- Title
- An investigation of the relationship between the Grade 7 English Second Language curriculum expectations and learners English literacy life histories
- Creator
- Shimbudhi, Barakias Baby Benita
- ThesisAdvisor
- Mgqwashu, E M
- Date
- 2017
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10962/7866
- Identifier
- vital:21313
- Description
- Drawing from Pinar’s Curriculum Theory and Hallidayan Systematic Functional Linguistics theory respectively, this study investigates the relationship between Namibia’s Grade 7 English Second Language’s curriculum expectations and learners’ English literacy life histories. Located within the qualitative interpretive paradigm and life history research, this study uses learners’ written autobiographical narratives and spoken stories from narrative interviews with participants to generate data. The research site and participants were purposively selected, from the Grade 7 rural combined school classroom where many learners perform poorly as no learner in the research population at this research site performed successfully in English Second Language examinations. The study investigated whether the Grade 7 curriculum expectations ‘speak’ to the Grade 7 learners’ English literacy life histories in order to establish whether there is a correlation between the formal education English Second Language curriculum expectations and learners’ English literacy life histories. The findings for this study revealed that formal education curriculum designers and policy makers do not consider the cultural identities and backgrounds that learners bring to the classrooms. There are very few language activities, events both at home, school, and within the literate community necessary, to develop communicative competencies in these rural combined school learners. The interpersonal relationship between parents and child; learner and teacher; and children to community members do not provide favourable conditions for effective English language learning. There are very limited teaching and learning resources both at home; school; and within the immediate community to nurture and meet English curriculum demands. A further factor is that English usage is disregarded in all three contexts. Very alarming is the fact that, if the Namibian government continues to fail to put interventions in places where, schoolteachers are educated on their required role in helping to ameliorate negative learning conditions in rural school, then the education outcomes for Namibian learners specifically in English Second Language will be severely affected. This in turn makes the government aspirations towards Accessible; Equitable; Qualitative; and Democratic Education for all learners hard to accomplish.
- Format
- 163 leaves, pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Shimbudhi, Barakias Baby Benita
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