Towards a valid Afrikaans-translation of the CASr-SF: a linguistic and cultural transfer
- Authors: Steyn, Constanze
- Date: 2024-10-11
- Subjects: Intimate partner violence South Africa , Afrikaans language , Psychological tests Translating , Psychometrics , Victims of family violence Mental health
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/465854 , vital:76659
- Description: Globally, and especially in South Africa, we face the reality of linguistic and cultural variation within one nation. Our nation is intricately woven from rich cultural and linguistic threads to create a complex tapestry. It is a beautiful privilege that is, however, not without its obstacles. We often do not have access to psychometric tools that “speak” the language of the respondent that we intend to assess. It is, and should, however, be, our goal to adapt and translate assessments to allow individuals to convey their experience in their language of comfort. This is crucial for psychological assessments' fairness, reliability, validity, and utility. Intimate partner violence (IPV) severely impacts mental health worldwide. An alarming correlation has been found between exposure to IPV and the development of mental health difficulties. In South Africa, IPV is considered a significant public health issue. Even though South Africa has a population of approximately 60,9 million, of whom an estimated 10.6% are Afrikaans-speaking, there is currently no measure exploring the experiences of IPV available in Afrikaans. Having psychological assessments available in Afrikaans is essential in evaluating the psychological experiences of people seeking mental health services in Afrikaans. The Composite Abuse Scale (Revised) – Short Form (CASr-SF) is a self-report questionnaire that measures experiences of IPV across three domains: physical, psychological, and sexual abuse. This study aimed to develop a meaningful and relevant Afrikaans translation of the CASr-SF to improve the linguistic accessibility of the measure and afford more ease to Afrikaans-speaking individuals in sharing experiences of abuse. This study followed a four-step translation design, including forward- and backtranslation, a committee approach, and qualitative piloting through cognitive interviews. Participants in this study included four independent translators who were approached by the researcher directly, according to their respective areas of expertise – linguistics and psychology. In addition, three participants were sourced from the target population through snowball sampling to partake in cognitive interviews as a confirmatory step and to potentially substantiate, expand on, and review results gathered during the first three steps of the translation design. The researcher ii compared, collated, and analysed the data to identify problematic items. The translation team then discussed these items to refine the translation, and items were corrected to develop the final translation of the Composite Abuse Scale (Revised) – Short Form in Afrikaans. The translation is now ready for quantitative piloting, which is currently underway to establish its psychometric properties. , Thesis (MA) -- Faculty of Humanities, Psychology, 2024
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- Authors: Steyn, Constanze
- Date: 2024-10-11
- Subjects: Intimate partner violence South Africa , Afrikaans language , Psychological tests Translating , Psychometrics , Victims of family violence Mental health
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/465854 , vital:76659
- Description: Globally, and especially in South Africa, we face the reality of linguistic and cultural variation within one nation. Our nation is intricately woven from rich cultural and linguistic threads to create a complex tapestry. It is a beautiful privilege that is, however, not without its obstacles. We often do not have access to psychometric tools that “speak” the language of the respondent that we intend to assess. It is, and should, however, be, our goal to adapt and translate assessments to allow individuals to convey their experience in their language of comfort. This is crucial for psychological assessments' fairness, reliability, validity, and utility. Intimate partner violence (IPV) severely impacts mental health worldwide. An alarming correlation has been found between exposure to IPV and the development of mental health difficulties. In South Africa, IPV is considered a significant public health issue. Even though South Africa has a population of approximately 60,9 million, of whom an estimated 10.6% are Afrikaans-speaking, there is currently no measure exploring the experiences of IPV available in Afrikaans. Having psychological assessments available in Afrikaans is essential in evaluating the psychological experiences of people seeking mental health services in Afrikaans. The Composite Abuse Scale (Revised) – Short Form (CASr-SF) is a self-report questionnaire that measures experiences of IPV across three domains: physical, psychological, and sexual abuse. This study aimed to develop a meaningful and relevant Afrikaans translation of the CASr-SF to improve the linguistic accessibility of the measure and afford more ease to Afrikaans-speaking individuals in sharing experiences of abuse. This study followed a four-step translation design, including forward- and backtranslation, a committee approach, and qualitative piloting through cognitive interviews. Participants in this study included four independent translators who were approached by the researcher directly, according to their respective areas of expertise – linguistics and psychology. In addition, three participants were sourced from the target population through snowball sampling to partake in cognitive interviews as a confirmatory step and to potentially substantiate, expand on, and review results gathered during the first three steps of the translation design. The researcher ii compared, collated, and analysed the data to identify problematic items. The translation team then discussed these items to refine the translation, and items were corrected to develop the final translation of the Composite Abuse Scale (Revised) – Short Form in Afrikaans. The translation is now ready for quantitative piloting, which is currently underway to establish its psychometric properties. , Thesis (MA) -- Faculty of Humanities, Psychology, 2024
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An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans
- Authors: Knoetze, Susanna
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Grahamstown , Language and education -- South Africa -- Grahamstown , Education, Elementary -- Evaluation -- South Africa -- Grahamstown , Mathematics teachers -- Rating -- South Africa -- Grahamstown , Language arts -- Correlation with content subjects -- South Africa -- Grahamstown , Native language and education -- South Africa -- Grahamstown , Second language acquisition , Xhosa language , Afrikaans language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2054 , http://hdl.handle.net/10962/d1018910
- Description: There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.
- Full Text:
- Authors: Knoetze, Susanna
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Grahamstown , Language and education -- South Africa -- Grahamstown , Education, Elementary -- Evaluation -- South Africa -- Grahamstown , Mathematics teachers -- Rating -- South Africa -- Grahamstown , Language arts -- Correlation with content subjects -- South Africa -- Grahamstown , Native language and education -- South Africa -- Grahamstown , Second language acquisition , Xhosa language , Afrikaans language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2054 , http://hdl.handle.net/10962/d1018910
- Description: There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.
- Full Text:
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