in some schools. The main purpose of the study was to make teachers aware and take note of the different languages in their classrooms, and to make it their goal to utilize these languages for teaching and learning rather than seeing the diverse languages as a problem which hinders classroom progress. The study tried to suggest the introduction or establishment of an academic support system, such as a translation centre amongst other things, to help teachers improve their professional and academic performance and classroom practice. In retrospect it appears that teachers have teaching needs which are obviously not being properly addressed. There is also a missing link between teachers and learners, teachers and education specialists, and between teachers and parents. If these links are missing and not found, the level of teaching and learning cannot be improved, and that will result in the fact that the interaction between teachers and learners bears no fruit. These missing educational links could be reached through clear communication among stakeholders. If teachers are not in a position to interpret clearly what they are teaching and applying in the classroom, then their knowledge is redundant and useless, as it will not reach the intended target, which is the learners in this instance. Teachers also need to be supported throughout their teaching if their teaching is to bear positive fruit for the learners and the community in general Teachers need to be constantly reminded of their responsibility towards learners. They need to be competent to ensure that quality learning takes place in their classrooms. It is hoped that these findings will highlight sufficiently how MSS subjects' activities are being managed in the senior phase classrooms, and help to improve the situation to the benefit of everybody in the education sector.
- Full Text:
The impact of decolonization on the language policy of higher education institutions in South Africa: a case study
- Authors: Ndinteh, Emelda
- Date: 2019
- Subjects: Education, Higher - Curricula - South Africa , Decolonization - South Africa , Multilingualism - South Africa , Language and education - South Africa , Language policy - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411851 , uj:34628
- Description: Abstract: This study was an enquiry into the problem of decolonization from the perspectives of certain university students, and students of South African higher education institutions as expressed during the ‘Fees Must Fall’ uprisings in 2015. The fact that students demanded the decolonization of curricular content because they felt estranged from the curriculum, coupled with the fact that the medium of instruction is mainly ‘English’ drew the attention of many scholars and researchers, including young researchers of which I am one. This has resulted in several studies investigating what changes have been made, particularly via the language policies of universities, to implement functional multilingualism. Challenges have been encountered with policy implementation, in particular those aimed at supporting functional multilingualism not only in South Africa but in countries such as India, Singapore, Canada and even the USA (Ricento,2005 and Schiffman,2006). The theory of social justice and Vygotsky’s interactionist learning theory, which lays emphasis on the zone of proximal development (ZPD) and the critical nature of scaffolding in learning, were used in this study. These gave a better understanding of the challenges faced by the University of Bhuta (UB; pseudonym) towards its implementation of functional multilingualism as stated in the language policy of the institution. Data collected by use of interviews, questionnaires to students, analyses of websites and observations on campus, portrayed the extent to which functional multilingualism has been practised. Two main findings of the study are the preference of English and the silent non-inclusivity of the other adopted languages in the institution due to lack of funds. Finally, recommendations were made to assist with the future realisation of functional multilingualism not only at this institution but in higher education institutions in general. The government and the management of the institution were advised to make funds available for the implementation of functional multilingualism in the institution even as UCT has done. , M.A. (Education)
- Full Text:
- Authors: Ndinteh, Emelda
- Date: 2019
- Subjects: Education, Higher - Curricula - South Africa , Decolonization - South Africa , Multilingualism - South Africa , Language and education - South Africa , Language policy - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411851 , uj:34628
- Description: Abstract: This study was an enquiry into the problem of decolonization from the perspectives of certain university students, and students of South African higher education institutions as expressed during the ‘Fees Must Fall’ uprisings in 2015. The fact that students demanded the decolonization of curricular content because they felt estranged from the curriculum, coupled with the fact that the medium of instruction is mainly ‘English’ drew the attention of many scholars and researchers, including young researchers of which I am one. This has resulted in several studies investigating what changes have been made, particularly via the language policies of universities, to implement functional multilingualism. Challenges have been encountered with policy implementation, in particular those aimed at supporting functional multilingualism not only in South Africa but in countries such as India, Singapore, Canada and even the USA (Ricento,2005 and Schiffman,2006). The theory of social justice and Vygotsky’s interactionist learning theory, which lays emphasis on the zone of proximal development (ZPD) and the critical nature of scaffolding in learning, were used in this study. These gave a better understanding of the challenges faced by the University of Bhuta (UB; pseudonym) towards its implementation of functional multilingualism as stated in the language policy of the institution. Data collected by use of interviews, questionnaires to students, analyses of websites and observations on campus, portrayed the extent to which functional multilingualism has been practised. Two main findings of the study are the preference of English and the silent non-inclusivity of the other adopted languages in the institution due to lack of funds. Finally, recommendations were made to assist with the future realisation of functional multilingualism not only at this institution but in higher education institutions in general. The government and the management of the institution were advised to make funds available for the implementation of functional multilingualism in the institution even as UCT has done. , M.A. (Education)
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