Browsing by Author "Nomlomo, V"

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    Early literacy development in IsiXhosa: Fostering grade 3 learners’ imagination and critical thinking through folktales
    (University of the Western Cape, 2021) Bara, Mlamli; Nomlomo, V
    This study investigated the use of folktales in enhancing literacy development among Grade 3 isiXhosa-speaking learners in one Western Cape primary school. It was inspired by my quest to explain the low literacy performance levels of Foundation Phase learners, especially those taught through the medium of African languages. Although learners are taught in their mother-tongue in this phase, the reported national literacy results do not reflect this educational advantage. Education reports continually indicate low literacy levels in the Annual National Assessments (ANAs). Underdeveloped literacy skills are likely to have a negative impact on the child’s academic progress throughout and beyond the schooling years. This study focused on the use of folktales in fostering imaginative and critical thinking as folktales present language in its natural state. They are regarded as the best tool for whole language and literacy development. Folktales are central to the indigenous knowledge system (IKS) which is an educational and cultural tool that exposes children to oral literacy, even before they acquire literacy My enquiry is premised on the idea that technology should not replace the indigenous knowledge that may be acquired through folktales. Instead, deeper sustainable research into the role of folktales in children’s acquisition of indigenous knowledge is of paramount importance for generating creative and analytical responses and for understanding the role of folktales in young children’s education. For these reasons this study applied qualitative research methodology to investigate how teachers make use of folktales to enhance Grade 3 learners’ literacy skills in isiXhosa. It drew on Sociocultural Theory to explore their pedagogical strategies in this endeavour.The findings show that folktales are oral epistemic tools which may be utilised to foster a learnercentred approach that promotes learners’ ability to grasp ideas. The study concludes that folktales are instruments of pedagogical, social and cultural knowledge which may be used across the curriculum.
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    Investigating the Teaching and Learning of Creative Writing in English first additional language in selected grade 9 classrooms in the Western Cape
    (University of the Western Cape, 2020) Nondabula, Nikiwe; Nomlomo, V
    Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary
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    Teacher perceptions and practices regarding a text-based approach to English (L2) writing instruction in grade 6: A South African case study.
    (University of the Western Cape, 2014) Mushipe-Kosi, Thembisa; Nomlomo, V
    Learners' low achievement in literacy is a national concern in South Africa, particularly among Grades 3 and 6 learners who write systemic and national assessment tests. Although the Department of Basic Education makes attempts to support teachers by conducting teacher development workshops, there is no significant improvement in literacy results. With regard to language teaching, the national Curriculum Assessment Policy Statement (CAPS) promotes the use of Communicative and Text-Based Approaches as a means of strengthening learners· language skills in a manner that they could use the language for different purposes, such as in speech and writing. The majority of learners have to develop these skills in a second language (L2) which is English, in which they have little competence as learners are taught through the medium of English second language (L2) from Grade 4 in many South African schools. Concerning the approaches that have been introduced in language teaching to enhance learners oral and writing skills, little is known about how teachers understand and use the new approaches in their classrooms. There is limited research done on learners' writing in basic education. This study focuses on Grade 6 teachers' perceptions of the Text-Based Approach to teach English as a second language. It also investigates the teaching strategies used by teachers in teaching writing to Grade 6 learners who learn English as L2 and who are taught through the medium of L2. Through the lens of the Genre Based Approach, the study sought to understand how teachers implemented the Text Based Approach in teaching writing in English o Grade 6 learners. The data were generated through interviews, observations and document analysis. The thematic qualitative approach was used to analyze data. The findings reveal that teachers have limited understanding of the Text Based Approach and that affects their practice in the classroom with regard to teaching writing. They also indicate that teachers do not receive adequate support to implement the new language curriculum in their classrooms. All these factors seem to impact negatively on the effective implementation of the Text Based Approach in teaching English (L2) writing in the Grade 6 classrooms.