A comparative case study of the strategies used by grade one teachers who teach through the medium of English
- Authors: Jackson, Gail
- Date: 2004
- Subjects: Native language and education -- South Africa Language policy -- South Africa Language and education -- South Africa English language -- Study and teaching (Elementary) -- South Africa Multilingualism -- South Africa Education, Bilingual -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1941 , http://hdl.handle.net/10962/d1007855
- Description: This research project begins by exploring the problems surrounding the implementation of the 1997 Language in Education Policy (LiEP), and offers insight into why some schools, despite the promotion of additive bilingualism, choose English as the primary medium of instruction. It is a comparative case study of two Grade 1 classes in different situational contexts, which highlights the teaching strategies and language practices of teachers who teach predominantly non-English speakers through the medium of English. Research carried out through this case study illustrates the use of a wide range of teaching strategies, which assist young learners when learning through an additional language. In School A, thematic linking between different learning areas to maximise vocabulary development in both the mother tongue and the additional language, as well as repetition, recycling, scaffolding and contextualisation of content were found to be important. In addition, the use of questioning to elicit understanding, as well as classroom organisation and code-switching were strategies which assisted both the teacher and learners in this multilingual environment. In School B, class size, group work and the inclusion into the timetable of a wide range of diverse activities over and above the main learning areas, which provided opportunities for language development, were important considerations. In addition, routine, predictability and an attention to detail, in keeping with a form-focussed approach, aided the children in understanding the mechanics of literacy and guiding them towards becoming phonologically aware.
- Full Text:
- Authors: Jackson, Gail
- Date: 2004
- Subjects: Native language and education -- South Africa Language policy -- South Africa Language and education -- South Africa English language -- Study and teaching (Elementary) -- South Africa Multilingualism -- South Africa Education, Bilingual -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1941 , http://hdl.handle.net/10962/d1007855
- Description: This research project begins by exploring the problems surrounding the implementation of the 1997 Language in Education Policy (LiEP), and offers insight into why some schools, despite the promotion of additive bilingualism, choose English as the primary medium of instruction. It is a comparative case study of two Grade 1 classes in different situational contexts, which highlights the teaching strategies and language practices of teachers who teach predominantly non-English speakers through the medium of English. Research carried out through this case study illustrates the use of a wide range of teaching strategies, which assist young learners when learning through an additional language. In School A, thematic linking between different learning areas to maximise vocabulary development in both the mother tongue and the additional language, as well as repetition, recycling, scaffolding and contextualisation of content were found to be important. In addition, the use of questioning to elicit understanding, as well as classroom organisation and code-switching were strategies which assisted both the teacher and learners in this multilingual environment. In School B, class size, group work and the inclusion into the timetable of a wide range of diverse activities over and above the main learning areas, which provided opportunities for language development, were important considerations. In addition, routine, predictability and an attention to detail, in keeping with a form-focussed approach, aided the children in understanding the mechanics of literacy and guiding them towards becoming phonologically aware.
- Full Text:
A study of the criteria teachers use when selecting learning material
- Authors: Koch, Lynn
- Date: 2004
- Subjects: Textbooks -- South Africa -- Evaluation Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1780 , http://hdl.handle.net/10962/d1003665
- Description: This study investigates the criteria teachers use when selecting and evaluating learning support material, in particular, English second language textbooks. The study seeks to determine what informs the criteria that teachers use for selection. The study is conducted against the backdrop of Curriculum 2005 (C2005) and outlines the C2005 revision process and the subsequent introduction of the Revised National Curriculum Statement (RNCS). Through a series of focus group interviews, the researcher explores the criteria teachers use for evaluation. Many of the teachers in this study did not have clearly articulated criteria; rather, they drew on implicit criteria and mentioned favoured qualities or attributes that they looked for in a textbook. In addition, the teachers in the focus groups used criteria that had been ‘told’ rather than ‘owned’ and had not developed their own sets of criteria. This research concludes that teachers are caught between two conflicting sets of criteria: those of their pre-service training and those of the new curriculum, which is currently being mediated to them through brief orientations. Drawing on recent literature, the researcher argues that in order to shift deep-seated literacy practices, teacher training needs to be prolonged, in-depth and ongoing.
- Full Text:
- Authors: Koch, Lynn
- Date: 2004
- Subjects: Textbooks -- South Africa -- Evaluation Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1780 , http://hdl.handle.net/10962/d1003665
- Description: This study investigates the criteria teachers use when selecting and evaluating learning support material, in particular, English second language textbooks. The study seeks to determine what informs the criteria that teachers use for selection. The study is conducted against the backdrop of Curriculum 2005 (C2005) and outlines the C2005 revision process and the subsequent introduction of the Revised National Curriculum Statement (RNCS). Through a series of focus group interviews, the researcher explores the criteria teachers use for evaluation. Many of the teachers in this study did not have clearly articulated criteria; rather, they drew on implicit criteria and mentioned favoured qualities or attributes that they looked for in a textbook. In addition, the teachers in the focus groups used criteria that had been ‘told’ rather than ‘owned’ and had not developed their own sets of criteria. This research concludes that teachers are caught between two conflicting sets of criteria: those of their pre-service training and those of the new curriculum, which is currently being mediated to them through brief orientations. Drawing on recent literature, the researcher argues that in order to shift deep-seated literacy practices, teacher training needs to be prolonged, in-depth and ongoing.
- Full Text:
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