A case study of the language policy in practice in the foundation phase of schooling
- Authors: Brookes, Margaret Ann
- Date: 2002
- Subjects: Language policy -- South Africa English language -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1442 , http://hdl.handle.net/10962/d1003323
- Description: This interpretative case study takes place in the foundation phase of a previously parallel medium school in the Eastern Cape. Learners from all three major language groups of the province (English, Xhosa and Afrikaans) are enrolled at the school. The study examines the language attitudes of teachers, parents and young learners and records their language practices in the classroom, the wider school environment and at home. Research carried out through this case study found that all stakeholders perceive English as the language of access to improved education and lifestyle. All young learners displayed a positive attitude to multilingualism and were keen to be able to speak all three provincial languages. The attitudes of their parents and teachers however differed from the learners and each other. The teachers and the English speaking parents were primarily concerned with the maintenance of the standards of English. The Afrikaans and Xhosa speaking parents were committed to their children developing proficient English language skills even if this meant supporting the development of their primary language and culture at home. Furthermore it was discovered that little attention had been paid to developing a school language policy in accordance with the new Language in Education Policy of July 1997. This policy promotes an additive approach to bilingualism and seeks to ensure that meaningful access to learning is provided for all children. By suggesting steps that could be taken by this school to develop their own language policy, the study highlights the necessity of recognising and remedying the gaps between policy and practice in the issue of language rights, identity and education in general.
- Full Text:
- Date Issued: 2002
- Authors: Brookes, Margaret Ann
- Date: 2002
- Subjects: Language policy -- South Africa English language -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1442 , http://hdl.handle.net/10962/d1003323
- Description: This interpretative case study takes place in the foundation phase of a previously parallel medium school in the Eastern Cape. Learners from all three major language groups of the province (English, Xhosa and Afrikaans) are enrolled at the school. The study examines the language attitudes of teachers, parents and young learners and records their language practices in the classroom, the wider school environment and at home. Research carried out through this case study found that all stakeholders perceive English as the language of access to improved education and lifestyle. All young learners displayed a positive attitude to multilingualism and were keen to be able to speak all three provincial languages. The attitudes of their parents and teachers however differed from the learners and each other. The teachers and the English speaking parents were primarily concerned with the maintenance of the standards of English. The Afrikaans and Xhosa speaking parents were committed to their children developing proficient English language skills even if this meant supporting the development of their primary language and culture at home. Furthermore it was discovered that little attention had been paid to developing a school language policy in accordance with the new Language in Education Policy of July 1997. This policy promotes an additive approach to bilingualism and seeks to ensure that meaningful access to learning is provided for all children. By suggesting steps that could be taken by this school to develop their own language policy, the study highlights the necessity of recognising and remedying the gaps between policy and practice in the issue of language rights, identity and education in general.
- Full Text:
- Date Issued: 2002
Action research : exploring the use [of] print media as a resource in the teaching of English as a second language
- Authors: Letsoalo, Matome David
- Date: 2002
- Subjects: Action research in education , English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2376 , http://hdl.handle.net/10962/d1005962 , Action research in education , English language -- Study and teaching -- Foreign speakers
- Description: South African education has been going through a process of transformation: from a traditional, transmission system to one of a more progressive nature. In the new curriculum, Curriculum 2005 anchored on Outcomes-based Education (OBE), focus is laid on critical reflection, innovation and creativity by classroom participants. Learning situations are expected to promote flexibility, co-operation and relevance of teaching/learning materials. This research looks at these aspects in the English Second Language (ESL) situation where print media articles are used as resource. Other than being a rich resource for language, print media texts have been found to be appropriate for this exploration because of their potential to offer opportunities for critical reflection and interaction with authentic issues. Unlike uncritical reliance on textbooks, the proper use of media articles can give the teachers and learners the space to select relevant and exciting materials for their situations. In this study, the research was done through action research where I (the researcher) actually taught the lessons in collaboration with the English teacher. The teaching method was influenced by the Freirean style of Iiberatory teaching where critical reflection, socio-political relevance and co-operation are crucial elements. The action research was done in two cycles. Experiences in the first cycle pointed to, among other aspects, the fact that the learners could not work in a co-operative way as they were not used to it. Addressing this problem consequently became the basis of the second cycle where the skills of co-operative learning were taught before the learners engaged in further lessons. The conclusions drawn from this research point to the importance of the teacher as an agent in the learning process if the demands of progressive and liberatory teaching are to be met. It has thus been concluded that elements such as critical thinking, creativity, flexibility and selection/development of relevant materials presuppose the existence of a well-trained teacher who is skilled and able to make these possible. In the light of my findings, my major recommendation is that teacher development needs to be strengthened so that more emphasis is placed on enhancing the teacher's ability to critique texts and improve his or her own practice, acquiring the skills to teach in a critical way and achieving the learning competencies.
- Full Text:
- Date Issued: 2002
- Authors: Letsoalo, Matome David
- Date: 2002
- Subjects: Action research in education , English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2376 , http://hdl.handle.net/10962/d1005962 , Action research in education , English language -- Study and teaching -- Foreign speakers
- Description: South African education has been going through a process of transformation: from a traditional, transmission system to one of a more progressive nature. In the new curriculum, Curriculum 2005 anchored on Outcomes-based Education (OBE), focus is laid on critical reflection, innovation and creativity by classroom participants. Learning situations are expected to promote flexibility, co-operation and relevance of teaching/learning materials. This research looks at these aspects in the English Second Language (ESL) situation where print media articles are used as resource. Other than being a rich resource for language, print media texts have been found to be appropriate for this exploration because of their potential to offer opportunities for critical reflection and interaction with authentic issues. Unlike uncritical reliance on textbooks, the proper use of media articles can give the teachers and learners the space to select relevant and exciting materials for their situations. In this study, the research was done through action research where I (the researcher) actually taught the lessons in collaboration with the English teacher. The teaching method was influenced by the Freirean style of Iiberatory teaching where critical reflection, socio-political relevance and co-operation are crucial elements. The action research was done in two cycles. Experiences in the first cycle pointed to, among other aspects, the fact that the learners could not work in a co-operative way as they were not used to it. Addressing this problem consequently became the basis of the second cycle where the skills of co-operative learning were taught before the learners engaged in further lessons. The conclusions drawn from this research point to the importance of the teacher as an agent in the learning process if the demands of progressive and liberatory teaching are to be met. It has thus been concluded that elements such as critical thinking, creativity, flexibility and selection/development of relevant materials presuppose the existence of a well-trained teacher who is skilled and able to make these possible. In the light of my findings, my major recommendation is that teacher development needs to be strengthened so that more emphasis is placed on enhancing the teacher's ability to critique texts and improve his or her own practice, acquiring the skills to teach in a critical way and achieving the learning competencies.
- Full Text:
- Date Issued: 2002
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