- Title
- The use of video as a resource for the development of L1 Foundation Phase Literacy in isiXhosa: a digital multimodal discourse approach
- Creator
- Schafli, Sasha-Lee
- ThesisAdvisor
- Siebörger, I.
- ThesisAdvisor
- De Vos, M.
- Subject
- Uncatalogued
- Date
- 2024-10-11
- Type
- Academic theses
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10962/467105
- Identifier
- vital:76815
- Identifier
- DOI https://doi.org/10.21504/10962/467105
- Description
- Videos as a resource for African language L1 literacy development are strikingly absent from the South African school curriculum for the Foundation Phase (Grades 1 to 3). Furthermore, an overall lack of isiXhosa same language subtitling (SLS) practices in South Africa for videos poses questions as to the benefits and challenges of SLS for L1 early grade readers of isiXhosa. The aim of this research was to test, describe and analyse the efficacy of five isiXhosa YouTube story videos with SLS for the development of literacy in isiXhosa at the Grade 2 and 3 L1 levels. In this mixed-methods study, the five videos were exposed to Grade 2 and 3 learners at a school in the Eastern Cape in a quantitative two-group experimental design in a three-month intervention. This was to determine whether video exposure resulted in significant difference for learners' literacy, focusing particularly on word recognition, Oral Reading Fluency (ORF) scores and broad semiotic awareness between the linguistic and visual modes. The five videos were also analysed with a Digital Multimodal Discourse Analysis (DMDA), illustrating potential areas in which these five videos could assist or pose challenges to literacy learning in this context. While learners’ reading scores improved over the three-month intervention, nonparametric t-test results indicate SLS video exposure did not make a significant difference in learners’ reading improvements. Results from both methods were triangulated with cognitive theories of multimodal literacy and Mayer’s principles of learning with multimedia. The analysis highlights that while the videos’ design may be conducive for learning, the subtitle rate in the videos is far greater than the learners’ reading scores in this study or reading speed benchmarks expected of Grade 2 and 3 learners. This can result in these videos being ineffective as a resource to improve literacy in isiXhosa for this level. This research highlights the importance of the integration of multiple methods of analysis for multimodal resources, as well as the importance of subtitle rate as a system within a multimodal analysis for literacy research. Furthermore, Comparative Relations in Intersemiotic Texture is proposed as a useful system for examining learning resources. This research further suggests areas of focus for future video design in potential L1 Foundation Phase literacy resources for isiXhosa and other African languages.
- Description
- Thesis (PhD) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2024
- Format
- computer, online resource, application/pdf, 1 online resource (414 pages), pdf
- Publisher
- Rhodes University, Faculty of Humanities, Linguistics and Applied Language Studies
- Language
- English
- Rights
- Schafli, Sasha-Lee
- Rights
- Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/)
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | SCHAFLI-PHD-TR24-310.pdf | 6 MB | Adobe Acrobat PDF | View Details |