Browsing by Author "August, Chantelle Melanie"

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    Exploring translingual assessment for learning in multilingual grade 10 afrikaans home language classes
    (University of the Western Cape, 2023) August, Chantelle Melanie; Mbeyani, Madeyandile
    Multilingualism is globally inevitable, yet learners are still subjected to monolingual English and Afrikaans assessment practices. Despite South African policies advocating for multilingualism, monolingual ideologies are still hindering education in South African public schools (Makalela, 2017). This context prompted this study to investigate meaningful ways in, which multilingualism can be used as an intervention strategy for teaching and assessment. The study was conducted within the qualitative research paradigm and adopts a formative intervention case study that is underpinned by the Cultural Historical Activity Theory (CHAT). This case study draws on Sen’s capability approach (CA), which advocates that a person can expand capabilities and achieve if the relevant resources are provided. Purposive sampling was employed to select participants in two Grade 10 classes in a Western Cape school. Teachers, learners, and parents were the main participants. Individual and focus group interviews, qualitative questionnaires, document analysis, and classroom observations were used to collect data. The CA and CHAT were used to analyse the data. The key findings emanating from the study show that isiXhosa learners are undeniably placed at a disadvantage in Afrikaans Home Language classes as learners’ home language is often disregarded as a resource for meaning making due to a lack of clarification on the policy
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    Inclusive alternative assessment: Exploring the use of scribes in a Cape Town primary school
    (University of the Western Cape, 2018) August, Chantelle Melanie; Rajvee, Neetha
    Learners in mainstream schools have diverse learning needs and experience a variety of learning barriers. Many of the learners struggle to read and write, and are therefore in need of assistance to enhance their academic performance. In addition, schools and teachers tend to assess leaners predominantly through writing methods and prefer text-based approaches in the form of writing over numerous other forms of assessment methods prescribed in the National Policy Pertaining to the Programme and Promotion Requirements (NPPR) (DBE: 2012). However, there are other ways through which learners can be assessed. This study explored the use of scribes as an alternative method to assist learners with learning barriers. The study examined the challenges relating to alternative methods of assessment within the inclusive education paradigm which seeks to accommodate different learning needs in South African schools. The study investigated factors that influence the implementation of alternative assessment to assist learners with diverse learning barriers. This study was conducted within the framework of a qualitative case study research methodology. Data collection methods included the use of questionnaires, document analysis and semi-structured interviews with teachers in Cape Town at a primary school (which constituted the case). The research eek answers to the following research question to understand why the phenomena exist; What factors influence the use of alternative assessment methods such as the use of scribes? The research also aimed to understand teachers‟ views and perceptions regarding the implementation and processes of alternative assessment methods.