A case study of English/Xhosa code switching as a communicative and learning resource in an English medium classroom
- Authors: Marawu, Sithembele
- Date: 1997
- Subjects: Code switching (Linguistics) -- South Africa Language and education -- South Africa Education, Bilingual -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1436 , http://hdl.handle.net/10962/d1003317
- Description: Research on code switching (CS), the use of more than one language in a single piece of discourse, has focused on various aspects of the phenomenon. For example, research has concentrated on switching that occurs between turns of interlocutors in a piece of discourse, sometimes between sentences within a single tum and sometimes within a sentence. Researchers have approached this discourse behaviour from various perspectives. For instance, some investigate the social functions of the switches, others explore the linguistic constraints on the switches. Furthermore, most of this research has examined CS in non-educational contexts. Research on classroom CS, the focus of this study, took hold in the mid 1970s. Researchers began to investigate the communicative functions of CS and the frequency with which teachers and learners used certain languages to perform different functions. Recent studies on classroom CS focus on the sequential flow of classroom discourse and "the way in which codeswitching contributes to the interactional work that teachers and learners do in bilingual classrooms" (Martin-Jones 1995:91). The approach used in these studies is the conversational analytic approach grounded in ethnographic observation. In South Africa little research has been done on classroom CS, though it makes an important contribution to the interactional work of teachers and learners in classrooms. This study explores the use of English and Xhosa in the classroom as a learning and communicative resource. Its focus is on the communicative functions of the switching behaviour of a teacher as she interacts with her pupils. In other words, this study looks at how the research subject uses English and Xhosa to get things done in the classroom. As the classroom situation observed is dominated by the teacher, this study concentrates mainly on her communicative repertoire. It does not attempt a full linguistic description of the switches made by the research subject, for example, it does not deal with linguistic constraints on CS. One of the major findings noted in this study is that the research subject does not use CS so as to avoid using English. She uses CS as a learning resource. It has also been noted that CS is used by the research subject as a contextualisation cue, for example, we noted the way it co-occurs with other contextualisation cues like nonverbal communication cues. This is in line with Martin-Jones' (1995) viewpoint that CS is not used by bilingual teachers simply to express solidarity with the learners but to negotiate and renegotiate meaning.
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- Authors: Marawu, Sithembele
- Date: 1997
- Subjects: Code switching (Linguistics) -- South Africa Language and education -- South Africa Education, Bilingual -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1436 , http://hdl.handle.net/10962/d1003317
- Description: Research on code switching (CS), the use of more than one language in a single piece of discourse, has focused on various aspects of the phenomenon. For example, research has concentrated on switching that occurs between turns of interlocutors in a piece of discourse, sometimes between sentences within a single tum and sometimes within a sentence. Researchers have approached this discourse behaviour from various perspectives. For instance, some investigate the social functions of the switches, others explore the linguistic constraints on the switches. Furthermore, most of this research has examined CS in non-educational contexts. Research on classroom CS, the focus of this study, took hold in the mid 1970s. Researchers began to investigate the communicative functions of CS and the frequency with which teachers and learners used certain languages to perform different functions. Recent studies on classroom CS focus on the sequential flow of classroom discourse and "the way in which codeswitching contributes to the interactional work that teachers and learners do in bilingual classrooms" (Martin-Jones 1995:91). The approach used in these studies is the conversational analytic approach grounded in ethnographic observation. In South Africa little research has been done on classroom CS, though it makes an important contribution to the interactional work of teachers and learners in classrooms. This study explores the use of English and Xhosa in the classroom as a learning and communicative resource. Its focus is on the communicative functions of the switching behaviour of a teacher as she interacts with her pupils. In other words, this study looks at how the research subject uses English and Xhosa to get things done in the classroom. As the classroom situation observed is dominated by the teacher, this study concentrates mainly on her communicative repertoire. It does not attempt a full linguistic description of the switches made by the research subject, for example, it does not deal with linguistic constraints on CS. One of the major findings noted in this study is that the research subject does not use CS so as to avoid using English. She uses CS as a learning resource. It has also been noted that CS is used by the research subject as a contextualisation cue, for example, we noted the way it co-occurs with other contextualisation cues like nonverbal communication cues. This is in line with Martin-Jones' (1995) viewpoint that CS is not used by bilingual teachers simply to express solidarity with the learners but to negotiate and renegotiate meaning.
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A case-study of principal succession : the experience of a high school principal and staff
- Authors: Dowding, Susan Patricia
- Date: 1997
- Subjects: Educational leadership School principals -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1440 , http://hdl.handle.net/10962/d1003321
- Description: This is a study of a principal succession In a non-racial, multicultural High-School in the North West Province of South Africa, formerly the independent homeland known as "Bophuthatswana". I was employed at the school at the time and am, therefore, a complete member-researcher. I use a qualitative research approach which relies mostly on in-depth interviews, individually and in groups. I chose my sample by administering a short biographical questionnaire. I have sought to establish "what is happening?" in the succession process by reporting the insights and experiences of a staff and its new principal. While I use the stage frameworks of more traditional researchers in succession to provide a coherent structure for my analysis, I use the organisational socialisation perspective extensively to analyse the insights provided by the staff and principal. Unlike other principal succession studies, I include the insights of both the principal and the staff. The organisational socialisation approach emphasises that succession is an interactive, multidirectional process. My study reinforces many of the observations of other researchers in leadership succession, whether in business or Education. However, two elements of succession emerge which appear to be unique in terms of other succession literature. These elements include the impact of socio-political events and what I call "ethno-cultural" aspects on the succession socialisation process. I provide examples of the influence these factors exert in this principal succession. This study is therefore of potential significance to administrators in both Education and business in the South African context where there are significant changes taking place in the power structures and ethnic makeup of relevant organisations. I also identify a number of areas for further research.
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- Authors: Dowding, Susan Patricia
- Date: 1997
- Subjects: Educational leadership School principals -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1440 , http://hdl.handle.net/10962/d1003321
- Description: This is a study of a principal succession In a non-racial, multicultural High-School in the North West Province of South Africa, formerly the independent homeland known as "Bophuthatswana". I was employed at the school at the time and am, therefore, a complete member-researcher. I use a qualitative research approach which relies mostly on in-depth interviews, individually and in groups. I chose my sample by administering a short biographical questionnaire. I have sought to establish "what is happening?" in the succession process by reporting the insights and experiences of a staff and its new principal. While I use the stage frameworks of more traditional researchers in succession to provide a coherent structure for my analysis, I use the organisational socialisation perspective extensively to analyse the insights provided by the staff and principal. Unlike other principal succession studies, I include the insights of both the principal and the staff. The organisational socialisation approach emphasises that succession is an interactive, multidirectional process. My study reinforces many of the observations of other researchers in leadership succession, whether in business or Education. However, two elements of succession emerge which appear to be unique in terms of other succession literature. These elements include the impact of socio-political events and what I call "ethno-cultural" aspects on the succession socialisation process. I provide examples of the influence these factors exert in this principal succession. This study is therefore of potential significance to administrators in both Education and business in the South African context where there are significant changes taking place in the power structures and ethnic makeup of relevant organisations. I also identify a number of areas for further research.
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Environmental perceptions and knowledge among political leaders in the Eastern Cape Province and some implications for environmental policy
- Authors: Mbengashe, Pauline Maria
- Date: 1997
- Subjects: Environmental policy -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1517 , http://hdl.handle.net/10962/d1003399
- Description: The environmental and development challenges facing South Africa are closely linked with the political and economic inequalities of the past. The achievement of sustainable. development will require social and political change. Protection and conservation of the environment, improving environmental knowledge and understanding, the participation of all citizens, effective environmental management, inclusive and implementable policies and legislation, are all necessary components of sustainable development. These requirements are in line with the Rio Declaration on Environment and Development and Agenda 21, a programme of action coming out of the United Nations Conference on Environment and Development (UNCED 1992) This study explores the environmental perceptions and knowledge of some representative Eastern Cape political leaders. The aim of the study was to share views on environmental issues, concerns and strategies that might lead to improved environmental understanding, informed policy change and effective environmental management. Different environmental ideologies were also explored because of the political and ideological nature of the concepts 'environment' and 'education'. Data was collected from semi-structured interviews undertaken with ten political leaders in the Eastern Cape Province Legislature. The study revealed a general awareness and understanding of environmental issues with unsupported indepth knowledge and detailed information. The political, development, social and economic dimensions of the environment were emphasised more than the ecological and physical aspects. The need for environmental information, policies and legislation was recognised. Both formal and non-formal environmental education were emphasised. The need to redefine environmental education and make it more relevant, problem solving and action oriented was also emphasised. The challenge is to improve environmental understanding and making environmental information available to political leaders, government officials and citizens in general.
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- Authors: Mbengashe, Pauline Maria
- Date: 1997
- Subjects: Environmental policy -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1517 , http://hdl.handle.net/10962/d1003399
- Description: The environmental and development challenges facing South Africa are closely linked with the political and economic inequalities of the past. The achievement of sustainable. development will require social and political change. Protection and conservation of the environment, improving environmental knowledge and understanding, the participation of all citizens, effective environmental management, inclusive and implementable policies and legislation, are all necessary components of sustainable development. These requirements are in line with the Rio Declaration on Environment and Development and Agenda 21, a programme of action coming out of the United Nations Conference on Environment and Development (UNCED 1992) This study explores the environmental perceptions and knowledge of some representative Eastern Cape political leaders. The aim of the study was to share views on environmental issues, concerns and strategies that might lead to improved environmental understanding, informed policy change and effective environmental management. Different environmental ideologies were also explored because of the political and ideological nature of the concepts 'environment' and 'education'. Data was collected from semi-structured interviews undertaken with ten political leaders in the Eastern Cape Province Legislature. The study revealed a general awareness and understanding of environmental issues with unsupported indepth knowledge and detailed information. The political, development, social and economic dimensions of the environment were emphasised more than the ecological and physical aspects. The need for environmental information, policies and legislation was recognised. Both formal and non-formal environmental education were emphasised. The need to redefine environmental education and make it more relevant, problem solving and action oriented was also emphasised. The challenge is to improve environmental understanding and making environmental information available to political leaders, government officials and citizens in general.
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Participatory programme development at an environmental education centre through action research involving secondary school teachers
- Authors: Klein, Charmain Phillida
- Date: 1997
- Subjects: Environmental education -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1690 , http://hdl.handle.net/10962/d1003573
- Description: This mini-thesis documents and analyses an action research project which I conducted with secohdary school teachers. The teachers wished to learn more about environmental education so that they could run their own programmes. I, on the other hand, wanted to improve environmental education programmes offered at the centre where I worked. I hoped that through encouraging teacher participation and involvement, I could begin a process through which the teachers themselves could contribute to, and be in greater control of, their own learning in environmental education. As an introduction to this mini-thesis, I provide some background information on the centre, and state the reasons for having embarked on this project. In addition, I outline the literature and various research findings pertinent to this study. For the purpose of this study, I have selected emancipatory action research as a mode of research, since I believe that emancipatory action research, which embodies processes of reflection and informed action, constitutes the possibility for authentic, emancipatory change in the practice of teachers. The bulk of this thesis, therefore, documents the first two cycles of the action research process and the experiences of those involved in the process. I also briefly comment on some of the claims of action research as a method for research. An important feature of this thesis is that it addresses the possibilities of and constraints to implementing education for the environment in the teachers' practices. The existence of the latter is acknowledged and discussed from my perspective and those of the participating teachers. The study, furthermore, documents teachers' understandings of environmental education, and how this determines the kind of environmental education activities in which they engage. In the final analysis, I argue that the education system we inherited from the apartheid regime has had the effect of producing passive, disempowered and highly demotivated teachers with extremely low levels of self confidence and assertiveness. Despite this fact, I have not only had the opportunity to wltness some positive attitudinal changes occurring in teachers as the study progressed; the project has also enhanced my own understanding of environmental education and the effect the apartheid education system had in shaping my own thoughts and life.
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- Authors: Klein, Charmain Phillida
- Date: 1997
- Subjects: Environmental education -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1690 , http://hdl.handle.net/10962/d1003573
- Description: This mini-thesis documents and analyses an action research project which I conducted with secohdary school teachers. The teachers wished to learn more about environmental education so that they could run their own programmes. I, on the other hand, wanted to improve environmental education programmes offered at the centre where I worked. I hoped that through encouraging teacher participation and involvement, I could begin a process through which the teachers themselves could contribute to, and be in greater control of, their own learning in environmental education. As an introduction to this mini-thesis, I provide some background information on the centre, and state the reasons for having embarked on this project. In addition, I outline the literature and various research findings pertinent to this study. For the purpose of this study, I have selected emancipatory action research as a mode of research, since I believe that emancipatory action research, which embodies processes of reflection and informed action, constitutes the possibility for authentic, emancipatory change in the practice of teachers. The bulk of this thesis, therefore, documents the first two cycles of the action research process and the experiences of those involved in the process. I also briefly comment on some of the claims of action research as a method for research. An important feature of this thesis is that it addresses the possibilities of and constraints to implementing education for the environment in the teachers' practices. The existence of the latter is acknowledged and discussed from my perspective and those of the participating teachers. The study, furthermore, documents teachers' understandings of environmental education, and how this determines the kind of environmental education activities in which they engage. In the final analysis, I argue that the education system we inherited from the apartheid regime has had the effect of producing passive, disempowered and highly demotivated teachers with extremely low levels of self confidence and assertiveness. Despite this fact, I have not only had the opportunity to wltness some positive attitudinal changes occurring in teachers as the study progressed; the project has also enhanced my own understanding of environmental education and the effect the apartheid education system had in shaping my own thoughts and life.
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Responding to literature: empowering girls to speak with their own voices in a multicultural context
- Authors: Foster, Lesley
- Date: 1997
- Subjects: Reader-response criticism--South Africa Multicultural education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1742 , http://hdl.handle.net/10962/d1003626
- Description: The purpose of this study was to investigate whether the space provided by a readerresponse transaction between girls and the text, Roll of Thunder, Hear My Cry (Taylor 1977) .. empowered pupils to tell their own stories. It also sought to identify ways in which the problems and possibilities perceived by these pupils might guide curriculum decisions in a transforming education system. In addition to engaging in reader-response activities around the text, drama and videos providing social context were integral to the programme. Related work in the subject areas of history and lifeskills was also undertaken. Data was drawn from pupils' reading journals, responses to specific passages, transcripts of small group discussions, and interviews. The study is ethnographic in nature and all the data qualitative. Theoretical insights were drawn from the felds of cultural studies, postmodern criticism, and postructural modes of cultural and social analysis inasfar as they illuminate and inform the relationship between language, knowledge and power. The research was conducted in an historically white, girls' school which adopted a nonracial admissions policy in January 1991. Despite the fact that existing traditions and values of the the school to a very large extent influence what is taught, the data suggests that pupils were becoming agents in their own learning and were taking up multiple identities both within and without the world of the school.
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Responding to literature: empowering girls to speak with their own voices in a multicultural context
- Authors: Foster, Lesley
- Date: 1997
- Subjects: Reader-response criticism--South Africa Multicultural education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1742 , http://hdl.handle.net/10962/d1003626
- Description: The purpose of this study was to investigate whether the space provided by a readerresponse transaction between girls and the text, Roll of Thunder, Hear My Cry (Taylor 1977) .. empowered pupils to tell their own stories. It also sought to identify ways in which the problems and possibilities perceived by these pupils might guide curriculum decisions in a transforming education system. In addition to engaging in reader-response activities around the text, drama and videos providing social context were integral to the programme. Related work in the subject areas of history and lifeskills was also undertaken. Data was drawn from pupils' reading journals, responses to specific passages, transcripts of small group discussions, and interviews. The study is ethnographic in nature and all the data qualitative. Theoretical insights were drawn from the felds of cultural studies, postmodern criticism, and postructural modes of cultural and social analysis inasfar as they illuminate and inform the relationship between language, knowledge and power. The research was conducted in an historically white, girls' school which adopted a nonracial admissions policy in January 1991. Despite the fact that existing traditions and values of the the school to a very large extent influence what is taught, the data suggests that pupils were becoming agents in their own learning and were taking up multiple identities both within and without the world of the school.
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Student teachers' conceptualisations of 'significant' animals
- Authors: Murtough, Neil
- Date: 1997
- Subjects: Environmental education -- South Africa Teachers -- Training of -- South Africa Human-animal relationships -- South Africa -- Folklore Zoology -- South Africa -- Folklore
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1775 , http://hdl.handle.net/10962/d1003660
- Description: Constructivist approaches to teaching and learning are a well established component of the landscape of educational research, especially in Science education. This research took as its starting point the limited amount of social constructivist research available in the field of Environmental Education and responded to calls for further research. The research was designed within an interpretive tradition, as a critically phenomenological enquiry employing two methods; single case studies and a focus group. Data collection used progressively focused interview questions to proceed through a series of individual interview stages, starting with a simple description of conceptualisations and moving to deeper analysis of influences on, and use of conceptualisations. The focus group was designed as a forum to explore the pedagogic issues connected to the 'social negotiation of learning', based on data and insights gained from earlier interview stages. The goals of the study were to record data on the conceptualisations of animals perceived as significant by a group of Tsonga speaking students, and to seek insights into the formative influences on those conceptualisations. The research question, namely what contribution can social constructivist approaches to teaching and learning make to Environmental Education? guided an interpretation of the above data in terms of a range of social constructivist theories of learning. Theories of Radical and Social Constructivism as applied in Science education, although dominant orientations for educational research in constructivist learning, were challenged and found inappropriate as a basis to inform methodologies for Environmental Education. Instead Lave's (cited in O'Loughlin, 1992) socio-cultural approach to learning was explored as the basis to create a more useful perspective on an environmental education situation. Finally it was concluded that Lave's socio-cultural approach to learning may be a useful guide to helping a teacher- elicit the full range of conceptualisations present in an environmental education situation, but is not ultimately effective if no challenge and change comes about. Consequently, a socially critical constructivist teaching and learning approach was suggested In conclusion I commented on the interpretive research methodology employed and suggested an example of a socially critical methodology that could take this investigation further.
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- Authors: Murtough, Neil
- Date: 1997
- Subjects: Environmental education -- South Africa Teachers -- Training of -- South Africa Human-animal relationships -- South Africa -- Folklore Zoology -- South Africa -- Folklore
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1775 , http://hdl.handle.net/10962/d1003660
- Description: Constructivist approaches to teaching and learning are a well established component of the landscape of educational research, especially in Science education. This research took as its starting point the limited amount of social constructivist research available in the field of Environmental Education and responded to calls for further research. The research was designed within an interpretive tradition, as a critically phenomenological enquiry employing two methods; single case studies and a focus group. Data collection used progressively focused interview questions to proceed through a series of individual interview stages, starting with a simple description of conceptualisations and moving to deeper analysis of influences on, and use of conceptualisations. The focus group was designed as a forum to explore the pedagogic issues connected to the 'social negotiation of learning', based on data and insights gained from earlier interview stages. The goals of the study were to record data on the conceptualisations of animals perceived as significant by a group of Tsonga speaking students, and to seek insights into the formative influences on those conceptualisations. The research question, namely what contribution can social constructivist approaches to teaching and learning make to Environmental Education? guided an interpretation of the above data in terms of a range of social constructivist theories of learning. Theories of Radical and Social Constructivism as applied in Science education, although dominant orientations for educational research in constructivist learning, were challenged and found inappropriate as a basis to inform methodologies for Environmental Education. Instead Lave's (cited in O'Loughlin, 1992) socio-cultural approach to learning was explored as the basis to create a more useful perspective on an environmental education situation. Finally it was concluded that Lave's socio-cultural approach to learning may be a useful guide to helping a teacher- elicit the full range of conceptualisations present in an environmental education situation, but is not ultimately effective if no challenge and change comes about. Consequently, a socially critical constructivist teaching and learning approach was suggested In conclusion I commented on the interpretive research methodology employed and suggested an example of a socially critical methodology that could take this investigation further.
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Student-teachers' perspectives of the role of environmental education in geography education
- Authors: Symmonds, Joanne
- Date: 1997
- Subjects: Geography -- Study and teaching -- Environmental aspects Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1776 , http://hdl.handle.net/10962/d1003661
- Description: The ideas contained in socially critical Environmental Education cannot be ignored given the current environmental crisis and the need to achieve democracy in South African society. In order to achieve this learners need to develop the skills to make informed decisions which will facilitate the achievement of a sustainable society. It is the contention of this research that a socially critical Environmental Education approach to education can facilitate the above. Teachers of formal secondary school Geography Education are in the position to implement socially critical Environmental Education into their teaching. This study therefore investigates the perspectives of student teachers regarding the role of Environmental Education in secondary school Geography Education. This was done within the Interpretative Paradigm using a case study which involved five Higher Diploma in Education Geography method students. The research has revealed that even though the Geography method students have been exposed to an Environmental Education course, in their teaching preparation and are motivated to use it, they have limited understanding of the theory underpinning Environmental Education and how to apply it to their Geography teaching. The problems of bridging theory and practice was apparent. Recommendations are made as how to best facilitate the gap between theory and practice.
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- Authors: Symmonds, Joanne
- Date: 1997
- Subjects: Geography -- Study and teaching -- Environmental aspects Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1776 , http://hdl.handle.net/10962/d1003661
- Description: The ideas contained in socially critical Environmental Education cannot be ignored given the current environmental crisis and the need to achieve democracy in South African society. In order to achieve this learners need to develop the skills to make informed decisions which will facilitate the achievement of a sustainable society. It is the contention of this research that a socially critical Environmental Education approach to education can facilitate the above. Teachers of formal secondary school Geography Education are in the position to implement socially critical Environmental Education into their teaching. This study therefore investigates the perspectives of student teachers regarding the role of Environmental Education in secondary school Geography Education. This was done within the Interpretative Paradigm using a case study which involved five Higher Diploma in Education Geography method students. The research has revealed that even though the Geography method students have been exposed to an Environmental Education course, in their teaching preparation and are motivated to use it, they have limited understanding of the theory underpinning Environmental Education and how to apply it to their Geography teaching. The problems of bridging theory and practice was apparent. Recommendations are made as how to best facilitate the gap between theory and practice.
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