The invisible teacher: The teacher envisaged in the Curriculum and Assessment Policy Statement (CAPS) English First Additional Language (EFAL) Further Education and Training (FET) Phase
- Authors: Dowejko, Diane Agnieszka
- Date: 2022-10-14
- Subjects: Educational sociology South Africa , Systemic functional linguistics , Curriculum-based assessment South Africa , Linguistic analysis (Linguistics) , Educational evaluation South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406714 , vital:70301
- Description: Educational policy documents, which are intended to enlighten teachers about what they should teach and how they should assess learners, contain both language and knowledge. How this knowledge is construed through language may reveal the kind of teacher envisaged by the document, and the assumptions made regarding the dispositions of these educators. There is a plethora of research on the relationship between the Curriculum and Assessment Policy Statement for English First Additional Language in the Further Education and Training Phase (CAPS-EFAL) and its impact on the learner in the classroom, but little evidence of research related to how curriculum documents envisage the teacher, and linguistic research pertaining to CAPS-EFAL. This research aims to use linguistic analysis to discover how the teacher is envisaged in this document, while speaking to the broader subject of the relationship between teacher and curriculum policy. This study adopts a framework which inspects this language using Systemic Functional Linguistics to analyse language in relation to its functions in social contexts, and the instructional knowledge built in CAPS-EFAL through applying elements of Legitimation Code Theory, analysing processes of knowledge production and recontextualisation. An investigation of the language revealed assumptions that the envisaged teacher is one who is already highly trained in aspects of language teaching and classroom methodology and pedagogy. While the analysis also revealed a high level of guidance for the teacher, there was a strong focus on the knowledge within the curriculum, and several assumptions made regarding the teacher’s prior knowledge before encountering or utilising the document. The analysis also revealed that CAPS-EFAL acknowledges that the teacher requires a sound knowledge of technical terminology related to language teaching, as well as general classroom pedagogies and routines. In addition, the document assumes that the disposition of the teacher is one who can make decisions without the need for absolute confirmation or authority from curriculum documentation. Overall, the analysis revealed an élite code in terms of Specialization; CAPS-EFAL is therefore based on the legitimacy of both specialised knowledge and the disposition of the teacher. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Dowejko, Diane Agnieszka
- Date: 2022-10-14
- Subjects: Educational sociology South Africa , Systemic functional linguistics , Curriculum-based assessment South Africa , Linguistic analysis (Linguistics) , Educational evaluation South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406714 , vital:70301
- Description: Educational policy documents, which are intended to enlighten teachers about what they should teach and how they should assess learners, contain both language and knowledge. How this knowledge is construed through language may reveal the kind of teacher envisaged by the document, and the assumptions made regarding the dispositions of these educators. There is a plethora of research on the relationship between the Curriculum and Assessment Policy Statement for English First Additional Language in the Further Education and Training Phase (CAPS-EFAL) and its impact on the learner in the classroom, but little evidence of research related to how curriculum documents envisage the teacher, and linguistic research pertaining to CAPS-EFAL. This research aims to use linguistic analysis to discover how the teacher is envisaged in this document, while speaking to the broader subject of the relationship between teacher and curriculum policy. This study adopts a framework which inspects this language using Systemic Functional Linguistics to analyse language in relation to its functions in social contexts, and the instructional knowledge built in CAPS-EFAL through applying elements of Legitimation Code Theory, analysing processes of knowledge production and recontextualisation. An investigation of the language revealed assumptions that the envisaged teacher is one who is already highly trained in aspects of language teaching and classroom methodology and pedagogy. While the analysis also revealed a high level of guidance for the teacher, there was a strong focus on the knowledge within the curriculum, and several assumptions made regarding the teacher’s prior knowledge before encountering or utilising the document. The analysis also revealed that CAPS-EFAL acknowledges that the teacher requires a sound knowledge of technical terminology related to language teaching, as well as general classroom pedagogies and routines. In addition, the document assumes that the disposition of the teacher is one who can make decisions without the need for absolute confirmation or authority from curriculum documentation. Overall, the analysis revealed an élite code in terms of Specialization; CAPS-EFAL is therefore based on the legitimacy of both specialised knowledge and the disposition of the teacher. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
An ethnographic investigation of the implementation of the bilingual-bicultural approach for educating deaf learners focusing on South African sign language teaching at FET level
- Authors: Tunzelana, Nomava Mercy
- Date: 2021-10-29
- Subjects: South African Sign Language Study and teaching (Higher) , Sign language acquisition South Africa , Education, Bilingual South Africa , Biculturalism South Africa , Ethnology South Africa , Culturally relevant pedagogy South Africa , Deaf students South Africa , South Africa. Department of Basic Education , Curriculum-based assessment South Africa , South African Curriculum Assessment and Policy Statement (CAPS)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192353 , vital:45218
- Description: This half-thesis reports on an ethnographic investigation of the implementation of the Bilingual-Bicultural Approach for educating Deaf learners, focusing on South African Sign Language (SASL) teaching at the Further Education and Training (FET) level in a South African School for the Deaf in the Eastern Cape. The investigation occurs within the context of the introduction, in 2015, of the SASL Curriculum and Assessment Policy Statement (CAPS) by the Department of Basic Education (DBE). The SASL CAPS introduces an approach to teaching the Deaf known as the Bilingual-Bicultural Approach. This is an approach in which natural sign language (such as SASL) is taught first and used to learn a spoken language such as English for reading and writing. Previous research on a contrastive analysis of South African English and SASL reveals that SASL is a Topic-Comment language. It is sometimes Object-Subject-Verb (OSV) or Subject-Object-Verb (SOV) while the word order of South African English is Subject-Verb-Object (SVO). Semi-structured interviews of hearing and Deaf participants reveal serious tensions between the staff and the hearing staff because Deaf culture is not adhered to by some of the hearing staff. These tensions have a negative impact on the culture of learning and teaching at the school. Observations of four lessons at an FET class taught by an SASL FET teacher show that in her teaching, SASL syntax is used in keeping with the principles of the Bilingual-Bicultural Approach. However, her signing is accompanied by unvoiced spoken language due to the influence of a previously used approach called Total Communication (TC). One of the learners, Lulu, who contributes considerably more often than other learners in the lesson, also shows the same influence of TC. Other learners are either withdrawn or copy signs from Lulu. The study concludes with the recommendation that SASL be used for initiating newcomers to school as opposed to Signed English because research in bilingualism suggests that second language learners need one natural language established first before attempting to learn a second language. Teachers are recommended to immerse themselves into Deaf culture to acquire fluency. Comments from some participants suggest that teachers require vigorous training in the Bilingual-Bicultural Approach on a continuous basis. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Languages Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Tunzelana, Nomava Mercy
- Date: 2021-10-29
- Subjects: South African Sign Language Study and teaching (Higher) , Sign language acquisition South Africa , Education, Bilingual South Africa , Biculturalism South Africa , Ethnology South Africa , Culturally relevant pedagogy South Africa , Deaf students South Africa , South Africa. Department of Basic Education , Curriculum-based assessment South Africa , South African Curriculum Assessment and Policy Statement (CAPS)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192353 , vital:45218
- Description: This half-thesis reports on an ethnographic investigation of the implementation of the Bilingual-Bicultural Approach for educating Deaf learners, focusing on South African Sign Language (SASL) teaching at the Further Education and Training (FET) level in a South African School for the Deaf in the Eastern Cape. The investigation occurs within the context of the introduction, in 2015, of the SASL Curriculum and Assessment Policy Statement (CAPS) by the Department of Basic Education (DBE). The SASL CAPS introduces an approach to teaching the Deaf known as the Bilingual-Bicultural Approach. This is an approach in which natural sign language (such as SASL) is taught first and used to learn a spoken language such as English for reading and writing. Previous research on a contrastive analysis of South African English and SASL reveals that SASL is a Topic-Comment language. It is sometimes Object-Subject-Verb (OSV) or Subject-Object-Verb (SOV) while the word order of South African English is Subject-Verb-Object (SVO). Semi-structured interviews of hearing and Deaf participants reveal serious tensions between the staff and the hearing staff because Deaf culture is not adhered to by some of the hearing staff. These tensions have a negative impact on the culture of learning and teaching at the school. Observations of four lessons at an FET class taught by an SASL FET teacher show that in her teaching, SASL syntax is used in keeping with the principles of the Bilingual-Bicultural Approach. However, her signing is accompanied by unvoiced spoken language due to the influence of a previously used approach called Total Communication (TC). One of the learners, Lulu, who contributes considerably more often than other learners in the lesson, also shows the same influence of TC. Other learners are either withdrawn or copy signs from Lulu. The study concludes with the recommendation that SASL be used for initiating newcomers to school as opposed to Signed English because research in bilingualism suggests that second language learners need one natural language established first before attempting to learn a second language. Teachers are recommended to immerse themselves into Deaf culture to acquire fluency. Comments from some participants suggest that teachers require vigorous training in the Bilingual-Bicultural Approach on a continuous basis. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Languages Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
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