Exploring the interplay between foundation phase learners’ home and school literacy practices
- Authors: Magxala, Xoliswa Patience
- Date: 2023-10-13
- Subjects: Literacy Social aspects South Africa Eastern Cape , Cultural-historical activity theory , Ethnography , Reading Parent participation , Education, Elementary South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431587 , vital:72788 , DOI 10.21504/10962/431587
- Description: The thesis looked at Foundation Phase children’s early home literacy practices and examined how these literacy practices are adopted at school in Libode, Eastern Cape Province, South Africa, a rural area. The purpose of the study was to determine how early literacy practices at home are adopted in classrooms. The study aimed to determine the relationship between home and school literacy. To understand the literacy practices used at home and school by four Foundation Phase children and four Foundation Phase teachers, an interpretive ethnographic study design was used. Participants who spoke isiXhosa as their first language participated in data collection using structured observations, video and audio recordings, field notes, and unstructured interviews. The study’s framework, the Cultural Historical Activity Theory, was used as a tool to collect, examine, and interpret data through its various components. Themes were identified, arranged, and categorized. The findings revealed children from low socioeconomic backgrounds have rich literacy practices. Teachers do not acknowledge or recognize the contributions that these children’s cultural backgrounds make. The study recommends that schools start acknowledging the advantages that children’s environments have for them. It also suggests that teachers build on the knowledge that children bring from home, as this will have an impact on how they behave in class because students bring their family’s literacy habits, which serve as the foundation for their academic literacy habits, to school. , Thesis (PhD) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
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- Authors: Magxala, Xoliswa Patience
- Date: 2023-10-13
- Subjects: Literacy Social aspects South Africa Eastern Cape , Cultural-historical activity theory , Ethnography , Reading Parent participation , Education, Elementary South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431587 , vital:72788 , DOI 10.21504/10962/431587
- Description: The thesis looked at Foundation Phase children’s early home literacy practices and examined how these literacy practices are adopted at school in Libode, Eastern Cape Province, South Africa, a rural area. The purpose of the study was to determine how early literacy practices at home are adopted in classrooms. The study aimed to determine the relationship between home and school literacy. To understand the literacy practices used at home and school by four Foundation Phase children and four Foundation Phase teachers, an interpretive ethnographic study design was used. Participants who spoke isiXhosa as their first language participated in data collection using structured observations, video and audio recordings, field notes, and unstructured interviews. The study’s framework, the Cultural Historical Activity Theory, was used as a tool to collect, examine, and interpret data through its various components. Themes were identified, arranged, and categorized. The findings revealed children from low socioeconomic backgrounds have rich literacy practices. Teachers do not acknowledge or recognize the contributions that these children’s cultural backgrounds make. The study recommends that schools start acknowledging the advantages that children’s environments have for them. It also suggests that teachers build on the knowledge that children bring from home, as this will have an impact on how they behave in class because students bring their family’s literacy habits, which serve as the foundation for their academic literacy habits, to school. , Thesis (PhD) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
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Investigating meaningful and critical teaching of poetry in English First Additional Language: a case of two Grade 11 classrooms in Lusikisiki District, Eastern Cape
- Authors: Dlamini, Sibongile Melody
- Date: 2020
- Subjects: Poetry -- Study and teaching (Secondary) -- South Africa -- Lusikisiki , Second language acquisition , Critical discourse analysis , Literacy -- South Africa -- Lusikisiki , Culturally relevant pedagogy -- South Africa -- Lusikisiki
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/130636 , vital:36449
- Description: Poetry stands out among literary genres as a rich resource for language teaching and learning (Danesh & Shirkhani, 2015). However, according to some reports on Grade 12 English First Additional Language in the Eastern Cape, poetry is a particularly challenging genre to both teachers and learners. This background has given rise to this study, which aimed to investigate the critical and meaningful teaching of poetry in Grade 11, a class preparing learners for Grade 12. This interpretive qualitative case study drew on Vygotsky’s (1978) socio-cultural theory of cognitive development, which states that learners’ best knowledge is produced when co-operative learning takes place, with the help of the teacher. Purposive sampling was used to select two high schools from Lusikisiki district in the Eastern Cape, and one Grade 11 class and one teacher from each school. Lesson observations, document analysis, semi-structured interviews with the teachers, and focus group discussions with the learners were used to collect data. Cultural-Historical Activity Theory, Critical Discourse Analysis, Dutta’s (2001) model of poetry learning, as well as insights from Vygotsky’s socio-cultural theory were used to analyse data. In addition, Four Reader Roles by Freebody and Luke (1990) were employed as a data analysis tool to find out the degree to which the poetry teaching developed learners into code breakers, text users, text participants and text analysts. The data revealed that both teachers and learners had a limited understanding of and negative attitudes towards poetry, and this affects the way teachers teach as well as how learners learn poetry. It also indicated that a teacher-centred approach constrains meaning and critical poetry teaching and learning. The findings suggested that in place of the traditional way of poetry teaching, teachers need to learn, develop and use innovative teaching strategies to strengthen poetry understanding in learners.
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- Authors: Dlamini, Sibongile Melody
- Date: 2020
- Subjects: Poetry -- Study and teaching (Secondary) -- South Africa -- Lusikisiki , Second language acquisition , Critical discourse analysis , Literacy -- South Africa -- Lusikisiki , Culturally relevant pedagogy -- South Africa -- Lusikisiki
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/130636 , vital:36449
- Description: Poetry stands out among literary genres as a rich resource for language teaching and learning (Danesh & Shirkhani, 2015). However, according to some reports on Grade 12 English First Additional Language in the Eastern Cape, poetry is a particularly challenging genre to both teachers and learners. This background has given rise to this study, which aimed to investigate the critical and meaningful teaching of poetry in Grade 11, a class preparing learners for Grade 12. This interpretive qualitative case study drew on Vygotsky’s (1978) socio-cultural theory of cognitive development, which states that learners’ best knowledge is produced when co-operative learning takes place, with the help of the teacher. Purposive sampling was used to select two high schools from Lusikisiki district in the Eastern Cape, and one Grade 11 class and one teacher from each school. Lesson observations, document analysis, semi-structured interviews with the teachers, and focus group discussions with the learners were used to collect data. Cultural-Historical Activity Theory, Critical Discourse Analysis, Dutta’s (2001) model of poetry learning, as well as insights from Vygotsky’s socio-cultural theory were used to analyse data. In addition, Four Reader Roles by Freebody and Luke (1990) were employed as a data analysis tool to find out the degree to which the poetry teaching developed learners into code breakers, text users, text participants and text analysts. The data revealed that both teachers and learners had a limited understanding of and negative attitudes towards poetry, and this affects the way teachers teach as well as how learners learn poetry. It also indicated that a teacher-centred approach constrains meaning and critical poetry teaching and learning. The findings suggested that in place of the traditional way of poetry teaching, teachers need to learn, develop and use innovative teaching strategies to strengthen poetry understanding in learners.
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Investigating visual literacy development through advertisements: a case of Grade 7 English Language Teaching in Mount Frere District, Eastern Cape
- Authors: Mbuqe, Zolile Patrick
- Date: 2020
- Subjects: Visual literacy , English language -- Study and teaching -- Audio-visual aids , Second language acquisition -- South Africa , English language -- Study and teaching -- Activity programs , Advertising -- Study and teaching , Visual learning , English language -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/143458 , vital:38248
- Description: Although the Curriculum and Assessment Policy Statement lists visual literacy as one of the aspects of English First Additional Language in Grades 4-12, many teachers face challenges in teaching it. This study aimed to investigate visual literacy development through advertisements. Drawing on Cultural Historical Activity Theory, this qualitative intervention designed two research phases in which data was collected and analysed. The first phase, a pre-intervention, included lesson observation, analysis of documents and post-lesson semi-structured interviews. Based on Phase One findings and using advertisements as an entry point in developing visual literacy, Phase Two occurred at a change laboratory workshop and engaged eight teachers with the dynamics of meaning making and teaching. This data was analysed using elements of social semiotics and Serafini’s resource practices. The key findings are that despite low visual literacy understanding and practices, rigorous formative intervention indicated advancement in teachers’ understanding of visual literacy. In addition, through this intervention, teachers developed agency in dealing with schooling adversities such as lack of resources and knowledge hence further formative intervention research in visual literacy is recommended for both EFAL subject advisors and teachers.
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- Authors: Mbuqe, Zolile Patrick
- Date: 2020
- Subjects: Visual literacy , English language -- Study and teaching -- Audio-visual aids , Second language acquisition -- South Africa , English language -- Study and teaching -- Activity programs , Advertising -- Study and teaching , Visual learning , English language -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/143458 , vital:38248
- Description: Although the Curriculum and Assessment Policy Statement lists visual literacy as one of the aspects of English First Additional Language in Grades 4-12, many teachers face challenges in teaching it. This study aimed to investigate visual literacy development through advertisements. Drawing on Cultural Historical Activity Theory, this qualitative intervention designed two research phases in which data was collected and analysed. The first phase, a pre-intervention, included lesson observation, analysis of documents and post-lesson semi-structured interviews. Based on Phase One findings and using advertisements as an entry point in developing visual literacy, Phase Two occurred at a change laboratory workshop and engaged eight teachers with the dynamics of meaning making and teaching. This data was analysed using elements of social semiotics and Serafini’s resource practices. The key findings are that despite low visual literacy understanding and practices, rigorous formative intervention indicated advancement in teachers’ understanding of visual literacy. In addition, through this intervention, teachers developed agency in dealing with schooling adversities such as lack of resources and knowledge hence further formative intervention research in visual literacy is recommended for both EFAL subject advisors and teachers.
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Exploring visual literacy development through films in senior phase English first additional language
- Authors: Khosa, Michael
- Date: 2019
- Subjects: Visual litearcy , Motion pictures in education -- South Africa , English language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92672 , vital:30727
- Description: Despite learners’ general poor performance in English First Additional Language (EFAL), research indicates their wide exposure to film viewing which is untapped when teaching visual literacy in EFAL classes (Mnyanda, 2017). This study identified a golden opportunity of introducing film teaching in the senior phase in order to equip learners with the knowledge, skills and values for self-fulfilment, and meaningful participation in society as citizens of a free country. Two teachers’ meaning-making and pedagogical practices of teaching film were explored in a rural Eastern Cape District, South Africa. Qualitative research methodology was used to collect data from lesson observations using a video camera and post-lesson interviews with each teacher. I drew on Vygotsky’s (1978) socio-cultural theory of learning which privileges learners’ social interaction, More Knowledgeable Other and scaffolding in the learning process. Critical Discourse Analysis offered insights on challenging stereotypes available in designing and redesigning texts. It emerged that lack of resources in previously disadvantaged schools and teachers’ missed opportunities to teach film in context were major causes of underperformance. Findings also interestingly revealed that learners could perform better when taught through the film. This study recommends that schools should teach film since it is can improve learners’ results.
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- Authors: Khosa, Michael
- Date: 2019
- Subjects: Visual litearcy , Motion pictures in education -- South Africa , English language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92672 , vital:30727
- Description: Despite learners’ general poor performance in English First Additional Language (EFAL), research indicates their wide exposure to film viewing which is untapped when teaching visual literacy in EFAL classes (Mnyanda, 2017). This study identified a golden opportunity of introducing film teaching in the senior phase in order to equip learners with the knowledge, skills and values for self-fulfilment, and meaningful participation in society as citizens of a free country. Two teachers’ meaning-making and pedagogical practices of teaching film were explored in a rural Eastern Cape District, South Africa. Qualitative research methodology was used to collect data from lesson observations using a video camera and post-lesson interviews with each teacher. I drew on Vygotsky’s (1978) socio-cultural theory of learning which privileges learners’ social interaction, More Knowledgeable Other and scaffolding in the learning process. Critical Discourse Analysis offered insights on challenging stereotypes available in designing and redesigning texts. It emerged that lack of resources in previously disadvantaged schools and teachers’ missed opportunities to teach film in context were major causes of underperformance. Findings also interestingly revealed that learners could perform better when taught through the film. This study recommends that schools should teach film since it is can improve learners’ results.
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An investigation into the effect of an Extensive Reading Programme on bilingual Grade 3 learners’ reading attitudes in two primary schools in Grahamstown
- Authors: Nkomo, Sibhekinkosi Anna
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD , text
- Identifier: http://hdl.handle.net/10962/7723 , vital:21289
- Description: The focus of this study is to explore formative intervention of a bilingual Extensive Reading Programme (ERP) in two Grade 3 classes in Grahamstown, South Africa. ERP involves access to large quantities of reading materials for pleasure and to reading opportunities (Bamford & Day, 2002; Krashen 2004). The current focus on measurable reading achievement in clearly defined areas such as vocabulary, fluency and comprehension has resulted in reduced attention towards the affective component in relation to literacy development, and links attitudes to reading success. This study helps to fill this gap by examining the effect of an ERP on the reading attitudes of Grade 3 learners. The study draws on Cultural Historical Activity Theory (CHAT) to make sense of learning and social change through mediation, scaffolding, interaction and collaboration learning. The ERP is located within a broad framework of literacy and incorporates a balanced reading approach implemented in an informal reading setting so as to motivate, encourage and nurture reading for enjoyment. This formative intervention used expansive learning cycles to develop a responsive ERP that was implemented and evaluated to investigate its effects on learners’ reading attitude. There were three phases (pre-, during- and post- intervention) that were designed over 31 weeks where rich, qualitative data was collected from questionnaires, observations, learners’ drawings and interviews. To make sense of this data, concepts from CHAT such as contradictions, expansive learning, double stimulation, transformative agency and sustainability were used (Engestrom & Sannino, 2010; Haapasaari & Kerosuo, 2015; Saninno, 2015). In addition, Mathewson’s (1994) reading attitude model addressed the attitudinal aspects of the study whilst a multimodal social semiotic perspective (Kress & Van Leeuwen, 1996) was used to analyse learners’ drawings. The findings of this study demonstrate the effectiveness of combining top-down and bottom-up reading methodologies. In both research sites there was appreciable change in the number of books learners read. Learners also began to volunteer to read and participated in book talks. Through access to a variety of reading materials and reading opportunities, learners demonstrated agency, criticising some ERP practices and modelling new ways, thus claiming and sustaining the reading programme. Being provided with a safe, informal learning context where reading was presented as a social activity, learners gained confidence, engaged in meaningful discussions and improved their self- esteem. Finally, learners continue to access these resources even beyond the research programme.
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- Authors: Nkomo, Sibhekinkosi Anna
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD , text
- Identifier: http://hdl.handle.net/10962/7723 , vital:21289
- Description: The focus of this study is to explore formative intervention of a bilingual Extensive Reading Programme (ERP) in two Grade 3 classes in Grahamstown, South Africa. ERP involves access to large quantities of reading materials for pleasure and to reading opportunities (Bamford & Day, 2002; Krashen 2004). The current focus on measurable reading achievement in clearly defined areas such as vocabulary, fluency and comprehension has resulted in reduced attention towards the affective component in relation to literacy development, and links attitudes to reading success. This study helps to fill this gap by examining the effect of an ERP on the reading attitudes of Grade 3 learners. The study draws on Cultural Historical Activity Theory (CHAT) to make sense of learning and social change through mediation, scaffolding, interaction and collaboration learning. The ERP is located within a broad framework of literacy and incorporates a balanced reading approach implemented in an informal reading setting so as to motivate, encourage and nurture reading for enjoyment. This formative intervention used expansive learning cycles to develop a responsive ERP that was implemented and evaluated to investigate its effects on learners’ reading attitude. There were three phases (pre-, during- and post- intervention) that were designed over 31 weeks where rich, qualitative data was collected from questionnaires, observations, learners’ drawings and interviews. To make sense of this data, concepts from CHAT such as contradictions, expansive learning, double stimulation, transformative agency and sustainability were used (Engestrom & Sannino, 2010; Haapasaari & Kerosuo, 2015; Saninno, 2015). In addition, Mathewson’s (1994) reading attitude model addressed the attitudinal aspects of the study whilst a multimodal social semiotic perspective (Kress & Van Leeuwen, 1996) was used to analyse learners’ drawings. The findings of this study demonstrate the effectiveness of combining top-down and bottom-up reading methodologies. In both research sites there was appreciable change in the number of books learners read. Learners also began to volunteer to read and participated in book talks. Through access to a variety of reading materials and reading opportunities, learners demonstrated agency, criticising some ERP practices and modelling new ways, thus claiming and sustaining the reading programme. Being provided with a safe, informal learning context where reading was presented as a social activity, learners gained confidence, engaged in meaningful discussions and improved their self- esteem. Finally, learners continue to access these resources even beyond the research programme.
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Exploring a genre-based pedagogy in the teaching of writing explanation texts in a Grade 11 ESL classroom: an action research case study
- Authors: Nekondo, Linus Vaakohambo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/41603 , vital:25107
- Description: This thesis reports on an action research case study into the use of a genre-based approach (GBA) in teaching the writing of explanation texts to Grade 11 learners in Ohangwena Region, Namibia. Knowledge of how to write different genres is a requirement of the Namibian curriculum, and in particular the Grade 11-12 English Second Language [ESL] syllabus. The study aimed to improve my pedagogic practice in the teaching of genre as an English Second Language [ESL] teacher. It also aimed to further develop my Grade 11 learners’ academic language proficiency in genre writing. I employed two action research [AR] cycles. The first cycle was aimed at establishing learners’ baseline proficiencies with regards to writing explanation texts. The second was then aimed at strengthening the weaknesses I identified in my first cycle. Theoretically informed by the genre and socio-constructivism theories, and following the recommended stages of the genre pedagogy cycle, I designed a GBA lesson unit comprising seven lessons. The lessons spanned a two week period. I used formative assessment to assess my learners’ activities during each lesson using marking rubrics designed in line with the structural and linguistic conventions of explanation texts. Data sources include document evidence from my learners’ pre- and post- instruction written works, my written reflections on the teaching/learning process from my research journal, my learners’ written reflections on each lesson, and the whole class closing discussion. The data revealed that, prior to the GBA intervention, while my Grade 11 learners possessed some skill in writing shorter explanations for content subjects; they lacked deep knowledge for so doing in ESL. The post GBA intervention data revealed that, by interacting with texts and working collaboratively in unpacking the features of the genre, learners were able to develop a more critical awareness of the generic and linguistic features of written explanation texts. The study concludes that learners’ genre writing skills can be strengthened through using a GBA approach in which they are immersed in the relevant text features and provided with appropriate assistance and feedback.
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- Authors: Nekondo, Linus Vaakohambo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/41603 , vital:25107
- Description: This thesis reports on an action research case study into the use of a genre-based approach (GBA) in teaching the writing of explanation texts to Grade 11 learners in Ohangwena Region, Namibia. Knowledge of how to write different genres is a requirement of the Namibian curriculum, and in particular the Grade 11-12 English Second Language [ESL] syllabus. The study aimed to improve my pedagogic practice in the teaching of genre as an English Second Language [ESL] teacher. It also aimed to further develop my Grade 11 learners’ academic language proficiency in genre writing. I employed two action research [AR] cycles. The first cycle was aimed at establishing learners’ baseline proficiencies with regards to writing explanation texts. The second was then aimed at strengthening the weaknesses I identified in my first cycle. Theoretically informed by the genre and socio-constructivism theories, and following the recommended stages of the genre pedagogy cycle, I designed a GBA lesson unit comprising seven lessons. The lessons spanned a two week period. I used formative assessment to assess my learners’ activities during each lesson using marking rubrics designed in line with the structural and linguistic conventions of explanation texts. Data sources include document evidence from my learners’ pre- and post- instruction written works, my written reflections on the teaching/learning process from my research journal, my learners’ written reflections on each lesson, and the whole class closing discussion. The data revealed that, prior to the GBA intervention, while my Grade 11 learners possessed some skill in writing shorter explanations for content subjects; they lacked deep knowledge for so doing in ESL. The post GBA intervention data revealed that, by interacting with texts and working collaboratively in unpacking the features of the genre, learners were able to develop a more critical awareness of the generic and linguistic features of written explanation texts. The study concludes that learners’ genre writing skills can be strengthened through using a GBA approach in which they are immersed in the relevant text features and provided with appropriate assistance and feedback.
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Investigating teachers’ pedagogic practices of argumentative essay: a qualitative case study of two Grade 11 classrooms in the Oshikoto Region, Namibia
- Authors: Kanyama, Victoria Magano
- Date: 2017
- Subjects: Persuasion (Rhetoric) -- Study and teaching (Secondary) -- Namibia , English language -- Rhetoric -- Study and teaching (Secondary) -- Namibia , English language -- Writing -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8132 , vital:21358
- Description: Argumentative writing in Namibian schools has been a challenge over the years as Grade 11-12 English Second Language (ESL) learners perform poorly when compared to other writing that is stipulated in the curriculum. In most instances learners do not satisfy the structural and rhetorical features of this genre. English teachers are, therefore, expected to ensure that argumentative writing is adequately developed in order for the learners’ writing to be up to the required standard. Studies carried out in Namibia by Nghikembua (2013) and Nyathi (2009) indicated that learners perform poorly in writing. The examiners’ reports of 2011-2014 pointed to lack of teachers’ guidance as one of the factors contributing to poor performance. It was for this reason that this study aimed to investigate teachers’ pedagogic approaches when teaching argumentative essay both on Higher and Ordinary Level in Oshikoto region, Namibia. An interpretive qualitative case study was used in order to gain an in-depth understanding of the teachers’ pedagogic approaches and how it affects their learners’ argumentative essay writing. The theoretical framework was informed by the Genre theorist, Gibbons (2002), who focuses on the Curriculum Cycle and Hyland’s (1990) model. Two Grade 11 English teachers were purposefully and conveniently sampled. One of the teachers is from a government school while the other from a private school. Data were collected from interviews, videoed writing lessons (3 per teacher), and learners’ written essays. Data analysis revealed that both teachers have a sound understanding about argumentative writing, but their classroom practices did not sufficiently assist the learners to grasp the argumentative writing conventions. Their classroom practices were not adaptive enough when giving feedback to the learners, and they did not adhere to the four steps of Gibbons’ (2002) Curriculum Cycle. Also, the process to writing (brainstorming, drafting, and revising) was also not incorporated into their teaching. These meant that the Namibian curriculum specifications are not met which deprives the learners of the needed practice scaffolding and explicit teaching into competent independent writers. A recommendation of this study is that there is a need for the teachers to be exposed to a mixed process/genre approach as advocated by the Namibian curriculum.
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- Authors: Kanyama, Victoria Magano
- Date: 2017
- Subjects: Persuasion (Rhetoric) -- Study and teaching (Secondary) -- Namibia , English language -- Rhetoric -- Study and teaching (Secondary) -- Namibia , English language -- Writing -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8132 , vital:21358
- Description: Argumentative writing in Namibian schools has been a challenge over the years as Grade 11-12 English Second Language (ESL) learners perform poorly when compared to other writing that is stipulated in the curriculum. In most instances learners do not satisfy the structural and rhetorical features of this genre. English teachers are, therefore, expected to ensure that argumentative writing is adequately developed in order for the learners’ writing to be up to the required standard. Studies carried out in Namibia by Nghikembua (2013) and Nyathi (2009) indicated that learners perform poorly in writing. The examiners’ reports of 2011-2014 pointed to lack of teachers’ guidance as one of the factors contributing to poor performance. It was for this reason that this study aimed to investigate teachers’ pedagogic approaches when teaching argumentative essay both on Higher and Ordinary Level in Oshikoto region, Namibia. An interpretive qualitative case study was used in order to gain an in-depth understanding of the teachers’ pedagogic approaches and how it affects their learners’ argumentative essay writing. The theoretical framework was informed by the Genre theorist, Gibbons (2002), who focuses on the Curriculum Cycle and Hyland’s (1990) model. Two Grade 11 English teachers were purposefully and conveniently sampled. One of the teachers is from a government school while the other from a private school. Data were collected from interviews, videoed writing lessons (3 per teacher), and learners’ written essays. Data analysis revealed that both teachers have a sound understanding about argumentative writing, but their classroom practices did not sufficiently assist the learners to grasp the argumentative writing conventions. Their classroom practices were not adaptive enough when giving feedback to the learners, and they did not adhere to the four steps of Gibbons’ (2002) Curriculum Cycle. Also, the process to writing (brainstorming, drafting, and revising) was also not incorporated into their teaching. These meant that the Namibian curriculum specifications are not met which deprives the learners of the needed practice scaffolding and explicit teaching into competent independent writers. A recommendation of this study is that there is a need for the teachers to be exposed to a mixed process/genre approach as advocated by the Namibian curriculum.
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Investigating the interplay between Grade 9 learners’ home visual literacy and their development of school visual literacy in English First Additional language classrooms
- Authors: Mnyanda, Lutho
- Date: 2017
- Subjects: Visual literacy , Digital literacy , Action theory , Culturally relevant pedagogy , English language -- Study and teaching -- Foreign speakers -- Case studies , English language -- Study and teaching -- Foreign speakers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50191 , vital:25966
- Description: Visual literacy is one of the critical aspects that English First Additional Language teachers and learners battle with. The focus of this investigation was on developing learners’ performance in visual literacy and helping teachers improve teaching practice. This thesis reports on efforts in developing critical visual literacy in two Grade 9 classrooms; a rural and a township school in the King William’s Town District in the Eastern Cape. The research spread over four week, spending two weeks at each school as an ethnographic researcher, being assimilated to the culture of the each school. In understanding the kind of visual knowledge that these learners brought from home between the rural-urban divide, the learners displayed an interest in visual literacy, used the necessary language and appeared to design certain visual materials around the school. Data was collected in the form of questionnaires that learners filled, informal Facebook conversation screenshots, as well as the researcher’s field notes. Learner focus group discussions were conducted, tape recorded and transcribed. Two lessons each were observed with the two teachers, and these were recorded and transcribed. A camera was used to take shots in the classroom to show the interaction between the teachers and the learners. Also, semi-structured interviews were held with each teacher and these were recorded and transcribed. The data revealed that there were no major differences between rural and urban school learners. However, the research has provided a valuable insight into the mismatch between home visual literacy practices and school visual literacy teaching. The learners’ digital visual literacy practices were far ahead than those of the teachers who are not able to capitalise on these visual skills; the cultural capital that learners bring to school. Learners also displayed a low reading culture but the medium for reading has shifted considerably and learners developed communication skills through digital technology. Teacher agency in the classroom revealed that teachers need to first engage with the cognitive functions of the visual images that they teach by the prevalence of low level questions that they ask. Moreover, there is a place for translanguaging in visual literacy lessons. These indicate important areas for teacher development to promote the emergence of transformative agency.
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- Authors: Mnyanda, Lutho
- Date: 2017
- Subjects: Visual literacy , Digital literacy , Action theory , Culturally relevant pedagogy , English language -- Study and teaching -- Foreign speakers -- Case studies , English language -- Study and teaching -- Foreign speakers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50191 , vital:25966
- Description: Visual literacy is one of the critical aspects that English First Additional Language teachers and learners battle with. The focus of this investigation was on developing learners’ performance in visual literacy and helping teachers improve teaching practice. This thesis reports on efforts in developing critical visual literacy in two Grade 9 classrooms; a rural and a township school in the King William’s Town District in the Eastern Cape. The research spread over four week, spending two weeks at each school as an ethnographic researcher, being assimilated to the culture of the each school. In understanding the kind of visual knowledge that these learners brought from home between the rural-urban divide, the learners displayed an interest in visual literacy, used the necessary language and appeared to design certain visual materials around the school. Data was collected in the form of questionnaires that learners filled, informal Facebook conversation screenshots, as well as the researcher’s field notes. Learner focus group discussions were conducted, tape recorded and transcribed. Two lessons each were observed with the two teachers, and these were recorded and transcribed. A camera was used to take shots in the classroom to show the interaction between the teachers and the learners. Also, semi-structured interviews were held with each teacher and these were recorded and transcribed. The data revealed that there were no major differences between rural and urban school learners. However, the research has provided a valuable insight into the mismatch between home visual literacy practices and school visual literacy teaching. The learners’ digital visual literacy practices were far ahead than those of the teachers who are not able to capitalise on these visual skills; the cultural capital that learners bring to school. Learners also displayed a low reading culture but the medium for reading has shifted considerably and learners developed communication skills through digital technology. Teacher agency in the classroom revealed that teachers need to first engage with the cognitive functions of the visual images that they teach by the prevalence of low level questions that they ask. Moreover, there is a place for translanguaging in visual literacy lessons. These indicate important areas for teacher development to promote the emergence of transformative agency.
- Full Text:
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