ABET learners' experiences of learning in a language other than their primary languages.
- Authors: Mlotshwa, Norma Vumile
- Date: 2008-10-14T11:21:45Z
- Subjects: Daveyton (South Africa) , language and education , second language acquisition , adult students' education
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/371875 , uj:12011 , http://hdl.handle.net/10210/1175
- Description: M.Ed. , Despite the many changes socially and politically in our country, particularly in the educational sphere, large numbers of learners in further education still face disadvantages like a legacy of inferior education and studying in a language other that their primary language, all of which impact on their learning. Recent literature on the experiences of Adult Basic Education and Training (ABET) learner’s experiences of learning in language other than their primary language identifies a number of problems that impact negatively on students’ performance and learning. The research explores the experiences of ABET learners, learning in a language other than their primary language in order to interprete and arrive at an informed understanding of such experiences. The research strategy in this study is grounded within the interpretative paradigm as the aim is to understand how participants make sense of their realities. i.e. how students make sense of their experiences from their own perspectives. For the purposes of the study, a sample of ABET learners were interviewed. Purposive sampling was used to select participants from diverse languages to serve as “information-rich cases”. Semi- structured interviews aimed at encouraging the respondent’ to engage in conversation intended to elicit respondents’ construction were conducted. The data were analysed using the constant comperative method of data analysis. The main findings of the research is that the ABET learners experience problems when taught in a language which is not their primary language. They feared that they ran a greater risk of labelled as underachievers. They also cited that they have difficulty in manipulating the language in an academic situation. The choice of teacher pedagogy and pace of teaching which exaccebates difficulty in using English was also mentioned by the learners. Another challenge was that they find it easy to use the language in informal context, but struggle with the level of sophistication required for an academic level. There is a need for closer links to be made between learners’ life experiences and lesson content and structure. The curriculum must address the real experiences that adult learners bring with them into the classroom and offer to learners the conceptual tools which they need to make sense of and interprete their experiences in the society. Awareness of students’ experiences could enable educators to exceed guidelines for creating an environment which fosters language learning and to choose relevant course materials and select appropriate teaching methods as well as introduce measures to redress the impact of the legacy of inferior schooling in order to enhance quality learning. , Mrs. N.F. Petersen
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- Authors: Mlotshwa, Norma Vumile
- Date: 2008-10-14T11:21:45Z
- Subjects: Daveyton (South Africa) , language and education , second language acquisition , adult students' education
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/371875 , uj:12011 , http://hdl.handle.net/10210/1175
- Description: M.Ed. , Despite the many changes socially and politically in our country, particularly in the educational sphere, large numbers of learners in further education still face disadvantages like a legacy of inferior education and studying in a language other that their primary language, all of which impact on their learning. Recent literature on the experiences of Adult Basic Education and Training (ABET) learner’s experiences of learning in language other than their primary language identifies a number of problems that impact negatively on students’ performance and learning. The research explores the experiences of ABET learners, learning in a language other than their primary language in order to interprete and arrive at an informed understanding of such experiences. The research strategy in this study is grounded within the interpretative paradigm as the aim is to understand how participants make sense of their realities. i.e. how students make sense of their experiences from their own perspectives. For the purposes of the study, a sample of ABET learners were interviewed. Purposive sampling was used to select participants from diverse languages to serve as “information-rich cases”. Semi- structured interviews aimed at encouraging the respondent’ to engage in conversation intended to elicit respondents’ construction were conducted. The data were analysed using the constant comperative method of data analysis. The main findings of the research is that the ABET learners experience problems when taught in a language which is not their primary language. They feared that they ran a greater risk of labelled as underachievers. They also cited that they have difficulty in manipulating the language in an academic situation. The choice of teacher pedagogy and pace of teaching which exaccebates difficulty in using English was also mentioned by the learners. Another challenge was that they find it easy to use the language in informal context, but struggle with the level of sophistication required for an academic level. There is a need for closer links to be made between learners’ life experiences and lesson content and structure. The curriculum must address the real experiences that adult learners bring with them into the classroom and offer to learners the conceptual tools which they need to make sense of and interprete their experiences in the society. Awareness of students’ experiences could enable educators to exceed guidelines for creating an environment which fosters language learning and to choose relevant course materials and select appropriate teaching methods as well as introduce measures to redress the impact of the legacy of inferior schooling in order to enhance quality learning. , Mrs. N.F. Petersen
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Die spanningsveld tussen die department van onderwys en skoolbeheerliggame van openbare skole in die Vrystaat wat Afrikaans as onderrigmedium aanbied met spesifieke verwysing na die beleid van godsdiensonderrig en- beoefening in skole.
- Authors: Clase, Pieter Fourie
- Date: 2008-06-24T07:48:33Z
- Subjects: school boards , language and education , Free State (South Africa)
- Type: Thesis
- Identifier: uj:3599 , http://hdl.handle.net/10210/697
- Description: The existence of a field of tension between the Department of Education and school governing bodies of public schools in South-Africa is of great concern to all partners in the education system, especially taking into consideration that these parents’ bodies were established by the government of the day as equal partners in the management of their children’s schools. Although there will always be differences amongst role-players regarding the running of schools, it can be harmful and to the disadvantage of the learners if these differences are not handled in a professional and transparent way. Against this background, the aim of this research was to investigate the existence of a possible field of tension between the Department of Education and school governing bodies of public schools in the Free State where Afrikaans is being offered as medium of instruction. The purpose of the study was to identify the origin of the field of tension in an effort to describe and analyze different aspects thereof. Special emphasis was also placed on the revised policy on religion in education as an example of possible tension. The introductory chapters explain the background of the empirical investigation. In these chapters attention was given to: • The Department of Education as instrument of the state and its responsibilities towards governing bodies. • The role of the school governing body as partner of the Department of Education in a democratic educational dispensation. Special reference was made to the duties and responsibilities of school governing bodies according to the South-African Schools’ Act. • The manifestation of the field of tension between the Department of Education and school governing bodies in real life situations. A variety of recently documented examples were looked at. • The application of the revised policy regarding religion in education on school level was evaluated. An empirical investigation was undertaken on the basis of the theoretical framework mentioned. The views of respondents from school governing bodies and the Department of Education were tested by making use of a structured empirical-quantitative questionnaire. The aim with the questionnaire was to determine whether there is indeed a field of tension, and if so, what the nature and scope of such a field of tension entails. A further aim with the questionnaire was to identify additional fields of tension which were not necessarily found in the literature previously studied. The respondents eventually confirmed the existence of a field of tension between school governing bodies and the Department of Education in an overwhelming way, which only emphasized to the researcher the necessity to intervene in an effort to defuse this dangerous situation. The validity and reliability of the empirical component of the research was ensured by making use of the Kaiser-Meyer-Olkin Test, the Bartlet Test as well as the Cronbach ∞ - coeffisient. A factor analysis was also done on the data to ensure that the findings were as reliable as possible. An evaluation of the findings, reveals the following core problems between school governing bodies and the Department of Education in the Free Sate that have to be dealt with before a sound mutual relationship between these two partners can again be developed: • Mutual mistrust in one another’s motives, • A lack of knowledge regarding the content and regulations of SASA, • A lack of communication and misinterpretation of education policy, • A lack of transparency and irresponsible action taken by the Department of Education, • A lack of support to school governing bodies, • Applications of educational policy in practice that do not comply with the regulations of SASA, • School governing bodies fearing the department’s infringement in their powers; • Refusal by school governing bodies to adapt to changes in the educational system. Recommendations for defusing the unhealthy field of tension between two of the most important partners in the education system includes the organizing of a provincial indaba on the initiative of the education department as soon as possible. It was found that the single most important factor that leads to a field of tension between school governing bodies and the Department of Education is a mutual feeling of mistrust between the two partners. On such an indaba the partners will have to assure one another of their support, good faith and willingness to work together towards a common goal. It will also be necessary to agree on the application of the regulations of SASA in practice. It is important that the Free State Department of Education would consider the establishment of a functional Directorate: School governance and –management or a PCF (Provincial Consultative Forum) on provincial level to ensure a body that is visible on school level and which can communicate with school governing bodies to advise them on matters of mutual interest. It is of the utmost importance that all members of school governing bodies as well as School Management Developers should undergo compulsory training by professional facilitators about the content and regulations of SASA and the application thereof in practice. Such training should be of a very high standard and should allow for the differentiation between groups of parents on the grounds of differences in language, skills, knowledge, experience, etc. It is also advised that departmental officials should be trained together with the school governing bodies under their control. It is also of critical importance to emphasize to school governing bodies the necessity to review the different ways of communication between themselves and the parent communities they represent. They owe it to them as their representatives and it will assist them in defusing potential fields of tension that might occur. If both partners are willing to take ownership of these recommendations in good faith and put in an honest effort to make them work, it will lead to the defusion of potential unhealthy problem areas. Only in this way will these role-players be able to create a mutual understanding and respect for one another’s point of view in the interest of the most important partner in the education process - the learner. , Prof. J.C. Kok
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- Authors: Clase, Pieter Fourie
- Date: 2008-06-24T07:48:33Z
- Subjects: school boards , language and education , Free State (South Africa)
- Type: Thesis
- Identifier: uj:3599 , http://hdl.handle.net/10210/697
- Description: The existence of a field of tension between the Department of Education and school governing bodies of public schools in South-Africa is of great concern to all partners in the education system, especially taking into consideration that these parents’ bodies were established by the government of the day as equal partners in the management of their children’s schools. Although there will always be differences amongst role-players regarding the running of schools, it can be harmful and to the disadvantage of the learners if these differences are not handled in a professional and transparent way. Against this background, the aim of this research was to investigate the existence of a possible field of tension between the Department of Education and school governing bodies of public schools in the Free State where Afrikaans is being offered as medium of instruction. The purpose of the study was to identify the origin of the field of tension in an effort to describe and analyze different aspects thereof. Special emphasis was also placed on the revised policy on religion in education as an example of possible tension. The introductory chapters explain the background of the empirical investigation. In these chapters attention was given to: • The Department of Education as instrument of the state and its responsibilities towards governing bodies. • The role of the school governing body as partner of the Department of Education in a democratic educational dispensation. Special reference was made to the duties and responsibilities of school governing bodies according to the South-African Schools’ Act. • The manifestation of the field of tension between the Department of Education and school governing bodies in real life situations. A variety of recently documented examples were looked at. • The application of the revised policy regarding religion in education on school level was evaluated. An empirical investigation was undertaken on the basis of the theoretical framework mentioned. The views of respondents from school governing bodies and the Department of Education were tested by making use of a structured empirical-quantitative questionnaire. The aim with the questionnaire was to determine whether there is indeed a field of tension, and if so, what the nature and scope of such a field of tension entails. A further aim with the questionnaire was to identify additional fields of tension which were not necessarily found in the literature previously studied. The respondents eventually confirmed the existence of a field of tension between school governing bodies and the Department of Education in an overwhelming way, which only emphasized to the researcher the necessity to intervene in an effort to defuse this dangerous situation. The validity and reliability of the empirical component of the research was ensured by making use of the Kaiser-Meyer-Olkin Test, the Bartlet Test as well as the Cronbach ∞ - coeffisient. A factor analysis was also done on the data to ensure that the findings were as reliable as possible. An evaluation of the findings, reveals the following core problems between school governing bodies and the Department of Education in the Free Sate that have to be dealt with before a sound mutual relationship between these two partners can again be developed: • Mutual mistrust in one another’s motives, • A lack of knowledge regarding the content and regulations of SASA, • A lack of communication and misinterpretation of education policy, • A lack of transparency and irresponsible action taken by the Department of Education, • A lack of support to school governing bodies, • Applications of educational policy in practice that do not comply with the regulations of SASA, • School governing bodies fearing the department’s infringement in their powers; • Refusal by school governing bodies to adapt to changes in the educational system. Recommendations for defusing the unhealthy field of tension between two of the most important partners in the education system includes the organizing of a provincial indaba on the initiative of the education department as soon as possible. It was found that the single most important factor that leads to a field of tension between school governing bodies and the Department of Education is a mutual feeling of mistrust between the two partners. On such an indaba the partners will have to assure one another of their support, good faith and willingness to work together towards a common goal. It will also be necessary to agree on the application of the regulations of SASA in practice. It is important that the Free State Department of Education would consider the establishment of a functional Directorate: School governance and –management or a PCF (Provincial Consultative Forum) on provincial level to ensure a body that is visible on school level and which can communicate with school governing bodies to advise them on matters of mutual interest. It is of the utmost importance that all members of school governing bodies as well as School Management Developers should undergo compulsory training by professional facilitators about the content and regulations of SASA and the application thereof in practice. Such training should be of a very high standard and should allow for the differentiation between groups of parents on the grounds of differences in language, skills, knowledge, experience, etc. It is also advised that departmental officials should be trained together with the school governing bodies under their control. It is also of critical importance to emphasize to school governing bodies the necessity to review the different ways of communication between themselves and the parent communities they represent. They owe it to them as their representatives and it will assist them in defusing potential fields of tension that might occur. If both partners are willing to take ownership of these recommendations in good faith and put in an honest effort to make them work, it will lead to the defusion of potential unhealthy problem areas. Only in this way will these role-players be able to create a mutual understanding and respect for one another’s point of view in the interest of the most important partner in the education process - the learner. , Prof. J.C. Kok
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Die verantwoordbaarheid van grammatika-onderrig op skoolvlak.
- Authors: Jersich, Sarah Louis
- Date: 2007-12-06T07:24:31Z
- Subjects: grammar-comparative and general , language and languages , language and education
- Type: Thesis
- Identifier: uj:14626 , http://hdl.handle.net/10210/155
- Description: Prof. C.J. Conradie
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- Authors: Jersich, Sarah Louis
- Date: 2007-12-06T07:24:31Z
- Subjects: grammar-comparative and general , language and languages , language and education
- Type: Thesis
- Identifier: uj:14626 , http://hdl.handle.net/10210/155
- Description: Prof. C.J. Conradie
- Full Text:
Experiences of limited English proficient grade eight learners in transition from township primary to English medium secondary schools.
- Authors: Ntanjana, Rocksenatus Maud
- Date: 2008-10-27T06:33:05Z
- Subjects: Gauteng (South Africa) , adjustment (psychology) in adolescence , student adjustment , high school students , language and education
- Type: Thesis
- Identifier: uj:13115 , http://hdl.handle.net/10210/1308
- Description: D.Ed. , Apartheid and underdevelopment have shaped the educational system in South Africa. Previously South African public schools have been segregated according to race and separate education systems had been instituted for the four main population groups since the early foundations of educations. Racially mixed schools were prohibited. With the transformation of South Africa to a democratic country, where the African National Congress came to power in 1994, many changes took place. One of these was fundamental changes to the educational system with the admittance of learners of all races to previously racially segregated schools. Many parents from townships welcomed the opportunity to have their children attend schools in urban areas to expose them to education that they perceive to be of a higher standard than that in township schools. This movement of learners from all ethnic groups to English medium schools has necessitated some changes in these schools to accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds. It is important to note that these learners bring to the classroom languages and cultures previously underrepresented. Learners who come from different cultural or linguistic backgrounds are often seen as environmentally deprived simply because of their “being different” from the dominant culture. These learners begin their schooling with certain lags that may be due to the fact that they have a limited understanding of the language of instruction. These communication difficulties are exacerbated when the learner is confronted with a foreign culture that may cause anxiety and frustration as well as insecurity. This, in turn, becomes the educator’s problem, because learning is impeded under such circumstances. Grade eight learners in transition from township schools may also have added difficulties on account of their required adjustment to changes linked to their developmental phase, namely adolescence. The aim of this study was to explore and describe the experiences of LEP grade eight learners in transition from township schools to English multicultural schools in order to develop an intervention programme for educators and educational psychologists with regard of support for these learners. The research was conducted from the qualitative paradigm. It included a literature review, individual and focus group interviews with learner, their educators and their parents, essays by LEP learners and observation of these learners. A purposive sample of ten learners from each six English medium secondary schools in Gauteng was selected. Data analysis was deductive. Categories of meaning included the following: scholastic performance, emotional factors, behavioural factors, sociological factors, cultural factors, environmental factors, educator attitudes and, finally, transition and adjustment. The three groups of respondents agreed to a large extent on the experiences of LEP learners. An intervention programme, based on the findings of the study, was developed for educators and educational psychologists to render support for LEP learners in order to facilitate their learning and adjustment in multicultural schools. The principal areas of the programme aimed at providing and inclusive, inviting educational approach that will enable learners to feel included and valued in the school, while improving their learning and adjustment. , Prof. J. Pillay
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- Authors: Ntanjana, Rocksenatus Maud
- Date: 2008-10-27T06:33:05Z
- Subjects: Gauteng (South Africa) , adjustment (psychology) in adolescence , student adjustment , high school students , language and education
- Type: Thesis
- Identifier: uj:13115 , http://hdl.handle.net/10210/1308
- Description: D.Ed. , Apartheid and underdevelopment have shaped the educational system in South Africa. Previously South African public schools have been segregated according to race and separate education systems had been instituted for the four main population groups since the early foundations of educations. Racially mixed schools were prohibited. With the transformation of South Africa to a democratic country, where the African National Congress came to power in 1994, many changes took place. One of these was fundamental changes to the educational system with the admittance of learners of all races to previously racially segregated schools. Many parents from townships welcomed the opportunity to have their children attend schools in urban areas to expose them to education that they perceive to be of a higher standard than that in township schools. This movement of learners from all ethnic groups to English medium schools has necessitated some changes in these schools to accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds. It is important to note that these learners bring to the classroom languages and cultures previously underrepresented. Learners who come from different cultural or linguistic backgrounds are often seen as environmentally deprived simply because of their “being different” from the dominant culture. These learners begin their schooling with certain lags that may be due to the fact that they have a limited understanding of the language of instruction. These communication difficulties are exacerbated when the learner is confronted with a foreign culture that may cause anxiety and frustration as well as insecurity. This, in turn, becomes the educator’s problem, because learning is impeded under such circumstances. Grade eight learners in transition from township schools may also have added difficulties on account of their required adjustment to changes linked to their developmental phase, namely adolescence. The aim of this study was to explore and describe the experiences of LEP grade eight learners in transition from township schools to English multicultural schools in order to develop an intervention programme for educators and educational psychologists with regard of support for these learners. The research was conducted from the qualitative paradigm. It included a literature review, individual and focus group interviews with learner, their educators and their parents, essays by LEP learners and observation of these learners. A purposive sample of ten learners from each six English medium secondary schools in Gauteng was selected. Data analysis was deductive. Categories of meaning included the following: scholastic performance, emotional factors, behavioural factors, sociological factors, cultural factors, environmental factors, educator attitudes and, finally, transition and adjustment. The three groups of respondents agreed to a large extent on the experiences of LEP learners. An intervention programme, based on the findings of the study, was developed for educators and educational psychologists to render support for LEP learners in order to facilitate their learning and adjustment in multicultural schools. The principal areas of the programme aimed at providing and inclusive, inviting educational approach that will enable learners to feel included and valued in the school, while improving their learning and adjustment. , Prof. J. Pillay
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The role of language in science education: a case study at Rand Afrikaans University, Soweto campus.
- Authors: Malatji, Michael
- Date: 2008-09-09T08:58:28Z
- Subjects: language and education , science study and teaching , Soweto ( South Africa )
- Type: Thesis
- Identifier: uj:10525 , http://hdl.handle.net/10210/1002
- Description: According to the South African constitution everyone has the right to receive education in the official language or languages of their choice in public educational institution where that education is reasonably practicable. Contrary to this policy language continues to be a barrier for learners who use English as second language at Higher Education Institution, since indigenous languages have not yet been developed as academic/scientific languages. Most of the first year science learners at Rand Afrikaans University (Soweto Campus) come from high schools where their instructional language is not the same as the one, which is used at the university. Thus, most of them experience problems with regard to the language that is used in science. If language plays an important role in development of scientific thinking then student will have a problem in understanding, writing, speaking the language used in teaching and learning science. This research project attempts to identify the problems that students from disadvantaged schools have in the use of language in learning science in their first year at the university. The primary aim of this research is to directly observe the role of language in science education. It considers the language ability, language in textbooks, and the medium of instruction as the situational factors that need careful consideration. Quantitative research method was used for this research which includes subject, instrumentation, procedures for obtaining data, data analysis, presentation and design limitation. The data was gathered from questionnaires, interviews, and observations of the participation in lectures, tutorials and classical laboratory experiments. The research report concludes that there is a scope for consideration of more varied approaches to the role of language in science education. The research recommends that there is a need to develop Indigenous languages as academic/scientific languages for use of instruction and to develop student proficiency in currently designated languages of tuition (English and Afrikaans) at higher education institutions. , Prof. J.R. Debeila
- Full Text:
The role of language in science education: a case study at Rand Afrikaans University, Soweto campus.
- Authors: Malatji, Michael
- Date: 2008-09-09T08:58:28Z
- Subjects: language and education , science study and teaching , Soweto ( South Africa )
- Type: Thesis
- Identifier: uj:10525 , http://hdl.handle.net/10210/1002
- Description: According to the South African constitution everyone has the right to receive education in the official language or languages of their choice in public educational institution where that education is reasonably practicable. Contrary to this policy language continues to be a barrier for learners who use English as second language at Higher Education Institution, since indigenous languages have not yet been developed as academic/scientific languages. Most of the first year science learners at Rand Afrikaans University (Soweto Campus) come from high schools where their instructional language is not the same as the one, which is used at the university. Thus, most of them experience problems with regard to the language that is used in science. If language plays an important role in development of scientific thinking then student will have a problem in understanding, writing, speaking the language used in teaching and learning science. This research project attempts to identify the problems that students from disadvantaged schools have in the use of language in learning science in their first year at the university. The primary aim of this research is to directly observe the role of language in science education. It considers the language ability, language in textbooks, and the medium of instruction as the situational factors that need careful consideration. Quantitative research method was used for this research which includes subject, instrumentation, procedures for obtaining data, data analysis, presentation and design limitation. The data was gathered from questionnaires, interviews, and observations of the participation in lectures, tutorials and classical laboratory experiments. The research report concludes that there is a scope for consideration of more varied approaches to the role of language in science education. The research recommends that there is a need to develop Indigenous languages as academic/scientific languages for use of instruction and to develop student proficiency in currently designated languages of tuition (English and Afrikaans) at higher education institutions. , Prof. J.R. Debeila
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