Dictionaries as pedagogic tools: a case study of selected schools in Makhanda, Eastern Cape
- Authors: Wababa, Zola Richman
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434651 , vital:73093 , DOI 10.21504/10962/434656
- Description: The importance of dictionaries in society has been confirmed in relevant literature while their specific role in education is underlined by several studies focused on the use of dictionaries in teaching and learning. This study focuses on mother-tongue or first language (L1) isiXhosa learners and their use of dictionaries across subjects in the Intermediate Phase of primary schooling. The research sought to examine how dictionaries are used in teaching and learning and how they could be used more effectively in the teaching and learning processes, with a focus on isiXhosa L1 learners in the Makhanda area of the Sarah Baartman District of education, Eastern Cape. The general aim of this study was to improve the process and practice of using and producing Language for General Purpose (LGP) and Language for Specific Purpose (LSP) dictionaries across subjects. The study also sought to contribute to improving the functional value and user-friendliness of teaching support materials, such as dictionaries. The Curriculum and Assessment Policy Statement (CAPS) policy document states that dictionaries are essential in teaching and learning of both language and content subjects. In relation to language subjects, the CAPS is explicit about the use of dictionaries in the acquisition of vocabulary, meaning, spelling, pronunciation, and grammar, among other types of information that are integral in language attainment and learning. Nonetheless, the CAPS document does not clearly articulate the use of dictionaries in content subjects. The study draws on two branches of lexicography – namely, dictionary user research and dictionary criticism – to examine the extent to which dictionaries are problem-solving tools which assist users to meet their cognitive and communicative needs. Thus, the study seeks to influence policy and practice of the use of dictionaries as teaching and learning resource materials that could help teachers and learners better understand key concepts across subjects. A mixed-method approach was used to collect both quantitative and qualitative data using a variety of data collection instruments, viz., observation schedules, questionnaires, and interviews. The study found that although teachers were aware of dictionaries, they did not use them as a resource in teaching. Furthermore, teachers lacked skills in the use of dictionaries, therefore, they were not able to effectively integrate dictionaries in their lessons. The research also found that learners had little awareness of dictionaries and did not fully understand their role in language acquisition or content. Lastly, the study offered some insights on how dictionaries could be integrated in teaching and learning, and how their use could address some communicative and cognitive problems faced by non-mother tongue English speakers in a context where English dominates teaching and learning at the expense of learners’ L1. , Thesis (PhD) -- Faculty of Humanities, School of Languages and Literatures, 2024
- Full Text:
- Authors: Wababa, Zola Richman
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434651 , vital:73093 , DOI 10.21504/10962/434656
- Description: The importance of dictionaries in society has been confirmed in relevant literature while their specific role in education is underlined by several studies focused on the use of dictionaries in teaching and learning. This study focuses on mother-tongue or first language (L1) isiXhosa learners and their use of dictionaries across subjects in the Intermediate Phase of primary schooling. The research sought to examine how dictionaries are used in teaching and learning and how they could be used more effectively in the teaching and learning processes, with a focus on isiXhosa L1 learners in the Makhanda area of the Sarah Baartman District of education, Eastern Cape. The general aim of this study was to improve the process and practice of using and producing Language for General Purpose (LGP) and Language for Specific Purpose (LSP) dictionaries across subjects. The study also sought to contribute to improving the functional value and user-friendliness of teaching support materials, such as dictionaries. The Curriculum and Assessment Policy Statement (CAPS) policy document states that dictionaries are essential in teaching and learning of both language and content subjects. In relation to language subjects, the CAPS is explicit about the use of dictionaries in the acquisition of vocabulary, meaning, spelling, pronunciation, and grammar, among other types of information that are integral in language attainment and learning. Nonetheless, the CAPS document does not clearly articulate the use of dictionaries in content subjects. The study draws on two branches of lexicography – namely, dictionary user research and dictionary criticism – to examine the extent to which dictionaries are problem-solving tools which assist users to meet their cognitive and communicative needs. Thus, the study seeks to influence policy and practice of the use of dictionaries as teaching and learning resource materials that could help teachers and learners better understand key concepts across subjects. A mixed-method approach was used to collect both quantitative and qualitative data using a variety of data collection instruments, viz., observation schedules, questionnaires, and interviews. The study found that although teachers were aware of dictionaries, they did not use them as a resource in teaching. Furthermore, teachers lacked skills in the use of dictionaries, therefore, they were not able to effectively integrate dictionaries in their lessons. The research also found that learners had little awareness of dictionaries and did not fully understand their role in language acquisition or content. Lastly, the study offered some insights on how dictionaries could be integrated in teaching and learning, and how their use could address some communicative and cognitive problems faced by non-mother tongue English speakers in a context where English dominates teaching and learning at the expense of learners’ L1. , Thesis (PhD) -- Faculty of Humanities, School of Languages and Literatures, 2024
- Full Text:
Issues in language acquisition planning in Zimbabwe: the case of Ndebele within the primary education system
- Authors: Masuku, Seabird
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434626 , vital:73091 , DOI 10.21504/10962/434627
- Description: This thesis discusses pertinent language issues within the primary school system in Zimbabwe in view of complaints (over many years) of communities in the two Matabeleland provinces and Bulawayo about high failure rates of learners in the final grade 7 examinations. It also interrogates the government’s commitment to the development of indigenous languages in the primary school system, particularly in the three provinces mentioned above as mirrored in the 2013 constitution of the country. The study conducted traces the language trends exhibited currently back to their beginnings during the colonial era in language planning by the government and the policies that informed such planning. What obtains on the ground seems to be violating the principles behind the declaration of the International Mother Language Day (30C/62) proclaimed by the General Conference of the United Nations Educational, Scientific and Cultural Organization (UNESCO) in November 1999. On 16 May 2007 the United Nations General Assembly, in its resolution A/RES/61/266, called upon Member States (Zimbabwe included) "to promote the preservation and protection of all languages used by peoples of the world". The amended education act of 2006 states that in Zimbabwe’s primary schools early learning must be done through mother tongue instruction then switch to English in grade 4 upwards. As a first step of a child’s academic life, the lower primary education needs to be conducted in the child’s mother tongue to bridge the gap between the child’s home environment and the new school environment as well as to reduce culture shock associated with the sudden introduction of a new language. Studies, such as those done by Noormohamadi, (2008) and Mackenzie, (2013) have shown that children tend to understand better if they are taught in their mother tongue. In this thesis I seek to establish if the teaching of Ndebele at primary school reveals the socio-cultural ideology (awareness of circumstances surrounding individuals and how their behaviours are affected, specifically by their surroundings, social and cultural factors) and political ideology (thinking structures about the way policies should be run) underpinning language planning in Zimbabwe. It is my observation and argument that the Education Act proclaims what has not been practised on the ground through teacher training and deployment practices. To establish if the teaching of Ndebele at primary school reveals the socio-cultural and political ideologies underpinning language planning in Zimbabwe, I carried out research in Matabeleland South, Bulawayo and Matabeleland North provinces covering a total of 27 schools, 27 heads of school and 135 teachers. The research’s main aims were to find out if Ndebele was taught at school, by who and using what materials. It should be noted that mother tongue, in learning, acts as a basis of interpretation of subsequent concepts. When a child is learning new concepts or words in the second language, he or she first searches the equivalent in his or her mother tongue. If the primary language has not been developed well enough to have such equivalents, such a child is likely to have problems in forming new concepts in the second language. The role of language in meaning, therefore, is a variable that depends on the socio-geographical location of the languages and their speakers. The research established that, indigenous languages, Ndebele included, are not developed by the government through financial support for teaching material production and qualified teacher deployment. Instead, it was discovered that in Matabeleland there are some learners at primary school who are taught by a Shona-speaking teacher who cannot communicate properly with the learners. It should be remembered that a primary language is used by a child as the foundation to learn the basic concepts in his or her own language and to give him or her freedom to express himself or herself without the inhibitions imposed by an insufficient mastery of the medium of instruction. As a way of concluding the research I found it necessary that the use of mother tongue by learners at lower grades of primary school be strengthened through the deployment of teachers who can teach Ndebele properly because it provides a strong foundation for further education. Using the mother tongue, students learn to think, communicate and acquire an intuitive understanding of grammar. The mother tongue is; therefore, the greatest asset and vital tool people use to acquire new concepts. , Thesis (PhD) -- Faculty of Humanities, School of Languages and Literatures, 2024
- Full Text:
- Authors: Masuku, Seabird
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434626 , vital:73091 , DOI 10.21504/10962/434627
- Description: This thesis discusses pertinent language issues within the primary school system in Zimbabwe in view of complaints (over many years) of communities in the two Matabeleland provinces and Bulawayo about high failure rates of learners in the final grade 7 examinations. It also interrogates the government’s commitment to the development of indigenous languages in the primary school system, particularly in the three provinces mentioned above as mirrored in the 2013 constitution of the country. The study conducted traces the language trends exhibited currently back to their beginnings during the colonial era in language planning by the government and the policies that informed such planning. What obtains on the ground seems to be violating the principles behind the declaration of the International Mother Language Day (30C/62) proclaimed by the General Conference of the United Nations Educational, Scientific and Cultural Organization (UNESCO) in November 1999. On 16 May 2007 the United Nations General Assembly, in its resolution A/RES/61/266, called upon Member States (Zimbabwe included) "to promote the preservation and protection of all languages used by peoples of the world". The amended education act of 2006 states that in Zimbabwe’s primary schools early learning must be done through mother tongue instruction then switch to English in grade 4 upwards. As a first step of a child’s academic life, the lower primary education needs to be conducted in the child’s mother tongue to bridge the gap between the child’s home environment and the new school environment as well as to reduce culture shock associated with the sudden introduction of a new language. Studies, such as those done by Noormohamadi, (2008) and Mackenzie, (2013) have shown that children tend to understand better if they are taught in their mother tongue. In this thesis I seek to establish if the teaching of Ndebele at primary school reveals the socio-cultural ideology (awareness of circumstances surrounding individuals and how their behaviours are affected, specifically by their surroundings, social and cultural factors) and political ideology (thinking structures about the way policies should be run) underpinning language planning in Zimbabwe. It is my observation and argument that the Education Act proclaims what has not been practised on the ground through teacher training and deployment practices. To establish if the teaching of Ndebele at primary school reveals the socio-cultural and political ideologies underpinning language planning in Zimbabwe, I carried out research in Matabeleland South, Bulawayo and Matabeleland North provinces covering a total of 27 schools, 27 heads of school and 135 teachers. The research’s main aims were to find out if Ndebele was taught at school, by who and using what materials. It should be noted that mother tongue, in learning, acts as a basis of interpretation of subsequent concepts. When a child is learning new concepts or words in the second language, he or she first searches the equivalent in his or her mother tongue. If the primary language has not been developed well enough to have such equivalents, such a child is likely to have problems in forming new concepts in the second language. The role of language in meaning, therefore, is a variable that depends on the socio-geographical location of the languages and their speakers. The research established that, indigenous languages, Ndebele included, are not developed by the government through financial support for teaching material production and qualified teacher deployment. Instead, it was discovered that in Matabeleland there are some learners at primary school who are taught by a Shona-speaking teacher who cannot communicate properly with the learners. It should be remembered that a primary language is used by a child as the foundation to learn the basic concepts in his or her own language and to give him or her freedom to express himself or herself without the inhibitions imposed by an insufficient mastery of the medium of instruction. As a way of concluding the research I found it necessary that the use of mother tongue by learners at lower grades of primary school be strengthened through the deployment of teachers who can teach Ndebele properly because it provides a strong foundation for further education. Using the mother tongue, students learn to think, communicate and acquire an intuitive understanding of grammar. The mother tongue is; therefore, the greatest asset and vital tool people use to acquire new concepts. , Thesis (PhD) -- Faculty of Humanities, School of Languages and Literatures, 2024
- Full Text:
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