Continuous assessment in Oshikwanyama: a case study
- Nghiueuelekuah, Soini Tuhafeni
- Authors: Nghiueuelekuah, Soini Tuhafeni
- Date: 2009
- Subjects: Educational tests and measurements -- Namibia -- Case studies Kuanyama language -- Namibia -- Case studies Kuanyama language -- Study and teaching -- Namibia -- Case studies Language and education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1465 , http://hdl.handle.net/10962/d1003346
- Description: This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding. In this study I explored the understanding of Oshikwanyama teachers and their practice of CA in teaching and learning. Interviews, classroom observations and document analysis were used. The research focused on 10 participants in the Ohangwena and Oshana regions. The participants ranged from a Head of Department to members of the curriculum panel, subject advisors and Oshikwanyama subject facilitators as well as teachers at the classroom level. It was revealed that generally speaking, CA as a term is understood, but the practice is not well implemented. In the practice of CA, instead of learners being assessed for further learning, the emphasis is on scored marks without further assistance in learning. Further, the collection of marks during CA is often seen as largely for the purpose of contributing to the marks for summative final marks. Informal assessment which is part of CA was not given attention, which is a key factor preventing the effective use of CA in teaching and learning. Methods such as marking grids that are provided in the syllabus, as well as portfolios and learners' profiles, were not mentioned in the interviews nor observed as being in use. Participants in the study did acknowledge that they did not fully understand how best to implement CA. Overall, the evidence pointed to a conclusion that the identified shortcomings in the implementation of formative assessment is limiting the realization of the rich potential for CA as a day-to-day tool to facilitate learning for understanding in the observed classes.
- Full Text:
- Date Issued: 2009
- Authors: Nghiueuelekuah, Soini Tuhafeni
- Date: 2009
- Subjects: Educational tests and measurements -- Namibia -- Case studies Kuanyama language -- Namibia -- Case studies Kuanyama language -- Study and teaching -- Namibia -- Case studies Language and education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1465 , http://hdl.handle.net/10962/d1003346
- Description: This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding. In this study I explored the understanding of Oshikwanyama teachers and their practice of CA in teaching and learning. Interviews, classroom observations and document analysis were used. The research focused on 10 participants in the Ohangwena and Oshana regions. The participants ranged from a Head of Department to members of the curriculum panel, subject advisors and Oshikwanyama subject facilitators as well as teachers at the classroom level. It was revealed that generally speaking, CA as a term is understood, but the practice is not well implemented. In the practice of CA, instead of learners being assessed for further learning, the emphasis is on scored marks without further assistance in learning. Further, the collection of marks during CA is often seen as largely for the purpose of contributing to the marks for summative final marks. Informal assessment which is part of CA was not given attention, which is a key factor preventing the effective use of CA in teaching and learning. Methods such as marking grids that are provided in the syllabus, as well as portfolios and learners' profiles, were not mentioned in the interviews nor observed as being in use. Participants in the study did acknowledge that they did not fully understand how best to implement CA. Overall, the evidence pointed to a conclusion that the identified shortcomings in the implementation of formative assessment is limiting the realization of the rich potential for CA as a day-to-day tool to facilitate learning for understanding in the observed classes.
- Full Text:
- Date Issued: 2009
The dynamics of an emerging outcomes-based educational approach in a second language English classroom
- Authors: Westphal, Vivian
- Date: 2000
- Subjects: English language -- Study and teaching -- Foreign speakers -- South Africa Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1502 , http://hdl.handle.net/10962/d1003384
- Description: Curriculum 2005 and outcomes-based education was introduced to South African educators in 1996 by the Minister of Education, Prof. S.M.E. Bengu as an alternative to the racially divided education system prior to the first democratic elections of 1995. The new curriculum was designed to transform the education system into a more equitable system by focussing on creating learners who would become creative thinkers, independent, productive workers and responsible, non-racial citizens. Learners would take a greater role in their own education and teachers would take on new roles as facilitators in the learning process. The new approach was introduced into grade 1 in 1998 and grade 2 in 1999. By using a modified ethnographic approach, this research project studies how one teacher has begun to think about Curriculum 2005 and implement an OBE approach to ESL teaching in a grade 2 classroom. It also focuses on gaining insights into how the teacher has attempted to make sense of the new curriculum in terms of her current practice and the training she has received in OBE. The ethnographic approach of the thesis has allowed the researcher to draw on many forms of data providing a holistic view. Tentative findings show that the teacher is experiencing difficulty in “unpacking” the underlying principles of OBE in terms of her current methods of teaching ESL. She continues to work from tacit knowledge. Because she has received very little training in OBE, she lacks the tools to become a more reflective practitioner. Despite this, her ESL lessons show a positive communicative approach to language teaching by focusing on stories, rhymes and songs as comprehensible input for the learners. The findings of this thesis tentatively suggest that unless teachers are given more adequate training and learning support materials, their classroom practices will remain relatively unchanged.
- Full Text:
- Date Issued: 2000
- Authors: Westphal, Vivian
- Date: 2000
- Subjects: English language -- Study and teaching -- Foreign speakers -- South Africa Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1502 , http://hdl.handle.net/10962/d1003384
- Description: Curriculum 2005 and outcomes-based education was introduced to South African educators in 1996 by the Minister of Education, Prof. S.M.E. Bengu as an alternative to the racially divided education system prior to the first democratic elections of 1995. The new curriculum was designed to transform the education system into a more equitable system by focussing on creating learners who would become creative thinkers, independent, productive workers and responsible, non-racial citizens. Learners would take a greater role in their own education and teachers would take on new roles as facilitators in the learning process. The new approach was introduced into grade 1 in 1998 and grade 2 in 1999. By using a modified ethnographic approach, this research project studies how one teacher has begun to think about Curriculum 2005 and implement an OBE approach to ESL teaching in a grade 2 classroom. It also focuses on gaining insights into how the teacher has attempted to make sense of the new curriculum in terms of her current practice and the training she has received in OBE. The ethnographic approach of the thesis has allowed the researcher to draw on many forms of data providing a holistic view. Tentative findings show that the teacher is experiencing difficulty in “unpacking” the underlying principles of OBE in terms of her current methods of teaching ESL. She continues to work from tacit knowledge. Because she has received very little training in OBE, she lacks the tools to become a more reflective practitioner. Despite this, her ESL lessons show a positive communicative approach to language teaching by focusing on stories, rhymes and songs as comprehensible input for the learners. The findings of this thesis tentatively suggest that unless teachers are given more adequate training and learning support materials, their classroom practices will remain relatively unchanged.
- Full Text:
- Date Issued: 2000
Crossing boundaries: facilitating conceptual development in relation to culture in an English for academic purposes course
- Authors: Dison, Arona
- Date: 1998
- Subjects: Compensatory education -- South Africa , English language -- Study and teaching (Higher) -- Foreign speakers , English language -- Study and teaching (Higher) -- Foreign speakers -- Psychological aspects
- Identifier: vital:2345 , http://hdl.handle.net/10962/d1002627 , Compensatory education -- South Africa , English language -- Study and teaching (Higher) -- Foreign speakers , English language -- Study and teaching (Higher) -- Foreign speakers -- Psychological aspects
- Description: This research was undertaken as the first cycle of an action research project. The aim was to develop a course within the English Language 1 for Academic Purposes (ELAP) course at Rhodes University, which would facilitate the conceptual development of students in relation to the topic of Culture. The implementation of the course was researched, using students' writing, interviews, staff meeting discussions and video-taping of certain classes. Ten students volunteered to 'be researched'. The types of initial 'commonsense' understandings of culture held by students are outlined and the conceptual development which they underwent in relation to Culture is examined. Students' perceptions of the approaches to learning required in ELAP and the Culture course in particular are explored. The involvement of the ELAP tutors in the course and in the research was a learning experience for them, and this became-another focus of the research. The findings of the research support the argument for using challenging subject matter in English for Academic Purposes (EAP) courses, provided that the learning process is carefully scaffolded. An underlying assumption is that ways of thinking and learning in university courses need to be explicitly taught to students and the study concludes that lecturers of mainstream courses could also learn from the findings of research such as this. The study also shows the potential power of participatory action research to involve practitioners in research and enhance their understandings of aspects of their practice. Finally, it notes the need to value subtle developments in students and to see them as being part of a longer term process.
- Full Text:
- Date Issued: 1998
- Authors: Dison, Arona
- Date: 1998
- Subjects: Compensatory education -- South Africa , English language -- Study and teaching (Higher) -- Foreign speakers , English language -- Study and teaching (Higher) -- Foreign speakers -- Psychological aspects
- Identifier: vital:2345 , http://hdl.handle.net/10962/d1002627 , Compensatory education -- South Africa , English language -- Study and teaching (Higher) -- Foreign speakers , English language -- Study and teaching (Higher) -- Foreign speakers -- Psychological aspects
- Description: This research was undertaken as the first cycle of an action research project. The aim was to develop a course within the English Language 1 for Academic Purposes (ELAP) course at Rhodes University, which would facilitate the conceptual development of students in relation to the topic of Culture. The implementation of the course was researched, using students' writing, interviews, staff meeting discussions and video-taping of certain classes. Ten students volunteered to 'be researched'. The types of initial 'commonsense' understandings of culture held by students are outlined and the conceptual development which they underwent in relation to Culture is examined. Students' perceptions of the approaches to learning required in ELAP and the Culture course in particular are explored. The involvement of the ELAP tutors in the course and in the research was a learning experience for them, and this became-another focus of the research. The findings of the research support the argument for using challenging subject matter in English for Academic Purposes (EAP) courses, provided that the learning process is carefully scaffolded. An underlying assumption is that ways of thinking and learning in university courses need to be explicitly taught to students and the study concludes that lecturers of mainstream courses could also learn from the findings of research such as this. The study also shows the potential power of participatory action research to involve practitioners in research and enhance their understandings of aspects of their practice. Finally, it notes the need to value subtle developments in students and to see them as being part of a longer term process.
- Full Text:
- Date Issued: 1998
Exploring the role of corrective feedback in helping Grade 8 learners to improve the accuracy of their written English: an action research case study
- Authors: Miranda, Zoachina Nangobe
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2072 , http://hdl.handle.net/10962/d1021167
- Description: This action research study explored and analysed the role of teacher corrective feedback in helping Grade 8 learners to improve the accuracy of their written English as their second language. Therefore, the goals of this study were to examine the kind of language errors my grade 8 learners’ made in their writing, to find out whether these errors could be categorized linguistically, and to determine if they were errors, mistakes or lapses. The study further analysed how learners responded to my feedback, and also determined which feedback strategies worked best to help my learners deal with their errors, mistakes or lapses. This study set out to look at six learners from one Grade 8 class of 40 learners. The data were gathered from six written essay scripts, and each learner wrote four essay draft revisions. The learners’ written essays were analysed by means of checklists in order to identify the types and patterns of errors made. Errors such as punctuation, past tense verbs, spelling and vocabulary were identified, analysed and categorized to provide insights into reasons underlying the instances in which they were committed. The findings of this study showed that factors underlying learners’ written errors included mother-tongue interference, overgeneralization, fossilization, translation, lack of concentration, and carelessness. The findings further showed that corrective feedback on learners’ draft revisions provided them with extensive exposure and practice in English, enabled them to internalize language rules, and reduced the tendency to commit errors in their writing. The findings further suggest that procedures such as multiple-draft activities, indirect feedback, direct feedback, focused corrective feedback, error correction and written feedback with explicit corrective comments improved their levels of writing. Furthermore, putting these procedures into practice and reflecting critically on how to apply them helped enrich my own teaching practices and development in relation to the provision of corrective feedback to improve accuracy in learners’ writing. The findings are discussed in the context of the related literature. This study should be read by ESL teacher-trainers, ESL teachers, ESL student-teachers and ESL learners/students in general.
- Full Text:
- Date Issued: 2016
- Authors: Miranda, Zoachina Nangobe
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2072 , http://hdl.handle.net/10962/d1021167
- Description: This action research study explored and analysed the role of teacher corrective feedback in helping Grade 8 learners to improve the accuracy of their written English as their second language. Therefore, the goals of this study were to examine the kind of language errors my grade 8 learners’ made in their writing, to find out whether these errors could be categorized linguistically, and to determine if they were errors, mistakes or lapses. The study further analysed how learners responded to my feedback, and also determined which feedback strategies worked best to help my learners deal with their errors, mistakes or lapses. This study set out to look at six learners from one Grade 8 class of 40 learners. The data were gathered from six written essay scripts, and each learner wrote four essay draft revisions. The learners’ written essays were analysed by means of checklists in order to identify the types and patterns of errors made. Errors such as punctuation, past tense verbs, spelling and vocabulary were identified, analysed and categorized to provide insights into reasons underlying the instances in which they were committed. The findings of this study showed that factors underlying learners’ written errors included mother-tongue interference, overgeneralization, fossilization, translation, lack of concentration, and carelessness. The findings further showed that corrective feedback on learners’ draft revisions provided them with extensive exposure and practice in English, enabled them to internalize language rules, and reduced the tendency to commit errors in their writing. The findings further suggest that procedures such as multiple-draft activities, indirect feedback, direct feedback, focused corrective feedback, error correction and written feedback with explicit corrective comments improved their levels of writing. Furthermore, putting these procedures into practice and reflecting critically on how to apply them helped enrich my own teaching practices and development in relation to the provision of corrective feedback to improve accuracy in learners’ writing. The findings are discussed in the context of the related literature. This study should be read by ESL teacher-trainers, ESL teachers, ESL student-teachers and ESL learners/students in general.
- Full Text:
- Date Issued: 2016
Teaching reading in grade 4 Namibian classrooms : a case study
- Authors: Mutenda, Josephine
- Date: 2008
- Subjects: Literacy -- Study and teaching (Elementary) -- Namibia English language -- Study and teaching (Elementary) -- Namibia Reading (Elementary) -- Namibia Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1797 , http://hdl.handle.net/10962/d1003682
- Description: Literacy is currently a topic of great concern in Namibia. Learners in this country have difficulty in reading and writing, and are often functionally illiterate. This study focuses on the beliefs, experiences and practices of teachers of reading in English to second language learners in Grade 4. Grade 4 is the transitional grade from mother tongue to English as the medium of instruction. The switch to English makes teaching reading in that language especially challenging. The study is structured according to the case study mode of enquiry, with the target respondents comprising Grade 4 teachers. Classroom observation, interviews and document analysis were used as means of collecting data. The main findings revealed that beliefs and experience had an impact on the way in which reading was taught in this study. It emerged that the teachers’ childhood experiences of literacy and learning to read are perpetuated in their beliefs, their attitudes, their basic conceptualization of reading and their current practices, all of which directly affect the children in their classes. Although the teachers’ professional training also had some influence on their teaching methods, neither of the two teachers interviewed had received much in-service support on how to teach reading, and they depended to a large extent on their recall of how they had learned to read themselves. Both teachers were taught in a traditional, teacher-centered way, involving phonics, rote-learning and drilling. Because they see themselves as competent readers, they believe that these approaches were effective and worth sustaining. Tentative recommendations arising from analysis of the data indicate possible areas for improvement in the teaching of reading, and offer guidelines to help teachers cope with the challenge.
- Full Text:
- Date Issued: 2008
- Authors: Mutenda, Josephine
- Date: 2008
- Subjects: Literacy -- Study and teaching (Elementary) -- Namibia English language -- Study and teaching (Elementary) -- Namibia Reading (Elementary) -- Namibia Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1797 , http://hdl.handle.net/10962/d1003682
- Description: Literacy is currently a topic of great concern in Namibia. Learners in this country have difficulty in reading and writing, and are often functionally illiterate. This study focuses on the beliefs, experiences and practices of teachers of reading in English to second language learners in Grade 4. Grade 4 is the transitional grade from mother tongue to English as the medium of instruction. The switch to English makes teaching reading in that language especially challenging. The study is structured according to the case study mode of enquiry, with the target respondents comprising Grade 4 teachers. Classroom observation, interviews and document analysis were used as means of collecting data. The main findings revealed that beliefs and experience had an impact on the way in which reading was taught in this study. It emerged that the teachers’ childhood experiences of literacy and learning to read are perpetuated in their beliefs, their attitudes, their basic conceptualization of reading and their current practices, all of which directly affect the children in their classes. Although the teachers’ professional training also had some influence on their teaching methods, neither of the two teachers interviewed had received much in-service support on how to teach reading, and they depended to a large extent on their recall of how they had learned to read themselves. Both teachers were taught in a traditional, teacher-centered way, involving phonics, rote-learning and drilling. Because they see themselves as competent readers, they believe that these approaches were effective and worth sustaining. Tentative recommendations arising from analysis of the data indicate possible areas for improvement in the teaching of reading, and offer guidelines to help teachers cope with the challenge.
- Full Text:
- Date Issued: 2008
What can TOLs reveal about the nature of ESL reading? : a critical evaluation of current ESL research utilising think-aloud protocols
- Authors: Dixon, Robyn
- Date: 1993
- Subjects: English language -- Study and teaching -- Foreign speakers Reading comprehension Reading -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1823 , http://hdl.handle.net/10962/d1003709
- Description: This thesis explores the efficacy of think-aloud protocols (TOLs), and the extent to which the TOL technique is able to reveal the nature of ESL reading interaction with expository prose. The investigation constituted a critical evaluation of current ESL TOL research, which was essentially a theoretical examination of emerging problems derived from an in-depth assessment of current ESL TOL studies. The theoretical examination was supplemented by the practical implementation of the technique in a case study research, utilising three verbal protocols obtained from ESL students at the University of Fort Hare. The close observation afforded by the evaluative case study research paradigm provided the writer - as participant observer - with a further means of judging the merit of TOLs, which corroborated findings from the theoretical evaluation, and enabled a consideration of unanticipated issues which emerged from the practical implementation of the technique. The conclusion was that TOLs seem to have a unique ability to identify aspects of the nature of ESL reading gained from an on-line assessment of reader interaction, provided that TOL research is conducted within certain methodological and analytic research constraints. The writer has proffered suggestions for future ESL TOL research, and feels that the combination of TOL research findings with other measures of reading comprehension could elucidate aspects of ESL comprehension, making a valuable contribution to ESL reading theory and practice.
- Full Text:
- Date Issued: 1993
- Authors: Dixon, Robyn
- Date: 1993
- Subjects: English language -- Study and teaching -- Foreign speakers Reading comprehension Reading -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1823 , http://hdl.handle.net/10962/d1003709
- Description: This thesis explores the efficacy of think-aloud protocols (TOLs), and the extent to which the TOL technique is able to reveal the nature of ESL reading interaction with expository prose. The investigation constituted a critical evaluation of current ESL TOL research, which was essentially a theoretical examination of emerging problems derived from an in-depth assessment of current ESL TOL studies. The theoretical examination was supplemented by the practical implementation of the technique in a case study research, utilising three verbal protocols obtained from ESL students at the University of Fort Hare. The close observation afforded by the evaluative case study research paradigm provided the writer - as participant observer - with a further means of judging the merit of TOLs, which corroborated findings from the theoretical evaluation, and enabled a consideration of unanticipated issues which emerged from the practical implementation of the technique. The conclusion was that TOLs seem to have a unique ability to identify aspects of the nature of ESL reading gained from an on-line assessment of reader interaction, provided that TOL research is conducted within certain methodological and analytic research constraints. The writer has proffered suggestions for future ESL TOL research, and feels that the combination of TOL research findings with other measures of reading comprehension could elucidate aspects of ESL comprehension, making a valuable contribution to ESL reading theory and practice.
- Full Text:
- Date Issued: 1993
The comparative case study of the use of English and isiXhosa as medium of instruction in a grade five class
- Authors: Mngqibisa, Mandla Daniel
- Date: 2003
- Subjects: English language -- Study and teaching (Elementary) -- South Africa Xhosa language -- Study and teaching (Elementary) -- South Africa Education, Bilingual Language and education -- South Africa Language policy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1455 , http://hdl.handle.net/10962/d1003336
- Description: The aim of this study was to compare the quality of oral interaction between a grade 5class and their teacher when either English or isiXhosa was used as medium ofinstruction in two different lessons and of their writing which arose out of the lessons. The research was carried out within the interpretive paradigm and took the form of a casestudy. The researcher took the stance of being a non-participant observer. A variety oftechniques were used to collect data, namely, piloting, video recording and transcribing lessons, observing and making field notes, questionnaires and an interview. The interview was recorded and transcribed by the researcher. The two lessons were transcribed and analysed. Also the learners’ writing was analysed. The findings of this study showed that learners have little competence in English compared to isiXhosa. As a result most of them used short and vague sentences when responding to and discussing pictures in English. They also used short and simple sentences when writing in English compared toisiXhosa. Although this is a small-scale study it is recommended that the school’s language policy is revised and teachers are equipped with necessary skills, which would help them teach English to second language learners effectively. It is also recommended that the learners’ first language continue to be well taught even if it is no longer the classroom language.
- Full Text:
- Date Issued: 2003
- Authors: Mngqibisa, Mandla Daniel
- Date: 2003
- Subjects: English language -- Study and teaching (Elementary) -- South Africa Xhosa language -- Study and teaching (Elementary) -- South Africa Education, Bilingual Language and education -- South Africa Language policy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1455 , http://hdl.handle.net/10962/d1003336
- Description: The aim of this study was to compare the quality of oral interaction between a grade 5class and their teacher when either English or isiXhosa was used as medium ofinstruction in two different lessons and of their writing which arose out of the lessons. The research was carried out within the interpretive paradigm and took the form of a casestudy. The researcher took the stance of being a non-participant observer. A variety oftechniques were used to collect data, namely, piloting, video recording and transcribing lessons, observing and making field notes, questionnaires and an interview. The interview was recorded and transcribed by the researcher. The two lessons were transcribed and analysed. Also the learners’ writing was analysed. The findings of this study showed that learners have little competence in English compared to isiXhosa. As a result most of them used short and vague sentences when responding to and discussing pictures in English. They also used short and simple sentences when writing in English compared toisiXhosa. Although this is a small-scale study it is recommended that the school’s language policy is revised and teachers are equipped with necessary skills, which would help them teach English to second language learners effectively. It is also recommended that the learners’ first language continue to be well taught even if it is no longer the classroom language.
- Full Text:
- Date Issued: 2003
An investigation into how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo : a case study
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
- Date Issued: 2015
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
- Date Issued: 2015
An investigation of code switching in different learning areas in a grade seven class
- Authors: Ndabeni, Bulelwa
- Date: 2003
- Subjects: Code switching (Linguistics) -- South Africa Language and education -- South Africa Education, Bilingual -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1621 , http://hdl.handle.net/10962/d1003503
- Description: The research described in this thesis is a case study of the communicative repertoires of teachers and learners of a grade seven class in a small rural primary school. The aim of the investigation was to find out if code switching is different in content-subject classes than in an English language class. The study accomplishes this by looking at code switching in different learning areas. Different research techniques such as observations, video. recording, taking of field notes and interviews are used as the means of data collection. The study does not attempt a full linguistic description of the switches made by the research subjects. For example, it does not deal with linguistic constraints on code switching, but instead it focuses on the functional aspects of code switching. The study reveals that there are various functions of code switching in the classroom. The following are the major findings noted in this study: • Code switching is a communicative resource, which enables the teachers and learners to accomplish a considerable number and range of social and educational objectives. • Code switching is used to negotiate and renegotiate meaning. • How teachers code switch in class depends on how difficult the lesson is for the learners. • The study reveals no major differences between code switching In content subjects than in English as a subject. • Although tbe subjects engage in code switching, they seem to feel guilty about their behaviour.
- Full Text:
- Date Issued: 2003
- Authors: Ndabeni, Bulelwa
- Date: 2003
- Subjects: Code switching (Linguistics) -- South Africa Language and education -- South Africa Education, Bilingual -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1621 , http://hdl.handle.net/10962/d1003503
- Description: The research described in this thesis is a case study of the communicative repertoires of teachers and learners of a grade seven class in a small rural primary school. The aim of the investigation was to find out if code switching is different in content-subject classes than in an English language class. The study accomplishes this by looking at code switching in different learning areas. Different research techniques such as observations, video. recording, taking of field notes and interviews are used as the means of data collection. The study does not attempt a full linguistic description of the switches made by the research subjects. For example, it does not deal with linguistic constraints on code switching, but instead it focuses on the functional aspects of code switching. The study reveals that there are various functions of code switching in the classroom. The following are the major findings noted in this study: • Code switching is a communicative resource, which enables the teachers and learners to accomplish a considerable number and range of social and educational objectives. • Code switching is used to negotiate and renegotiate meaning. • How teachers code switch in class depends on how difficult the lesson is for the learners. • The study reveals no major differences between code switching In content subjects than in English as a subject. • Although tbe subjects engage in code switching, they seem to feel guilty about their behaviour.
- Full Text:
- Date Issued: 2003
Vocabulary development in a grade 7 class using dictionary skills: an action research project
- Authors: Wells, Stephanie Alice
- Date: 2011
- Subjects: English language -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Vocabulary -- Study and teaching (Elementary) -- South Africa -- Eastern Cape English language Dictionaries -- Polyglot -- Study and teaching (Elementary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1822 , http://hdl.handle.net/10962/d1003708
- Description: As I was involved as a voluntary, part-time teacher in a local, semi-rural school in the Eastern Cape, South Africa, I became increasingly aware of the learners' lack of English literacy. I therefore decided to do a practical research on vocabulary development, focusing on dictionary skills. In this thesis I describe how I implemented a vocabulary development programme as an Action Research project. My research group was a grade 7 class of English First Additional Language learners who had minimal exposure to English at school and in their communities. The class was a mixture of Afrikaans and isiXhosa home language speakers and the medium of instruction was Afrikaans. The school served a low-income community and was poorly resourced. As dictionary skills is a requirement of the national curriculum, I used 10 time-tabled lessons over a 5 week period to introduce the learners to dictionaries. My data sources were a journal detailing my reflections on each lesson; a video-recording of the lessons; small group interviews after each lesson which were audio-recorded; tasksheets on the work covered in class and questionnaires asking the learners for written responses to the lessons. The class teacher who filmed the lessons was also asked for feedback during and after the programme. My goals were to assess my teaching approach in these circumstances and to what extent the outcomes were positive for the learners. As I had come from a background of English Home Language teaching in good, well-resourced schools I found I had to question many of my assumptions. Although I was an experienced, qualified and confident teacher, I was continually having to reassess my teaching methods which were being challenged by very different classroom conditions. The outcomes of the research show why I was not able to achieve what I had thought I could in the time given.
- Full Text:
- Date Issued: 2011
- Authors: Wells, Stephanie Alice
- Date: 2011
- Subjects: English language -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Vocabulary -- Study and teaching (Elementary) -- South Africa -- Eastern Cape English language Dictionaries -- Polyglot -- Study and teaching (Elementary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1822 , http://hdl.handle.net/10962/d1003708
- Description: As I was involved as a voluntary, part-time teacher in a local, semi-rural school in the Eastern Cape, South Africa, I became increasingly aware of the learners' lack of English literacy. I therefore decided to do a practical research on vocabulary development, focusing on dictionary skills. In this thesis I describe how I implemented a vocabulary development programme as an Action Research project. My research group was a grade 7 class of English First Additional Language learners who had minimal exposure to English at school and in their communities. The class was a mixture of Afrikaans and isiXhosa home language speakers and the medium of instruction was Afrikaans. The school served a low-income community and was poorly resourced. As dictionary skills is a requirement of the national curriculum, I used 10 time-tabled lessons over a 5 week period to introduce the learners to dictionaries. My data sources were a journal detailing my reflections on each lesson; a video-recording of the lessons; small group interviews after each lesson which were audio-recorded; tasksheets on the work covered in class and questionnaires asking the learners for written responses to the lessons. The class teacher who filmed the lessons was also asked for feedback during and after the programme. My goals were to assess my teaching approach in these circumstances and to what extent the outcomes were positive for the learners. As I had come from a background of English Home Language teaching in good, well-resourced schools I found I had to question many of my assumptions. Although I was an experienced, qualified and confident teacher, I was continually having to reassess my teaching methods which were being challenged by very different classroom conditions. The outcomes of the research show why I was not able to achieve what I had thought I could in the time given.
- Full Text:
- Date Issued: 2011
The serpent both in water and on land : a critical phenomenological investigation of foreign students' experiences of learning English in South Africa
- Authors: Picard, Michelle Yvette
- Date: 2000
- Subjects: English language -- Grammar -- Study and teaching -- Foreign speakers , English language -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:1408 , http://hdl.handle.net/10962/d1002639
- Description: In this dissertation I attempt to examine “the experience of the perspective” of foreign students introduced into English classrooms in South Africa. I acknowledge the importance of focussing on the individual’s narrative, since it is “only through an unconscious synthetic activity of consciousness” that perspectives are connected together (Carspeken 1996:11), but, along with Freire, I believe that “generative themes” can only be investigated in “man-world relationships”. The researcher needs to examine the phenomenon in context of the world that it originated from, since “historical themes are never isolated , independent, disconnected or static” (Freire 1972: 73). In this dissertation I, therefore, carefully follow the classic phenomenological steps to analyse data from my respondents and then immediately contextualise it in term of literature about the learners background, the educational and political system in which they currently find themselves as well as general literature about the phenomenon of immigrants and learning of a second language. The premise underlying this research is the “taken-for-granted certainty” (Carspeken 1996:11) that there is something unique in the South African situation which results in foreign students experiencing the learning of English in a particular way within this context.
- Full Text:
- Date Issued: 2000
- Authors: Picard, Michelle Yvette
- Date: 2000
- Subjects: English language -- Grammar -- Study and teaching -- Foreign speakers , English language -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:1408 , http://hdl.handle.net/10962/d1002639
- Description: In this dissertation I attempt to examine “the experience of the perspective” of foreign students introduced into English classrooms in South Africa. I acknowledge the importance of focussing on the individual’s narrative, since it is “only through an unconscious synthetic activity of consciousness” that perspectives are connected together (Carspeken 1996:11), but, along with Freire, I believe that “generative themes” can only be investigated in “man-world relationships”. The researcher needs to examine the phenomenon in context of the world that it originated from, since “historical themes are never isolated , independent, disconnected or static” (Freire 1972: 73). In this dissertation I, therefore, carefully follow the classic phenomenological steps to analyse data from my respondents and then immediately contextualise it in term of literature about the learners background, the educational and political system in which they currently find themselves as well as general literature about the phenomenon of immigrants and learning of a second language. The premise underlying this research is the “taken-for-granted certainty” (Carspeken 1996:11) that there is something unique in the South African situation which results in foreign students experiencing the learning of English in a particular way within this context.
- Full Text:
- Date Issued: 2000
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:
- Date Issued: 2004
- 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:
- Date Issued: 2004
Investigating perceptions of students' language needs at a Rwandan institution of higher learning
- Authors: Magambo, Joseph
- Date: 2009
- Subjects: Kigali Institute of Science, Technology and Management English language -- Study and teaching (Higher) -- Rwanda English language -- Study and teaching (Higher) -- Rwanda -- Foreign speakers Universities and colleges -- Rwanda
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1915 , http://hdl.handle.net/10962/d1007268
- Description: The site of this research is the Kigali Institute of Science and Technology (KIST). The research was undertaken to investigate first year students' perceived English language needs in order to study successfully at KIST. The research was intended to pave the way for differentiated English language syllabuses for students of varying English proficiency. It sought to answer the following questions: (1) what are students' perceived language needs in order to study through the medium of English at KIST? (2) To what extent does the current English language programme address these perceived needs? And (3) what are the differences in students' perceived language needs at different levels of proficiency? The research was carried out in an interpretive paradigm using both qualitative and quantitative methods. It took the form of a case study utilising questionnaires to collect data. Questionnaires were administered to students, mainstream subject lecturers and English lecturers. The student sample consisted of 212 students chosen from the four previously identified levels of proficiency (beginner, elementary, intermediate and advanced). The lecturer samples consisted of seven subject lecturers and eleven lecturers in English. The research tools used to collect data were administered questionnaires and document analysis. The chi-square statistical test was used to analyse quantitative data especially in establishing differences that appeared between dissimilar proficiency levels. Findings have shown that, although English is no longer a credit-bearing course, students are still interested in learning it. Students expressed a high positive perception for learning language structures, listening and speaking, and a need for reading and writing. However, although it was possible to establish stakeholders' (students, subject lecturers and lecturers in English) perceptions of students' needs, it was not easy to establish what students' real needs and difficulties in English are. Attempts to get valid answers to my questions were not conclusive. Although this research has implications for the future of English language teaching/learning at KIST there is a need for further investigation of students' needs. An important starting point would be to begin a debate at KIST about the whole issue of students' needs. Such research would exploit research tools/methods not used in this research (e.g focus group interviews and observations).
- Full Text:
- Date Issued: 2009
- Authors: Magambo, Joseph
- Date: 2009
- Subjects: Kigali Institute of Science, Technology and Management English language -- Study and teaching (Higher) -- Rwanda English language -- Study and teaching (Higher) -- Rwanda -- Foreign speakers Universities and colleges -- Rwanda
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1915 , http://hdl.handle.net/10962/d1007268
- Description: The site of this research is the Kigali Institute of Science and Technology (KIST). The research was undertaken to investigate first year students' perceived English language needs in order to study successfully at KIST. The research was intended to pave the way for differentiated English language syllabuses for students of varying English proficiency. It sought to answer the following questions: (1) what are students' perceived language needs in order to study through the medium of English at KIST? (2) To what extent does the current English language programme address these perceived needs? And (3) what are the differences in students' perceived language needs at different levels of proficiency? The research was carried out in an interpretive paradigm using both qualitative and quantitative methods. It took the form of a case study utilising questionnaires to collect data. Questionnaires were administered to students, mainstream subject lecturers and English lecturers. The student sample consisted of 212 students chosen from the four previously identified levels of proficiency (beginner, elementary, intermediate and advanced). The lecturer samples consisted of seven subject lecturers and eleven lecturers in English. The research tools used to collect data were administered questionnaires and document analysis. The chi-square statistical test was used to analyse quantitative data especially in establishing differences that appeared between dissimilar proficiency levels. Findings have shown that, although English is no longer a credit-bearing course, students are still interested in learning it. Students expressed a high positive perception for learning language structures, listening and speaking, and a need for reading and writing. However, although it was possible to establish stakeholders' (students, subject lecturers and lecturers in English) perceptions of students' needs, it was not easy to establish what students' real needs and difficulties in English are. Attempts to get valid answers to my questions were not conclusive. Although this research has implications for the future of English language teaching/learning at KIST there is a need for further investigation of students' needs. An important starting point would be to begin a debate at KIST about the whole issue of students' needs. Such research would exploit research tools/methods not used in this research (e.g focus group interviews and observations).
- Full Text:
- Date Issued: 2009
The transition from Oshikwanyama to English as a medium of instruction: a case study of a rural Namibian school
- Authors: Shilongo, Teressia N
- Date: 2007
- Subjects: Education -- Namibia Kuanyama language -- Study and teaching -- Namibia English language -- Study and teaching -- Namibia Language and education -- Namibia Rural schools -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1805 , http://hdl.handle.net/10962/d1003690
- Description: The study investigates how rural Grade 4 teachers and learners experience the transition from Oshikwanyama to English as a medium of instruction. The study was conducted at a rural school in Oshana region in northern Namibia. The research site and participants were purposefully selected. Grade 4 teachers and learners were interviewed and observed. Relevant documents were also analyzed. The purpose was to understand participants’ experiences, perceptions and practices in relation to their experience of the transition to English medium instruction. The study revealed out that both Grade 4 teachers and learners are struggling to teach and learn through the medium of English. This was borne out by participants’ responses, classroom practices and document analysis, especially learners’ oral presentation and written work. The conclusion is drawn that limitations in English proficiency overshadow the good intentions of the curriculum. This was evident in the fact that Grade 4 learners at a selected school found it difficult to cope with the demands of the curriculum. In addition, most of the learners have poor literacy skills even in their mother tongue, Oshikwanyama. In the linguistic sense, proficiency in the first language can pave the way for second language to flourish. If the reverse is the case then the learner might find it difficult to acquire linguistic skills in the second language. The study concludes that for the sake of effective learning, an intervention on professional development needs to be in place. This might help rural lower primary teachers to upgrade their existing skills particularly in terms of the English language proficiency as well as how to prepare learners for the transition to English.
- Full Text:
- Date Issued: 2007
- Authors: Shilongo, Teressia N
- Date: 2007
- Subjects: Education -- Namibia Kuanyama language -- Study and teaching -- Namibia English language -- Study and teaching -- Namibia Language and education -- Namibia Rural schools -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1805 , http://hdl.handle.net/10962/d1003690
- Description: The study investigates how rural Grade 4 teachers and learners experience the transition from Oshikwanyama to English as a medium of instruction. The study was conducted at a rural school in Oshana region in northern Namibia. The research site and participants were purposefully selected. Grade 4 teachers and learners were interviewed and observed. Relevant documents were also analyzed. The purpose was to understand participants’ experiences, perceptions and practices in relation to their experience of the transition to English medium instruction. The study revealed out that both Grade 4 teachers and learners are struggling to teach and learn through the medium of English. This was borne out by participants’ responses, classroom practices and document analysis, especially learners’ oral presentation and written work. The conclusion is drawn that limitations in English proficiency overshadow the good intentions of the curriculum. This was evident in the fact that Grade 4 learners at a selected school found it difficult to cope with the demands of the curriculum. In addition, most of the learners have poor literacy skills even in their mother tongue, Oshikwanyama. In the linguistic sense, proficiency in the first language can pave the way for second language to flourish. If the reverse is the case then the learner might find it difficult to acquire linguistic skills in the second language. The study concludes that for the sake of effective learning, an intervention on professional development needs to be in place. This might help rural lower primary teachers to upgrade their existing skills particularly in terms of the English language proficiency as well as how to prepare learners for the transition to English.
- Full Text:
- Date Issued: 2007
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
An analysis of pacing and sequencing of reading instruction in three grade 1 classrooms where isiXhosa is the language of learning and teaching
- Authors: Masola, Athambile
- Date: 2012
- Subjects: Reading (Elementary) -- Study and teaching -- Foreign speakers -- Research -- South Africa Literacy -- Education (Primary) -- Research -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1420 , http://hdl.handle.net/10962/d1003301
- Description: Reading development in the Foundation Phase (FP) is central to children’s success as they progress through school. However, evaluations in South Africa such as the Annual National Assessments (ANAs) and the Progress in International Reading Literacy Study (PIRLS) (2006) show that reading achievement in the Foundation Phase is low, especially for children learning with African languages as their home language. This thesis examines pacing and sequencing in three Grade 1 literacy classes where isiXhosa is the language of learning and teaching (LOLT). The research took the form of a case study, focusing on the teachers’ classroom practice and how they understand their practice. Documents related to reading development in the Foundation Phase are analysed with regard to pacing and sequencing, examining how the curriculum frames literacy for teachers in the Foundation Phase. The teachers’ understanding in relation to their social context is also an important part of this research. In the thesis the way in which the teachers sequence and pace learning is analysed, drawing on Bernstein’s notions of internal and external framing, and Bourdieu’s notion of the habitus. The intended curriculum and the implemented curriculum are then compared. The results confirm that in low socio‐economic status (SES) schools, the level of poverty has an impact on teaching practice. The results also show that pacing and sequencing are reliant on the degree of planning amongst teachers. The level of development amongst learners also plays a role in how teachers organise their practice in order to differentiate the teaching of reading for all learners. The understanding that teachers have about their teaching practice are layered and influenced by their experiences, history and memories as teachers. The thesis concludes that there is a need to develop teachers’ understanding of planning and organising the teaching of reading, especially when the learners are from poor communities and do not get support in the home. In order for teachers to improve their practice, it is important for them to have the opportunity to reflect on and understand their practice.
- Full Text:
- Date Issued: 2012
- Authors: Masola, Athambile
- Date: 2012
- Subjects: Reading (Elementary) -- Study and teaching -- Foreign speakers -- Research -- South Africa Literacy -- Education (Primary) -- Research -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1420 , http://hdl.handle.net/10962/d1003301
- Description: Reading development in the Foundation Phase (FP) is central to children’s success as they progress through school. However, evaluations in South Africa such as the Annual National Assessments (ANAs) and the Progress in International Reading Literacy Study (PIRLS) (2006) show that reading achievement in the Foundation Phase is low, especially for children learning with African languages as their home language. This thesis examines pacing and sequencing in three Grade 1 literacy classes where isiXhosa is the language of learning and teaching (LOLT). The research took the form of a case study, focusing on the teachers’ classroom practice and how they understand their practice. Documents related to reading development in the Foundation Phase are analysed with regard to pacing and sequencing, examining how the curriculum frames literacy for teachers in the Foundation Phase. The teachers’ understanding in relation to their social context is also an important part of this research. In the thesis the way in which the teachers sequence and pace learning is analysed, drawing on Bernstein’s notions of internal and external framing, and Bourdieu’s notion of the habitus. The intended curriculum and the implemented curriculum are then compared. The results confirm that in low socio‐economic status (SES) schools, the level of poverty has an impact on teaching practice. The results also show that pacing and sequencing are reliant on the degree of planning amongst teachers. The level of development amongst learners also plays a role in how teachers organise their practice in order to differentiate the teaching of reading for all learners. The understanding that teachers have about their teaching practice are layered and influenced by their experiences, history and memories as teachers. The thesis concludes that there is a need to develop teachers’ understanding of planning and organising the teaching of reading, especially when the learners are from poor communities and do not get support in the home. In order for teachers to improve their practice, it is important for them to have the opportunity to reflect on and understand their practice.
- Full Text:
- Date Issued: 2012
A survey of the perceptions of lecturers and English Second Language students regarding ESL students' language-related problems at Technikon Natal
- Authors: Johnston, Graham Francis
- Date: 1993
- Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers Compensatory education -- South Africa High school graduates -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1788 , http://hdl.handle.net/10962/d1003673
- Description: The shortage of manpower in South Africa with technological skills is a widespread problem. Technikons are under extreme pressure to develop these skills in the student population. Admission statistics at Technikon Natal show a marked increase in ESL students enrolling in a wide variety of national diploma courses. The inadequate education received by the majority of ESL students in South Africa has not prepared them for the demands of tertiary education. As English is the medium of instruction at Technikon Natal, underdeveloped language skills tend to hinder the students' progress. Technikon Natal is currently considering an Educational Development Strategy designed to assist students. In order for a response to perceived language-related problems to be meaningful, a survey of such issues was considered a practical starting point to establish that these issues were in fact problematic. The survey was intended to probe certain perceptions held by students and staff regarding attitudes, which might have been preconceived. It also provided clarification that some of these perceptions are inaccurate, and in some cases, incorrect. In addition to this, it established that there is considerable support among students and staff for departmentally-integrated support programmes. In terms of Technikon Natal's present position on an ESL educational development continuum, the findings indicate that much benefit could be derived from the research carried out in other tertiary institutions with regard to academic support programmes. Areas in which there was a considerable disparity of views held were identified and commented upon. In conclusion, it was felt that attention should be focussed on the following: recognition of the need for an integrated ESL programme; departmental reinforcement of academic skills; decentralisation of the ASP programme. The survey concludes with a brief comment on current developments in response to ESL needs at Technikon Natal.
- Full Text:
- Date Issued: 1993
- Authors: Johnston, Graham Francis
- Date: 1993
- Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers Compensatory education -- South Africa High school graduates -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1788 , http://hdl.handle.net/10962/d1003673
- Description: The shortage of manpower in South Africa with technological skills is a widespread problem. Technikons are under extreme pressure to develop these skills in the student population. Admission statistics at Technikon Natal show a marked increase in ESL students enrolling in a wide variety of national diploma courses. The inadequate education received by the majority of ESL students in South Africa has not prepared them for the demands of tertiary education. As English is the medium of instruction at Technikon Natal, underdeveloped language skills tend to hinder the students' progress. Technikon Natal is currently considering an Educational Development Strategy designed to assist students. In order for a response to perceived language-related problems to be meaningful, a survey of such issues was considered a practical starting point to establish that these issues were in fact problematic. The survey was intended to probe certain perceptions held by students and staff regarding attitudes, which might have been preconceived. It also provided clarification that some of these perceptions are inaccurate, and in some cases, incorrect. In addition to this, it established that there is considerable support among students and staff for departmentally-integrated support programmes. In terms of Technikon Natal's present position on an ESL educational development continuum, the findings indicate that much benefit could be derived from the research carried out in other tertiary institutions with regard to academic support programmes. Areas in which there was a considerable disparity of views held were identified and commented upon. In conclusion, it was felt that attention should be focussed on the following: recognition of the need for an integrated ESL programme; departmental reinforcement of academic skills; decentralisation of the ASP programme. The survey concludes with a brief comment on current developments in response to ESL needs at Technikon Natal.
- Full Text:
- Date Issued: 1993
Interacting with Shakespeare's figurative language: a project in materials development for the L2 classroom
- Authors: Lenahan, Patrick
- Date: 1995
- Subjects: Shakespeare, William, 1564-1616 -- Language Shakespeare, William, 1564-1616 -- Study and teaching English literature -- Study and teaching -- South Africa -- Foreign speakers English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1581 , http://hdl.handle.net/10962/d1003463
- Description: This project arises from recent initiatives aimed at transforming Shakespeare studies in South African high schools, so as to make those studies more learner-centred and interactive, as well as a more useful communicative language-learning experience for second-language (L2) students. It is this interactive methodology that the present project seeks to extend to the relatively neglected area of Shakespeare's figurative language. Drawing on schema theory and response-based approaches to literature teaching, the project shows that figurative language is especially conducive to interactive treatment, whereby students might be encouraged to make sense of metaphors and similes out of their "background knowledge". Guidelines are indicated for putting this into practice in the L2 classroom; and on the basis of these guidelines, materials are developed for an interactive approach to Shakespeare's figurative language. The central phase in this development process involves trying out the materials in five African high schools and then analysing the data collected from them. The classroom try-outs were profitable in so far as they raised issues that had been overlooked in the earlier, theoretical, stage of the development process. A good overall response to the materials' learner-centred approach was indicated, although students experienced difficulties with certain essential tasks. Most seriously, while the materials were successful in accessing students' background knowledge in the form of associations, they were less successful in getting students to use this knowiedge in interpreting metaphors for themselves. Reasons for this feature, and others, are considered and solutions posited. Recommendations for implementing the materials in a larger teaching programme are made.
- Full Text:
- Date Issued: 1995
- Authors: Lenahan, Patrick
- Date: 1995
- Subjects: Shakespeare, William, 1564-1616 -- Language Shakespeare, William, 1564-1616 -- Study and teaching English literature -- Study and teaching -- South Africa -- Foreign speakers English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1581 , http://hdl.handle.net/10962/d1003463
- Description: This project arises from recent initiatives aimed at transforming Shakespeare studies in South African high schools, so as to make those studies more learner-centred and interactive, as well as a more useful communicative language-learning experience for second-language (L2) students. It is this interactive methodology that the present project seeks to extend to the relatively neglected area of Shakespeare's figurative language. Drawing on schema theory and response-based approaches to literature teaching, the project shows that figurative language is especially conducive to interactive treatment, whereby students might be encouraged to make sense of metaphors and similes out of their "background knowledge". Guidelines are indicated for putting this into practice in the L2 classroom; and on the basis of these guidelines, materials are developed for an interactive approach to Shakespeare's figurative language. The central phase in this development process involves trying out the materials in five African high schools and then analysing the data collected from them. The classroom try-outs were profitable in so far as they raised issues that had been overlooked in the earlier, theoretical, stage of the development process. A good overall response to the materials' learner-centred approach was indicated, although students experienced difficulties with certain essential tasks. Most seriously, while the materials were successful in accessing students' background knowledge in the form of associations, they were less successful in getting students to use this knowiedge in interpreting metaphors for themselves. Reasons for this feature, and others, are considered and solutions posited. Recommendations for implementing the materials in a larger teaching programme are made.
- Full Text:
- Date Issued: 1995
An exploration of strategies to enhance grade 8 learners' reading comprehension skills
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
Case studies of tutors' responses to student writing and the way in which students interpret these
- Authors: Paxton, Moragh Isobel Jane
- Date: 1994
- Subjects: Written communication -- Study and teaching -- South Africa Written communication -- South Africa -- Case studies Grading and marking (Students) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1430 , http://hdl.handle.net/10962/d1003311
- Description: This thesis examines tutor feedback on student essays to ascertain the extent to which these responses assist in teaching the academic and specific disciplinary conventions and to determine what is effective feedback and what is not. The investigation constituted an evaluation of a small sample of essays and the framework for this evaluation was developed from a study of current theories of literacy and language teaching. It was further informed by data gathered from interviews with students and tutors and questionnaires completed by them. This was done in order to establish how students interpret and react to feedback and to demonstrate the level of understanding between tutors and students in this mode of communication. The conclusion was that tutor feedback can provide a valuable method for teaching the discourse of the discipline. However, results of the study revealed that communication often breaks down because tutors and students do not share a common language for talking about academic discourse and because students may not have understood the requirements of the task. In addition, the study found that responses to a small group of essays in the lowest mark category and written by second language students, were very inadequate. As the researcher, I concluded that graduate tutors were not well equipped for the task of dealing with these weaker essays. I have made suggestions for future research in this area and I believe that the data from this case study will provide valuable ideas for training tutors for responding to student essays.
- Full Text:
- Date Issued: 1994
- Authors: Paxton, Moragh Isobel Jane
- Date: 1994
- Subjects: Written communication -- Study and teaching -- South Africa Written communication -- South Africa -- Case studies Grading and marking (Students) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1430 , http://hdl.handle.net/10962/d1003311
- Description: This thesis examines tutor feedback on student essays to ascertain the extent to which these responses assist in teaching the academic and specific disciplinary conventions and to determine what is effective feedback and what is not. The investigation constituted an evaluation of a small sample of essays and the framework for this evaluation was developed from a study of current theories of literacy and language teaching. It was further informed by data gathered from interviews with students and tutors and questionnaires completed by them. This was done in order to establish how students interpret and react to feedback and to demonstrate the level of understanding between tutors and students in this mode of communication. The conclusion was that tutor feedback can provide a valuable method for teaching the discourse of the discipline. However, results of the study revealed that communication often breaks down because tutors and students do not share a common language for talking about academic discourse and because students may not have understood the requirements of the task. In addition, the study found that responses to a small group of essays in the lowest mark category and written by second language students, were very inadequate. As the researcher, I concluded that graduate tutors were not well equipped for the task of dealing with these weaker essays. I have made suggestions for future research in this area and I believe that the data from this case study will provide valuable ideas for training tutors for responding to student essays.
- Full Text:
- Date Issued: 1994