A case study of two teachers' understanding of and attitudes towards bilingualism and multiculturalism in a South African primary school
- Authors: Sutton, Candace
- Date: 2006
- Subjects: Bilingualism in children , English language -- Study and teaching (Elementary) -- Foreign speakers , English language -- Study and teaching (Elementary) -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching , Language policy -- South Africa , Multicultural education -- South Africa , Language and education -- South Africa , Multiculturalism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2363 , http://hdl.handle.net/10962/d1002646 , Bilingualism in children , English language -- Study and teaching (Elementary) -- Foreign speakers , English language -- Study and teaching (Elementary) -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching , Language policy -- South Africa , Multicultural education -- South Africa , Language and education -- South Africa , Multiculturalism
- Description: At present, there is an emphasis in South African education on promoting multicultural classrooms in schools. This thesis examines the classroom culture of a South African English-medium school, where the majority of the learners are Second Language English learners. It first describes, in the form of a case-study, how two teachers have constructed the culture of their foundation phase classrooms. It then considers why the two teachers have constructed their classrooms in such ways by exploring their knowledge and understanding of, and attitudes towards, multiculturalism, second language acquisition and multilingualism. The study also briefly considers whether teacher training has sufficiently prepared these teachers for the challenges of a multicultural classroom. The data is discussed in terms of education and second language acquisition theory and South African education and language policies. The results of this study indicate that for the most part the classroom culture is distinctly Western and that the teachers have two fundamental assumptions that underpin their action and classroom construction. The first is that a lack of exposure to English is the primary cause of language problems for L2 learners and the second is that the L1 does not need to be maintained or promoted in the school environment because learners are sufficiently exposed to their L1 in the home. The thesis concludes that shortcomings in training and information encourages these two assumptions to take root and that more in-service training that focuses specifically on the nature of second language acquisition and multiculturalism is necessary.
- Full Text:
The dynamics of difference: oppression, cross-cultural liberation and the problems of imperialism and paternalism
- Authors: Oelofsen, Marianna Christina
- Date: 2006
- Subjects: Oppression (Psychology) , Culture conflict , Multiculturalism , Political ethics , Imperialism , Paternalism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2716 , http://hdl.handle.net/10962/d1002846 , Oppression (Psychology) , Culture conflict , Multiculturalism , Political ethics , Imperialism , Paternalism
- Description: This dissertation defends an account of oppression and supports a specific means of engaging with oppression cross-culturally. The project examines whether it is defensible to interfere in other cultures at all. Both the cultural relativist and the neo-imperialist approaches are argued to be an inadequate response to the question of whether it is defensible to interfere in other cultures, as both these approaches neglect the autonomy of the agents concerned. This project has two related goals. It first advances an answer to the question ‘what is oppression?’ An account of oppression is developed which will enable oppression to be identified cross-culturally. In order to start constructing an approach which will be adequate to respond to the question of interference, it is necessary to consider a means of identifying oppression crossculturally. The second objective is to examine the possibility of non-imperialistic and nonpaternalistic cross-cultural liberation projects. The first aim (advancing an account of oppression), is executed through arguing for an ethical framework which will be helpful in this context, and arguing for an account of oppression derived from this framework. The second aim (examining the possibility of non-imperialistic and non-paternalistic liberation), is carried out in two parts. The first part responds to two standard objections from cultural relativism, which would accuse a universal account such as mine of imperialism and paternalism. The first objection claims that a universalist account neglects historical and cultural difference, while the second objection claims that it neglects autonomy. In responding to these objections, it is noted that while my responses prove, theoretically, that a universal account of oppression need not lead to imperialism or paternalism, there is a danger that the account could become imperialistic and paternalistic in its application. With the intention of dealing with this problem, I advance a methodology of cross-cultural understanding which would reduce the likelihood of imperialism and paternalism in liberation projects. This notion of cross-cultural understanding is the most important contribution of this project. The objective is not to give practical judgments on when a specific liberation project is in fact paternalistic or imperialistic, but rather to propose guidelines which would need to be applied to each particular instance.
- Full Text: