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An examination of the suitability of some contemporary South African fiction for readers in the post-developmental reading stage

  • Authors: Cole, Lorna
  • Date: 1992
  • Subjects: Children's literature, South African -- History and criticism Children -- Books and reading -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1530 , http://hdl.handle.net/10962/d1003412
  • Description: Adverse criticism regarding the quantity and quality of children's books in South Africa appear in such respected sources as The Oxford Companion to Children's Literature and The Companion to South African English Literature, the authors of which are of the opinion that South African children are dependent solely upon Eurocentric literature for their reading material. In recent years however, local publishers have attempted to redress this imbalance by offering prizes for unpublished works. These prizes have acted as incentives for aspiring writers, many of whom have had novels published specifically for children in the post-developmental reading stage. This study critically examines some of these prizewinning works of fantasy and contemporary realism, in an effort to gauge their literary worth within the context of accepted criteria for judging children's literature. Accolades from adults are not however a guarantee that the prizewinning books will be received with equal acclaim by the children for whom they are written. For this reason, five children in the post-developmental reading stage were asked to pass their opinions and non-literary judgments on the books. Although the critical evaluation of the indigenous works proves them to be eminently worthy of the prizes which they received on publication, the children did not rate them as highly as certain imported works. The works of fantasy by Marguerite Poland rated poorly in terms of their popularity despite the fact that the children said that in a non-circumscribed context, they choose fantasy in preference to contemporary realism. Within the context of the indigenous literature which they read for this study though, they preferred the works of contemporary realism as they were able to identify with particular aspects of the novels. Indigenous literature for children in the post-developmental reading stage is a comparatively new phenomenon which needs to be nurtured if it is to attain any lasting status. The onus rests upon the teachers of literature and librarians to introduce the literature and make the books more accessible to young readers. Publishers need perhaps to engage the views and opinions of the audience for whom the books are written in an effort to publish books which, without in any way detracting from their literary worth, will deal with subjects favoured by young readers.
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The "Big E": the English (first language) endorsement on the teacher's bilingualism certificate: an investigation into the background to and origin of this requirement, an evaluation of past and current examining practices and standards and criteria, a needs assessment, and suggestions and recommendations for sound practice

  • Authors: Spingies, Conrad
  • Date: 1992
  • Subjects: Teachers -- Training of -- South Africa Teachers -- Selection and appointment Teachers -- Language Teachers -- Certification -- South Africa Bilingualism -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1427 , http://hdl.handle.net/10962/d1003308
  • Description: South African education authorities demand of teachers a high degree of competency in both official languages. In the Cape Province in particular, teachers are not considered eligible for promotion posts unless they possess the so-called Higher Bilingualism Certificate, signifying their command of both official languages at "First Language" level. In view of the fact that the overwhelming majority of schools nowadays are single-medium institutions; this requirement may strike the objective observer as an anomaly. An attempt was made, therefore, first of all to investigate the historical background to this requirement. The "language question", a problematic feature of South African education since the beginning of the nineteenth.century, was not resolved when legislators chose "bilingualism and language equality" for the Union of South Africa in 1910. The available evidence suggests, however, that bilingualism was actively pursued as an educational ideal at least until the end of the 1940s, and for this reason education authorities placed a high premium on teachers who were "fully bilingual". Nowadays the typical (White) school is a single-medium institution where the second language is rarely if ever heard outside the classroom where it is taught as a subject. The present policy, to demand a high degree of proficiency in both official languages of teachers occupying promotion posts at such a school, may then be described not only as an anomaly, but as an anachronism. A further problem is the fact that the various educational institutions (specifically teachers' colleges and universities) that set examinations leading to the Higher Bilingualism Certificate rarely communicate with one another, and are therefore unable to agree on uniform standards and criteria, or to ensure that such standards are maintained. That this is indeed the case, was confirmed by examination of "Big E" test papers set at three teachers' colleges, two Colleges for Continued Training, and four universities in the Cape Province. In an attempt to establish what assistance and support might be needed by a "second language" user of English in order for him to improve to the point where he resembled a "first language" user of English in his "terminal language behaviour", a comparison (by means of error analysis) of the responses of two groups (an Ll and an L2 group) to the same test paper was undertaken. The available evidence suggests that L2 users may need to be helped to acquire a more extensive vocabulary, but, above all, that they need to improve their ability to handle two crucially important aspects of usage: idiom and grammar. The final chapter attempts to establish pedagogic and linguistic bases for a course intended for "Big E" candidates, and makes recommendations with regard to (i) the content and the form of the course, and (ii) sound examination practice. The concluding thoughts offer the view that such a course could remain useful even in a future South Africa where the emphasis may shift from a demand for teachers who are "fully bilingual" to teachers who have a good command of English.
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The evaluation of an individualised language programme in two multicultural Standard 9 classes : a pilot study

  • Authors: Hartman, Lorraine Mary
  • Date: 1992
  • Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa -- Foreign speakers Language and education -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1523 , http://hdl.handle.net/10962/d1003405
  • Description: Two multicultural, mixed-ability Standard Nine classes (17 year olds) were selected for this pilot study. As they were half way through the Senior Secondary phase they had completed most of their English Language syllabus. There was a wide range of achievement in English in addition to which, fifteen of the thirty-nine pupils were English second language speakers. The teacher had to decide how to cope adequately with these differences in the subject English in general and in particular, in the Language component. A Language programme was devised, based on the prescribed textbooks. The pupils could work through the programme at their own pace and order and could consult the researcher during or after class time. The programme only covered the prescribed Language Study component and only a quarter of the total English time during an eight-week period (one term) was given to its completion. A Pre-test was set, the Senior Certificate Language examination paper of 1986, and the results analysed. The two classes were combined into one group and then randomly placed in the experimental and control groups apart from eight boys whose timetable requirements restricted them to being in the same group. The experimental and control groups were not matched. Aspects of Action Research were included in the design; pupils kept individual records; diaries were written by three pupils from each group and an independent observation was made of each group. A Post-test was administered (the 1989 Human Sciences Research Council examination) and this was followed by a questionnaire. The hypothesis, stated in null form, was: Pupils taught by individualised methods will not achieve better results than those taught by traditional methods. This hypothesis proved to be true. The experimental group, who achieved a better result in the pre-test maintained their lead over the control group but did not increase it. Neither group fared well on the post-test but the experimental group achieved a result slightly higher than the provincial average. The affective results were more positive, most pupils enjoying their autonomy and experiencing a sense of achievement despite their results in the post-test. A few preferred whole and small-group teaching, showing that the teacher needs to present the subject in more than one style. This small-scale experiment dealt only with one aspect of English teaching, but there is potential for development particularly with regard to the use of individualised programmes both for remedial and enrichment purposes. The innovative teacher in the multicultural classroom could use individualised programmes profitably as part of his teaching repertoire.
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The FITE for reading teaching : an examination of the initial training of senior primary teachers at a sample of institutions in England and South Africa

  • Authors: McKellar, David William
  • Date: 1992
  • Subjects: Reading (Elementary) -- South Africa Reading (Elementary) -- Great Britain Teachers -- Training of -- South Africa Teachers -- Training of -- Great Britain
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:1545 , http://hdl.handle.net/10962/d1003427
  • Description: Primary school teachers are expected to teach reading. Whether they are adequately prepared to fulfil this role, particularly for those preparing to teach in the senior primary phase, is the concern of this thesis. Reading teaching models are useful to reading teaching course developers for devising initial training syllabuses. Such models are described, followed by an example of such a syllabus developed at Rhodes University. The Rhodes University model, described early in the thesis, is used as a background for the further consideration of aspects of reading teaching at other institutions. This model is also used as an instrument for assessing the pre-service teaching experience of student teachers. The study focuses on English speaking teacher training institutions where the majority of the student teachers are preparing to teach in English speaking primary schools. Because of the considerable influence of developments in England on South African English speaking teacher training institutions, reading teaching developments in England from 1972 to 1990 are described. The pioneering work of Cook and Moyle provides a background against which subsequent developments in reading teaching are traced. Reports produced by the Department of Education and Science provide many insights into the state of reading teaching in schools in England as well as developments in teacher training. The reading teaching courses at six teacher training institutions are examined - three in England and three in South Africa. The differences are considerable, particularly the amount of time allocated to reading teaching during the four years of initial teacher education and training common to the six institutions. Two cohorts of student teachers review and assess the Rhodes University reading teaching course in terms of the extent of its interest and value for them as prospective teachers, and the amount of time allocated to the course. The most disturbing finding of this study is the nature of reading teaching observed in schools by student teachers. It is suggested that if reading teaching in senior primary schools is to be improved, the deadlocked cycle needs to be broken by education authorities, teachers and teacher trainers resolving the problem jointly.
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A pilot study of the relationship between the English language abilities of a group of primary school children and their tree-drawings

  • Authors: Kierman, Wynsome Doreen
  • Date: 1991
  • Subjects: Children -- Language -- Research Children -- Language -- Study and teaching -- Research Cognition in children Communicative competence in children -- Research English language -- Study and teaching (Primary) -- Research
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1704 , http://hdl.handle.net/10962/d1003587
  • Description: This pilot study attempts to assess the correlation between language ability and a projective Tree-drawing test. The hypothesis tested is that expounded by Sandra Michel, a psychologist working with Dr. A. A. Tomatis at the Language Centre in Paris. The theory of Language from which her work derives is that put forward by A. A. Tomatis in Vers l'écoute humaine (Towards Human Hearing), (1977) and Education and Dyslexia trans . , Louise Guiney, (1972). This hypothesis states that the Tree-drawing can give a clear indication of the kind of dialogue the testee will be able and willing to use. The claims for projective Tree-drawing 'tests' or techniques have been mainly concerned with personality or psychological assessments and sometimes with intelligence testing since Charles Koch first began his work in this field in the early forties. Sandra Michel in "The Tree Test", translated by T . Brown, (unpublished paper), Tomatis Centre (Scarbrough, Ontario, 1980) discusses a Tree-drawing scale that indicates both the developmental level of the child's language ability and his/her motivation towards dialogue and communication at this level. To test this hypothesis a sample of 1094 Tree-drawings was used. The drawings were done by Primary School children of both sexes from Sub. A. to Std . 5, collected over four years of research. These drawings were studied to see if the Tree scale of drawings described by Michel did in fact occur and if they occurred in the sequence she suggests. As a result of these preliminary investigations a developmental scale was devised and proposed as a refinement of Michel's scale. Scores from these two Tree-scales were correlated with English language scores using Pearson Product Moment Correlation Coefficient and the Spearman Rank techniques. The sample for this correlation study was a group of 54 Std. 5 pupils whose English language ability was evaluated by (i) a school English Examination mark, (ii) a Questionnaire scoring receptive and expressive language behaviours and (iii) Verbal I.Q. scores. The positive correlation between these language scores and the Tree-drawing projective test scores are discussed and the implications for English language teaching and suggestions for further research mentioned.
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Evaluating an English department: the use of illuminative evaluation procedures in descriptive and diagnostic analysis of English teaching programmes in high schools

  • Authors: Thorpe, Robert Nicholas
  • Date: 1991
  • Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- Evaluation
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1522 , http://hdl.handle.net/10962/d1003404
  • Description: To evaluate what is actually happening within a High School subject curriculum, the annual parade of marks, percentages and symbol distributions is not by itself adequate, especially in assessing progress towards such English syllabus goals as: That pupils expand their experience of life, gain empathetic understanding of people and develop moral awareness. (3.1. 4 HG) How too, from examination results alone, can a subject head of English assess the success of his objective "to woo his pupils into the reading habit"? (School 1: Goals 1988) Decisions on English department policy and procedures are frequently based on personal hunches and examination results. Few subject departments engage in proper evaluations of their curricula to support decisions made, or to impart meaning upon the countless daily transactions between child and adult, individual and institution in the learning process. This study demonstrates the efficacy of "illuminative evaluation" techniques in opening out an educational innovation (1986 First Language English syllabi of the Cape Education Department) at two High Schools for comment and appraisal. The array of information gathered should be useful in planning and implementing further curricula initiatives. The inherent flexibility of illuminative evaluation procedures and their freedom from large-scale data base requirements needed for 'scientific' models of evaluation are advantageous in investigating the untidy complexities of English teaching. Both 'closed' and 'open' response questionnaires, interviews, and perusal of relevant documents informed the researcher of the views of pupils, parents, English teachers, other subject heads, the two school principals and the education authorities on what waS and ought to be happening in English classes. From the considerable array of information generated, the distress of conscientious English teachers facing unreasonable work-loads emerged clearly. Such teachers are likely to occupy key roles in the non-racial state schools of the future and cannot be regarded as expendable. 'Open schools' present new challenges to existing curricula and the position of English may prove to be critical. Thus it is submitted that English subject heads should be concerned with evaluating their departments so that informed decisions can be taken on future directions. Illuminative evaluation is demonstrably useful in such analyses.
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A study of the reading interests and reading habits of English (first language) secondary-school pupils in South Africa: with particular reference to the Province of Natal

  • Authors: Gardner, John Murray
  • Date: 1990
  • Subjects: Reading interests English language -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal Books and reading -- South Africa -- KwaZulu-Natal Readership surveys -- South Africa -- KwaZulu-Natal
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:1781 , http://hdl.handle.net/10962/d1003666
  • Description: The study derives from a belief, based on many researchers' writings, that wide and frequent book-reading aids the development of knowledge, emotional maturity and human sympathy, which are all essential attributes in a fragmented culture such as South Africa's. It is not accepted that conventional secondary-school literature-teaching in this country promotes a lifelong reading habit among the majority of pupils and a plea is made for the recognition of Reading as a curricular entity in its own right. The study suggests that, owing to a paucity of local research in this field, South African teachers and educational authorities are severely disadvantaged. If they are unable to offer advice based on a proper study of their pupils as readers, they run the risk of guiding many pupils' reading along paths that cannot promise satisfaction and fulfilment. Such stultifying of reading habits would contradict the aims of the present National Core Syllabuses for English (First Language). The thesis sets little store by the investigation of specific bookchoices, pointing out that the validity of such incidental findings, if gleaned from a latitudinal survey, is questionable. Instead, using the findings of questionnaires administered to nearly 2 800 pupils and their teachers, the thesis investigates the relationships between voluntary leisure-time reading and such factors as age, gender, intelligence, academic achievement and standard of living. It also looks at the influences of parents, teachers, peers, contemporary literature-teaching practices, school and public libraries, and leisure- time pursuits other than reading. Many suggestions are offered for further research into finer aspects of those considerations. Many of the findings serve merely to corroborate research from abroad, particularly in respect of age, gender and intelligence. That is none the less alarming when a striking decline in reading is found to occur in the early years of the secondary school. A number of other interesting findings emerge. Standard of living is shown to be inversely correlated with amount of reading, and television-viewing is not found to displace reading. Nor are other leisure-time pursuits found to affect amount of reading: avid readers are by and large extremely active and committed pupils. Reading emerges from the study as providing its own peculiar satisfaction, as does each of the other leisure activities investigated. The challenge is to ensure that infrequent readers become aware of what reading has to offer, and strategies for attempting to achieve that are posited, particularly with regard to the roles of public and school libraries. The roles of teachers and parents are found to be crucial to the development of an appetite for books, and it is suggested that schools and parents liaise formally and closely in this matter. The study groups pupils by a number of personal variables, and investigates their reactions to common forms and genres as well as to certain specifics of style, thereby discussing the relationship between reading, social maturity and academic achievement It argues strongly for recognition of the fact that educating secondary-school pupils in the development of keen and sensitive lifelong reading habits is a process which cannot be systematically taught as a set of skills.
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An examination of the use of the contextual question in examining Shakespeare's plays at the standard ten level in Cape Education Department schools

  • Authors: Mullineux, Peter Newton
  • Date: 1989
  • Subjects: Shakespeare, William, 1564-1616 -- Study and teaching , English literature -- Examinations, questions, etc. , English literature -- Study and teaching (Secondary) -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1346 , http://hdl.handle.net/10962/d1001412
  • Description: Six years as a sub-examiner of both literature and written work made me aware of a personal dissatisfaction with the system of examining. This research examines in detail the use of the contextual question in examining Shakespeare's plays. The main concern has been to try to deduce what constitutes a good set of contextual questions. This area appears to have attracted little detailed research. However, there is much general writing on the teaching of literature. There is no major conclusion in the dissertation but rather a series of conclusions related to the concept of the contextual question. These are summarised towards the end of chapter three. Some general recommendations appear at the end of chapter three as a sub-heading. The findings of this investigation indicate a need for further research into the system of examining literature in the Cape. It is hoped that teachers and examiners reading this dissertation will be able to use the findings to provide a possible framework for the setting of sound contextual questions
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A critical review of some of Roald Dahl's books for children, with particular reference to a 'subversive' element in his writing, some responses to his work and its place in the education of the child

Some aspects of the teaching of English as a main language at the secondary level with special reference to the question of 'language'

  • Authors: Crampton, Michael Edward
  • Date: 1984
  • Subjects: English language -- Study and teaching (Secondary)
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1873 , http://hdl.handle.net/10962/d1004926
  • Description: From Introduction: A training in English literature followed by a limited number of English method lectures on how to teach a prescribed Victorian novel proved inadequate in these circumstances. Moreover, several years of interaction with colleagues in staff rooms, conferences and seminars in England and South Africa failed to yield a secure sense of purpose or a confident understanding of why, when and how to teach what in the English lesson. Too many amateurs are employed to teach English. Barn dancers might as well teach ballet. Yet for all that, there grew a conviction, reinforced by the vital involvement of many inspiring colleagues, that English teaching is the mainspring of the educational process where that language is the medium of education. The hope of making some contribution to the advancement of the English teaching profession, especially for the benefit of those who look up, hoping to learn, is sufficient motivation for this work. The endeavour will be, in the first place, to review some traditional aspects of English teaching in their historical context. A description of the traditional sources upon which the profession intuitively draws might assist in explaining the existence of certain attitudes. In chapters 2-4 an analysis of current thinking, directions and practices will aim to explore some aspects of what English teaching in schools is, when and how it happens and to what end. The direction in which the profession is moving will be weighed against the relevance of school English in the further learning experiences of school leavers before conclusions and recommendations are listed. Throughout, the purpose will be to contribute insights into the practice of teaching English as a main language. The term 'main language' has been deliberately chosen. Growing numbers of South Africans might be described as English L2 'main language' speakers in the sense that though Afrikaans, Zulu, Xhosa or Gujarati might be regarded as their 'first' language , English is the language which they mainly use in the ordinary business of life, in the home, at work and at play. The situation is fluid and interactive. Many adult speakers are in the process of assuming English as a main language. Small groups at work (and increasingly in lecture halls and classrooms) might, in learning contexts use English mainly as a means of interaction but include a variety of native Ianguage speakers from Armenian to ZuIu. The concept of English as a 'main' as distinct from 'first' or 'second' language seems to be gaining fresh significance. The fact that it is no longer safe to assume that main language English speakers will all be drawn from uniform speech communities, has major implications for the teaching of the subject; implications that will rapidly become more significant with the eradication of apartheid from our society. In this study, focus will be upon the teaching of the subject at the secondary level. Within that area particular emphasis will fall upon the final three years of schooling. With the approach of the matriculation examination many schools begin to rattle their shackles, bringing 'English specialists' to bear on prescribed works and increasing the intensity of tests and mock examinations. The leisurely dalliance with projects and casual affairs with creative work associated with English in the early years, can be forgotten as attention is confined with increasing intensity on possible examination questions . Thus the opportunity to finish what has been begun is often wasted. Where added impetus and direction could be given in the final years to interest, enjoyment and abilities fostered at primary and junior secondary levels, preoccupation with an irrelevant literary erudition, with disjointed comprehension passages and spurious essay topics, can stifle natural growth. On the other hand it must be acknowledged that the impetus provided by the final examination can channel energy and produce insights that might otherwise have remained dormant. Thus, while the final three years of schooling are educationally no more important than any other phase in the twelve years schooling, they do III involve important issues within the writer's range of experience.
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An investigation of the shared experience of children's literature, with particular reference to the teacher reading aloud, in senior primary classes

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