A case study of the multiple contextual factors that impact on the reading competencies of grade 3 non-mother tongue speakers of English in a Grahamstown Primary School in the Eastern Cape, South Africa
- Authors: Leander, Elizabeth Alice
- Date: 2007
- Subjects: Education, Elementary -- South Africa -- Eastern Cape -- Case studies English language -- Study and teaching (Elementary) -- South Africa -- Eastern Cape -- Case studies Language and education -- South Africa -- Eastern Cape -- Case studies Language policy -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2374 , http://hdl.handle.net/10962/d1005913
- Description: This study explores what happens in a reading class where grade 3 learners from specific cultural and ethnic backgrounds are taught to read in a language other than their mother-tongue. The research takes place at a primary school in the Eastern Cape, South Africa where English is the Medium of Instruction (MOI).The report on the findings of this research reveals that the teaching strategies and reading theories of the teacher, the literacy backgrounds of the learners, as well as the language preferences of the parents, are some of the contextual factors that impact on reading. One of the major findings in the study constitutes the debilitating effects of the learners' socio- economic circumstances on their reading performances in the classroom. The socio-political factors that impact on the learners, the teacher, and the school as a social unit, proved to be the factors that are remnants of the Apartheid segregation polices as well as the educational policies of the present government, especially, those pertaining to mother-tongue Instruction. Although it is difficult to generalize from a small-scale study like this, its benefits lie in the evidence that confirms the influence of specific contextual factors on reading proficiencies, the evidence that identifies poor and effective teaching practices and the evidence that elucidate the implications of non-mother tongue instruction. This research may thus serve to raise the consciousness of practitioners in reading instruction, parents and policy makers. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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- Date Issued: 2007
- Authors: Leander, Elizabeth Alice
- Date: 2007
- Subjects: Education, Elementary -- South Africa -- Eastern Cape -- Case studies English language -- Study and teaching (Elementary) -- South Africa -- Eastern Cape -- Case studies Language and education -- South Africa -- Eastern Cape -- Case studies Language policy -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2374 , http://hdl.handle.net/10962/d1005913
- Description: This study explores what happens in a reading class where grade 3 learners from specific cultural and ethnic backgrounds are taught to read in a language other than their mother-tongue. The research takes place at a primary school in the Eastern Cape, South Africa where English is the Medium of Instruction (MOI).The report on the findings of this research reveals that the teaching strategies and reading theories of the teacher, the literacy backgrounds of the learners, as well as the language preferences of the parents, are some of the contextual factors that impact on reading. One of the major findings in the study constitutes the debilitating effects of the learners' socio- economic circumstances on their reading performances in the classroom. The socio-political factors that impact on the learners, the teacher, and the school as a social unit, proved to be the factors that are remnants of the Apartheid segregation polices as well as the educational policies of the present government, especially, those pertaining to mother-tongue Instruction. Although it is difficult to generalize from a small-scale study like this, its benefits lie in the evidence that confirms the influence of specific contextual factors on reading proficiencies, the evidence that identifies poor and effective teaching practices and the evidence that elucidate the implications of non-mother tongue instruction. This research may thus serve to raise the consciousness of practitioners in reading instruction, parents and policy makers. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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- Date Issued: 2007
A case study of teacher modification strategies in an ESL classroom context
- Authors: Rataza, Themba Theophilus
- Date: 2006
- Subjects: English language -- Study and teaching (Foreign speakers) -- South Africa -- Eastern Cape English language -- Study and teaching (Secondary) -- South Africa -- Eastern Cape Code switching (Linguistics) -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1925 , http://hdl.handle.net/10962/d1007558
- Description: The purpose of this study is to explore and discuss the use of teacher modification strategies by a high school teacher in the Eastern Cape province of South Africa in an English second language classroom. This teacher does not share the mother tongue of the learners. Unlike other teachers who resort to code switching when teaching L2 learners, this particular educator does not have that liberty. Code switching has been found to be a useful strategy for teaching and learning (Adendorff 1996, Marawu 1996). Code switching will henceforth be abbreviated as CS in the rest of the text. Often teachers use CS to help students understand as an avoidance strategy to teach in English. They have no other way of getting through to students because they haven't been shown the benefits of teacher modification strategies employed by the teacher I have observed in this study. The study therefore seeks to establish or investigate and describe the modification strategies the teacher uses to make his lessons comprehensible to his learners and to accommodate the needs of his L2 learners in view of the fact that he does not share the language of his learners. The motivation behind this study stems from the difficulties experienced by L2/ESL learners learning through the medium of English. These problems are described by researchers such as Macdonald (1990), Eiseman (1992), NEPI report (1992). These difficulties relate to the lack of vocabulary, low proficiency levels and comprehension skills. In view of the above, this case study research was conducted on one teacher to find out or investigate how he modifies his teaching strategies. It has been revealed in the literature studied / reviewed that teachers employ a variety of teaching strategies to adapt to the needs of their L2 learners. (Long (1983), Wong-Filhnore (1985), Chaudron (1988), Huizenga et al (1990)). The teacher in this study has also been found to employ the main strategies to modify his teaching practice. It is clear from the interviews with both the teacher and his students, that this particular teacher makes full use of a range of language and methodological strategies to help his students understand his lessons. It is hoped that the findings of this research may illuminate some valuable insights in the necessity and usefulness of teacher modification strategies for all teacher trainers so that our teaching institutions can provide a variety of methods for teacher trainees to help L2 students develop their English language skills.
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- Date Issued: 2006
- Authors: Rataza, Themba Theophilus
- Date: 2006
- Subjects: English language -- Study and teaching (Foreign speakers) -- South Africa -- Eastern Cape English language -- Study and teaching (Secondary) -- South Africa -- Eastern Cape Code switching (Linguistics) -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1925 , http://hdl.handle.net/10962/d1007558
- Description: The purpose of this study is to explore and discuss the use of teacher modification strategies by a high school teacher in the Eastern Cape province of South Africa in an English second language classroom. This teacher does not share the mother tongue of the learners. Unlike other teachers who resort to code switching when teaching L2 learners, this particular educator does not have that liberty. Code switching has been found to be a useful strategy for teaching and learning (Adendorff 1996, Marawu 1996). Code switching will henceforth be abbreviated as CS in the rest of the text. Often teachers use CS to help students understand as an avoidance strategy to teach in English. They have no other way of getting through to students because they haven't been shown the benefits of teacher modification strategies employed by the teacher I have observed in this study. The study therefore seeks to establish or investigate and describe the modification strategies the teacher uses to make his lessons comprehensible to his learners and to accommodate the needs of his L2 learners in view of the fact that he does not share the language of his learners. The motivation behind this study stems from the difficulties experienced by L2/ESL learners learning through the medium of English. These problems are described by researchers such as Macdonald (1990), Eiseman (1992), NEPI report (1992). These difficulties relate to the lack of vocabulary, low proficiency levels and comprehension skills. In view of the above, this case study research was conducted on one teacher to find out or investigate how he modifies his teaching strategies. It has been revealed in the literature studied / reviewed that teachers employ a variety of teaching strategies to adapt to the needs of their L2 learners. (Long (1983), Wong-Filhnore (1985), Chaudron (1988), Huizenga et al (1990)). The teacher in this study has also been found to employ the main strategies to modify his teaching practice. It is clear from the interviews with both the teacher and his students, that this particular teacher makes full use of a range of language and methodological strategies to help his students understand his lessons. It is hoped that the findings of this research may illuminate some valuable insights in the necessity and usefulness of teacher modification strategies for all teacher trainers so that our teaching institutions can provide a variety of methods for teacher trainees to help L2 students develop their English language skills.
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- Date Issued: 2006
An examination of the drafting-responding process used to develop students' writing in an English Language for Academic Purposes Course
- Authors: Quinn, Lynn
- Date: 2000
- Subjects: English language -- Study and teaching (Higher) -- Foreign speakers , Rhodes University -- Academic Development Programme , Academic writing -- Study and teaching (Higher) -- South Africa , Educational anthropology -- South Africa , Educational sociology -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2359 , http://hdl.handle.net/10962/d1002642 , English language -- Study and teaching (Higher) -- Foreign speakers , Rhodes University -- Academic Development Programme , Academic writing -- Study and teaching (Higher) -- South Africa , Educational anthropology -- South Africa , Educational sociology -- South Africa
- Description: Many students when they arrive at university do not possess the “cultural capital” (Bourdieu 1977) which is favoured by the institution. The purpose of the English Language for Academic Purposes (ELAP) course and the drafting-responding process is to help students to begin to acquire the “cultural capital” required to succeed at university. The research reported on in this thesis examined the drafting-responding process as it is used to develop students’ writing in the ELAP course at Rhodes University. The process involved students submitting drafts of their essays on which they received constructive and formative feedback from their ELAP tutor. This feedback was then used to revise their essays before a final version was submitted for assessment. The research took the form of a case study with an essentially interpretive orientation. I examined the drafts (with the tutor’s comments) and final versions of seven students’ ELAP essays. Additional data was obtained by interviewing the students and the tutor. Underpinning my beliefs regarding the role of writing in learning as well as my orientation to research is an understanding of knowledge and learning as being socially constructed. All writing is embedded in and dependent on, not only the immediate social circumstances, but also the broader social and cultural context. In analysing and discussing the data in this research I used Halliday’s (1985) definition of context, in which he draws a broad distinction between the immediate context of situation and the broader context of culture The research findings showed that the drafting-responding process can help students with the process of developing the academic literacy they need in order to write essays within specific situational contexts, in this case, the context of the ELAP course. In addition, at a broader level, it can help students to begin the process of being initiated into the culture of the university as a whole.
- Full Text:
- Date Issued: 2000
- Authors: Quinn, Lynn
- Date: 2000
- Subjects: English language -- Study and teaching (Higher) -- Foreign speakers , Rhodes University -- Academic Development Programme , Academic writing -- Study and teaching (Higher) -- South Africa , Educational anthropology -- South Africa , Educational sociology -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2359 , http://hdl.handle.net/10962/d1002642 , English language -- Study and teaching (Higher) -- Foreign speakers , Rhodes University -- Academic Development Programme , Academic writing -- Study and teaching (Higher) -- South Africa , Educational anthropology -- South Africa , Educational sociology -- South Africa
- Description: Many students when they arrive at university do not possess the “cultural capital” (Bourdieu 1977) which is favoured by the institution. The purpose of the English Language for Academic Purposes (ELAP) course and the drafting-responding process is to help students to begin to acquire the “cultural capital” required to succeed at university. The research reported on in this thesis examined the drafting-responding process as it is used to develop students’ writing in the ELAP course at Rhodes University. The process involved students submitting drafts of their essays on which they received constructive and formative feedback from their ELAP tutor. This feedback was then used to revise their essays before a final version was submitted for assessment. The research took the form of a case study with an essentially interpretive orientation. I examined the drafts (with the tutor’s comments) and final versions of seven students’ ELAP essays. Additional data was obtained by interviewing the students and the tutor. Underpinning my beliefs regarding the role of writing in learning as well as my orientation to research is an understanding of knowledge and learning as being socially constructed. All writing is embedded in and dependent on, not only the immediate social circumstances, but also the broader social and cultural context. In analysing and discussing the data in this research I used Halliday’s (1985) definition of context, in which he draws a broad distinction between the immediate context of situation and the broader context of culture The research findings showed that the drafting-responding process can help students with the process of developing the academic literacy they need in order to write essays within specific situational contexts, in this case, the context of the ELAP course. In addition, at a broader level, it can help students to begin the process of being initiated into the culture of the university as a whole.
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- Date Issued: 2000
Genre analysis and the teaching of academic literacy: a case study of an academic discipline in the social sciences
- Authors: Vorwerk, Shane Paul
- Date: 1998
- Subjects: Lectures and lecturing , Lecture method in teaching , Language and culture , Discourse analysis , Language and culture -- South Africa , English language -- Discourse analysis , Intercultural communication -- South Africa , English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2365 , http://hdl.handle.net/10962/d1002648 , Lectures and lecturing , Lecture method in teaching , Language and culture , Discourse analysis , Language and culture -- South Africa , English language -- Discourse analysis , Intercultural communication -- South Africa , English language -- Study and teaching -- South Africa -- Foreign speakers
- Description: Students in tertiary educational institutions in South Africa come from many different backgrounds and have varied educational experiences. Some students, especially those from non-English speaking backgrounds, may encounter linguistic difficulties with various academic tasks. In order for students to be successful at university, they must become academically literate. That is, they must master all the reading, writing, listening and comprehension tasks required by the disciplines in which they are studying. One such task is presented by the academic lecture which is an integral part of any course of study. Linguistically, the academic lecture can be seen as a particular genre with unique characteristics. This study investigated some linguistic characteristics of academic lectures. The discipline of Political Science, as a Social Science, was chosen because there is little research that has been done on language in the Social Sciences. The Political Science sub-disciplines of Political Philosophy, South African Politics, and International Relations were used in this research. First year lectures were recorded from each of these three sub-disciplines. The linguistic characteristics of lectures were analysed using techniques drawn from Systemic Functional linguistic theory. The analysis concentrated on the aspects mode and field as they were realised in the lectures. In addition, higher level generic structure was also analysed. The insights gained from the analysis were validated through interviews with the lecturers who gave the lectures. The aim of this research was to develop a linguistic characterisation of the lecture genre as it occurs in the three sub-disciplines of Political Science. The results of this research suggest that although there is a unified academic lecture genre, there is variation according to sub-discipline. The implications of this variation are discussed with reference to their relevance to teaching academic literacy.
- Full Text:
- Date Issued: 1998
- Authors: Vorwerk, Shane Paul
- Date: 1998
- Subjects: Lectures and lecturing , Lecture method in teaching , Language and culture , Discourse analysis , Language and culture -- South Africa , English language -- Discourse analysis , Intercultural communication -- South Africa , English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2365 , http://hdl.handle.net/10962/d1002648 , Lectures and lecturing , Lecture method in teaching , Language and culture , Discourse analysis , Language and culture -- South Africa , English language -- Discourse analysis , Intercultural communication -- South Africa , English language -- Study and teaching -- South Africa -- Foreign speakers
- Description: Students in tertiary educational institutions in South Africa come from many different backgrounds and have varied educational experiences. Some students, especially those from non-English speaking backgrounds, may encounter linguistic difficulties with various academic tasks. In order for students to be successful at university, they must become academically literate. That is, they must master all the reading, writing, listening and comprehension tasks required by the disciplines in which they are studying. One such task is presented by the academic lecture which is an integral part of any course of study. Linguistically, the academic lecture can be seen as a particular genre with unique characteristics. This study investigated some linguistic characteristics of academic lectures. The discipline of Political Science, as a Social Science, was chosen because there is little research that has been done on language in the Social Sciences. The Political Science sub-disciplines of Political Philosophy, South African Politics, and International Relations were used in this research. First year lectures were recorded from each of these three sub-disciplines. The linguistic characteristics of lectures were analysed using techniques drawn from Systemic Functional linguistic theory. The analysis concentrated on the aspects mode and field as they were realised in the lectures. In addition, higher level generic structure was also analysed. The insights gained from the analysis were validated through interviews with the lecturers who gave the lectures. The aim of this research was to develop a linguistic characterisation of the lecture genre as it occurs in the three sub-disciplines of Political Science. The results of this research suggest that although there is a unified academic lecture genre, there is variation according to sub-discipline. The implications of this variation are discussed with reference to their relevance to teaching academic literacy.
- Full Text:
- Date Issued: 1998
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