Magister Educationis - MEd (Language Education)

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Samewerking in die prosaklaskamer as medium vir akademiese ontwikkeling by primêre onderwysstudente
(University of the Western Cape, 1990) Cornelissen, Georgina Caroline; Groenewald, Jeannette
In this mini-thesis I focus primarily on collaborative writing in the study of prescribed prose texts as a medium of academic development of primary school student teachers. The problem with the present approach to the teaching of prose texts, and the introduction of the prosess approach to writing as a possible solution to the problem, is briefly discussed. In Chapter 2 the deficiencies of the current approach to the teaching of prose texts are discussed in detail. To place the above in the proper perspective a critical analysis is made of the existing Teachers Diploma syllabus for Afrikaans prose setworks, with special reference to the interpretation of the syllabus, and the organisation and presentation of the teaching programme for prose texts at a specific teachers' college of education. The main shortcomings which are referred to in the study are, inter alia: the organisation of the prose setwork teaching programme, compartmentalisation of language components, limited teaching time, the implication of the single, vague teaching goal for prose "texts, lecturer-centredness, and student's inability to work independently. In Chapter 3 the possible influence of the present approach to writing on the teaching of prose texts is discussed with special reference to methods of collaboration in learning. It is argued that the application of groupwork in a learnercentered approach to the teaching of prose texts can contribute to the elimination of many of the above problems, and that it can result in a rejuvenation in the class context, which may lead to students experiencing literature study as an enjoyable learning activity. The holistic nature of the process approach to writing is also included, since it leads to the integration of different language components, and saves time. The process approach to writing provides the required instruments for independent study. It is argued that the process approach to writing helps students to take co-responsibility for their own learning, and offers them the opportunity to contribute towards their own academic development. Based on the advantages indicated above, I designed a draft curriculum in Chapter 4. Action research was :done and the process approach to writing was implemented in the reality of the classroom situation on a small scale. With the lecturer who acted as facilitator to guide them to a specific goal, twenty-two first year students studied a prose setwork text, Jerigo-krisis by André Jansen. A single aspect in the process approach to writing was emphasised in particular, viz., collaborative learning in literature study. During the implementation of the plan an observer monitored the reaction of the target group, and gave her comments after each lesson. Students were also asked to evaluate the course in their personal journals, and to discuss the course during their journal conferences. The biggest shortcoming of the provisional plan, which students mentioned, and which I also noticed was the lack of time. The students wanted to spend more time on certain conferences, particularly content and evaluation conferences. The revised plan in Chapter 5 is the result and amendment of the draft curriculum.
A case study of academic staff participation in decision making In a college of education in the Northern province
(University of the Western Cape, 1999) Mhlanga, Hazel; Kruss, Glenda
The advent of a democratic government in South Africa in 1994 inevitably resulted in initiative for transformation in various sectors of society, including education. Educational institutions have been under constant pressure to transform from authoritarian governance to participatory governance which provides for stakeholder participation in decision making. Research about governance at college level was found to be of importance in the context of the national call made by the government for educational transformation. A review of the literature focused on two models of governance, namely, participatory governance and authoritarian governance. The literature review provided a conceptual framework in which to locate an understanding of the dynamics of governance at institutional level
Second language programme evaluation in Namibia: Toward identifying criteria
(University of the Western Cape, 2001) Damens, Philip Karl Jakobus; Weideman, Albert
At the attainment of independence by Namibia in 1990, English, which had 0,8% of the population of 1,5 million as mother tongue speakers (Brock-Utne, 2000: 186; Phillipson, Skutnabb-Kangas & Africa, 1986:78), became the official language of government and education. The decision to make English the official language had a clear socio-political basis: it was the result of a policy decision of the majority party, SWAPO, implemented after it had won the first national election (Chamberlain, West, Kleinhans, Minnaar & Bock, 1993:2). The response of the education authorities to this decision was to opt for English as the language of instruction. Since the majority of Namibian learners have an African language as their first language, the result of this choice has been that decisions involving the selection of English second language programmes and courses have gained importance. Apart from other implications, the language policy for schools has meant that l9a9h9rs - the most important agents in the transformation of education - were confronted with the fact that English, now the medium of instruction after the lower primary Grades I to 4 (Ministry of Education and Culture [MEC], 1993b), was not the language in which the majority of them had received training. Prior to Independence, Afrikaans was the medium of instruction for tertiary education. English now replaced Afrikaans at the Lower Primary level (i.e. from Grades I to 4) either as a subject or as a second language.
Towards English for academic purposes in the Rwandan context: The case of the first year of the Management Faculty
(University of Western Cape, 2001) Kagwesage, Anne-Marie; Kerfoot, Caroline
This study investigates the extent to which the one-year English course that the National University of Rwanda offers equips Francophone students with the linguistic tools they need in order to cope with content subjects offered through the medium of English. It argues that learning English in this context should go beyond foreign language learning to learning English for Academic Purposes, and beyond language learning to the understanding of content subjects. For the purposes of this study, the focus fell on students in the Management Faculty.
Additive Bilingualism or ‘Straight-for-English’? The linguistic and cultural impact of different approaches to the teaching of English on children in two Chinese schools
(University of the Western Cape, 2005) Chunyan, Ma; Dyers, Charlyn; NULL; Faculty of Education
This study examines the impact of two different models of teaching English to Chinese children, to see whether it meets learners’ needs. These two different approaches appear to lead to different result for children. The results of the analysis appear to show that this teaching programme is failing the children at Z’SL. Therefore, the course needs to be reviewed and improved. Four research tools were used in this study: interviews, questionnaires, classroom observation, and document analysis. Interviews and questionnaires were distributed to coordinators and teachers at both schools. Questionnaires were also distributed to the parents of students. Classroom observation was done during normal class time by the researcher. The document analysis dealt with the analysis of the textbooks. The results of the study appear to show that the teaching programme in English at Z’SL has failed to meet the children’s needs. The materials are not designed for young learner’s needs. They just emphasize the four skills of English in an English environment, but neglect the relatively unstable language situation of the children. The teaching methodology emphasized the direct method, but neglected children’s needs. Children should be taught to know how to use a language in the society they live in and to learn a second language effectively for actual use. This study concludes that two-way bilingual education and the cognitive developmental approach are most effective to develop dual language proficiency for Chinese children in their native language and English in order to bring up the children as members of Chinese society. Additive bilingualism education is also appropriate for Chinese children when the home language is a majority language and the school is adding a second minority or majority language. Another consideration is that collaboration between parents and teachers is more effective to provide opportunities for children to maintain their own language and culture while children acquire a second language
Language practices and identities of multilingual students in a Western Cape tertiary institution : implications for teaching and learning
(University of the Western Cape, 2012) Dominic, P. A.; Kerfoot, Caroline
In South Africa, there has been little research into the language practices of multilingual students in tertiary institutions or into how such students negotiate identities in these globalising contexts where the dominance of English remains an important factor. This research was aimed at exploring the appropriateness of 1997 Language-In-Education policy for schools and the national Language Policy for Higher Education (2002) for equipping students for tertiary teaching and learning. It therefore investigated the relationship between the language practices and construction of identities of a group of multilingual first year students in the Education Faculty at a Western Cape university. In this integrated institution, in spite of the current political and socio-economic transformation that has been at the centre of new policies, the medium of instruction is still predominantly monolingual. The premise of the research was that in a multilingual country such as South Africa with 11 official languages, tertiary institutions ought to more vigorously engage with their current language policies in order to value and extend the language practices of multilingual students for academic learning. Here multilingual repertoires are understood as resources rather than problems. The research draws extensively on Bourdieu's notion of 'linguistic capital' quantifying language itself as a form of capital with a market value. Through thematic analysis of themes drawn from questionnaires, interviews, focus group discussions, and participant observation in both tutorials and lectures, the investigation concluded that a monolingual medium of instruction to non-native speakers should be practised alongside other languages as means to support in their academic attainment. Finally the research emphasised the importance of code switching as a strategy that facilitates learning and promotes understanding of the role language resources play in social and academic interaction.
What do Grade 1 learners write? a study of literacy development at a multilingual primary school in the Western Cape
(University of the Western Cape, 2012) Prosper, Ancyfrida; Nomlomo, Vuyokazi; NULL
Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 – ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners’ writing skills. The research also analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to onstruct and convey meaning. The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s) available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing learners’ writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and factors which build on learners’ prior experiences and creativity.
Investigating approaches to the teaching of writing in english as a second language in senior phase classrooms in the western cape
(2012) Caroline Modupe, Akinyeye; Peter, Plüddemann
South Africa in the past-apartheid era has undergone a series of curriculum changes that collectively have not yet yielded the desired results. Evidence of this is to be found in the continued low pass rates and poor performance in the annual National Senior Certificate (Grade 12) examinations, including the subject English as a First Additional Language (EFAL). Apart from language policy considerations, reasons related to the teaching approach used in EFAL may have a bearing on the results.The Revised National Curriculum Statement (RNCS) recommends the use of a text-(genre) approach, alongside a communicative approach, to the teaching of languages in schools to replace the old content-based methods with their aims and objectives. While the old curriculum did advocate communicative language teaching, the addition is a text-based approach. This study focuses on investigating the various approaches teachers employ in the teaching of English writing and specifically seeks to identify the extent to which a text-based approach is realized in the teaching of EFAL in Grade 9 in two schools in the Western Cape. The study does so, amongst other ways, by analysing the various texts learners are exposed to in English lessons and taking note of how teachers introduce and negotiate the different stages of writing. This study uses genre theory and Systemic Functional Linguistics (SFL) in combination with social constructivist approaches to language learning. This theory is based on the premise that language is functional and cannot be detached from the social context of the learner.A qualitative research paradigm is used and the study is underpinned by interpretive theory.According to Richards (2003), qualitative research is the study of human action in its natural setting in the context of people’s daily lives. In this case the school classroom has to function as the natural setting. The qualitative data collection instruments for this study include interviews,(particularly open-ended interviews), classroom observation schedules and audio recordings. The teaching processes in the classroom and interview sessions are recorded.The research participants for this study were two qualified English teachers. Secondly, samples of notebooks including class exercises of a selected numbers of learners of English Language in Grade 9 were collected for analysis with regard to the implementation of a text-based approach.The findings revolve round the themes derived from the analysis chapter, and are expected to provide ways of promoting the teaching of English using this approach. They reveal that the teachers in this study do not have sufficient understanding of the theories that underpin the teaching of writing in the English FAL curriculum. They attend to the use of text-based approach superficially but they apply other teaching strategies in their lessons during the teaching of English as a first additional language. The study concludes by summing up the main findings,and by spelling out some implications for further research.
An investigation into the impact of globalization on the intergenerational transmission of oral literature in Namibia: a community based education perspective
(University of the Western Cape, 2014) Mateu, D. M; Plüddemann, P
This study endeavoured to gauge the impact of globalization on the intergenerational diffusion of oral literature and its pedagogic role in Namibia. The study also sought to highlight the contribution of oral literature and its pedagogic value in addressing the aims and objectives of the Namibian education system in regard to the training of learners to acquire the skills, knowledge, attitudes and values needed for them to become effective and valuable members of society. The theoretical framework that underpins the study, the functionalist approach, foregrounds the functional values of social systems and structures. Oral heritage is seen as having various societal functions, pre-eminently that of moulding, educating and shaping young people to be functional members of the society (Finnegan, 1970). The aims of this study were pursued through a case study of two educational contexts in the Zambezi (formerly Caprivi) region of north-east Namibia. The inquiry in the formal educational setting was done in four schools, while that into the non-formal educational setting took place in four rural villages. The latter were crucial in the study in that they were home to research subjects who possessed valuable insights into the pedagogic role of oral literature as a form of community based education. The four schools were purposefully selected for offering Silozi, a lingua franca in Zambezi region, as a first language subject
Identity construction through English second language learning : a case study of French speaking students at the University of the Western Cape
(University of the Western Cape, 2014) Wunseh, Quinta Kemende; Nomlomo, Vuyokazi
The purpose of this case study was to investigate how the Francophone students from Congo, Gabon and Cameroon negotiated competence and identities in English (L2) in and outside the classroom. The study also aimed at understanding the nature and extent of academic support that was made available to the Francophone students who had to learn through the medium of English (L2) at the University of the Western Cape (UWC). Through the lens of the sociocultural and poststructural theories, the study argues that identity construction in a second language is a fluid phenomenon which should be understood within a particular context, particularly in multilingual environments like UWC. The study followed a qualitative research design which involved three methods of data collection, namely, observations, semi-structured interviews and student narratives. A thematic analytical framework was used to understand the Francophone students’ experiences, and how they negotiated and (re)constructed competence and identity in English (L2) in the lecture rooms and in local communities. The findings of the study indicate that English (L2) was perceived as an investment by the Francophone students. They show that competence in English (L2) was a source of voice and agency for the students. They also illustrate that there is a close relationship between (second) language learning and identity construction, and that identity is socially constructed. The study concludes that identity construction is a fluid phenomenon which should be understood in relation to the changing social context, which is embedded in language competence.
Investigating isiXhosa language literacy Practices in the foundation phase: an ethnographic case study in the Western Cape
(University of the Western Cape, 2014) Ngece, Someka Monica; Nomlomo, Vuyokazi
This study investigated language literacy practices of Grade 3 teachers and learners in the Foundation Phase where isiXhosa was used as a medium of instruction. It explored the extent to which the instructional practices enhanced or hindered literacy development in the Grade 3 classroom in one school located in a disadvantaged area in the Western Cape. This study followed a qualitative ethnographic case study design. Qualitative data collection techniques, namely, classroom observations, interviews and document analysis were used to collect data for this study. The findings of this study indicate that there are many pedagogical or instructional challenges that tend to impede learners’ literacy development. The use of resources is also a concern with regard literacy instruction. The study concludes that literacy instruction or pedagogy determines literacy practices, regardless of the language used for learning and teaching.
A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC)
(University of the Western Cape, 2015) Joseph, Damilola Ibiwumi; Sivasubramaniam, Sivakumar
In South Africa's educational system, many learners' academic literacy is substantially affected by the multi-language background and its inconsiderate language policies. From time to time, South African Education board have formulated, amended and re- implemented language policies to guide the use of language in learning and teaching in schools, in order to enhance the notion of academic bi literacy. However in different areas, some of these language policies had their successes and failures. Amongst the educational language policy for each university in South Africa, the University of the Western Cape (UWC) began its language policy implementation in 2003. Despite the aim and objective of this policy over a decade ago, students are still struggling to effectively learn in the language of instruction. And the fact remains that problem of students' language proficiency leads to poor academic literacy and performance during their undergraduate study period. In this study, I seek to investigate the effective translanguaging strategies of some undergraduate bilingual students at the University of the Western Cape (UWC). It will focus on how the two closely intertwined sociolinguistic aspects: translanguaging and bilingualism impact on students' academic collaboration. The theoretical framework will draw on Weiner's attribution theory of motivation (1974, 1986). The conceptual framework that will be used will cover: language proficiency, additive and subtractive bilingualism, translanguaging and learning strategies. The main aim of this proposed project is to examine how effective translanguaging is as coping learning strategies by some bilingual students at University of the Western Cape (UWC). I propose the following research objectives: (i) to determine the forms of challenge(s) faced by bilingual students learning in a less proficient language at UWC (ii.) to investigate and analyze the translanguaging strategies that might assist bilingual students cope with learning in a less proficient language at UWC (iii.) to examine the patterns of use of translanguaging strategies on academic collaboration of bilingual students’ at UWC (iv.) to find out areas in which the practice of translanguaging strategies differs to the stipulations of the UWC language policy. I plan to use a qualitative method to achieve my research objectives. I adopted interpretive/ constructive approach in my study. The research techniques that I use includes: questionnaires, interviews, observations and document analysis. A semi structured questionnaire is given to thirty (30) first year bilingual undergraduates from three (3) tutorials groups in the Faculty of Education. The interviews were face to face and semi-structured. The interviews conducted with each of the 12 students are intended to know their linguistic background and how it plays a role during their first year of undergraduate study. Two out of the three groups are randomly selected and closely observed. The classroom observation helps me to identify the types of translanguaging strategies used by bilingual students and also see the various patterns in which the translanguaging strategies are used during their academic collaboration. The three documents use for analysis are the UWC language policy (2003) and two different academic tasks of my participants. All ethics for my study was strictly adhere to. I categorize my findings according to the research questions and the four questions serve as main themes during data analysis. The data findings of my study indicate that during the first term, most first year bilingual student had difficulty in the use of English medium of instruction. Some of the language related challenges include English academic writing, inadequate vocabulary in English and accent and pronunciation of other bilingual speakers in English. This shows that there is the need for the struggling bilingual students to adopt learning strategies. Translanguaging strategies were minimally used during in class activities. This suggests that bilingual students did not see the justification to adopt translanguaging in the classroom. However, it was used outside of the tutorial space and other academic collaboration amongst students for various purposes. My research shows that majority of the first year bilingual undergraduate students’ benefit from the use of translanguaging as coping learning strategies. Data findings also reveal that the first year bilingual undergraduate students are more motivated to add to their translanguaging strategies, other metacognitive learning strategies that they consider as helpful and related to their specific language challenges. The conclusion of my thesis is that as much as the adoption of translanguaging strategies is a useful language support for bilingual students, there are contributory factors that can make its use a success or failure in educational context. The most pertinent of these factors are translanguaging space and the complement of translanguaging in schools' language policy. I recommend that translanguaging using speaking skills of bilingual students should be put to use during teaching and learning in a recognized learning space.
Common barriers to learning in the grade 10 English home language classroom and informed (innovative) ways in dealing with them in high school
(University of the Western Cape, 2015-11) Frank, Mark; Sivasubramaniam, Sivakumar
The purpose of this study was to explore informed ways of teaching when confronted with the kind of common barriers in grade 10 visible both in and out of the classroom. This qualitative study describes the innovative methods that teachers use. The theoretical framework undergirding this study is effective teacher research. The research design involved interviews of twelve Grade 10 learners, focus group and observations of two teachers. In addition, two student teachers in their final year were also observed. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed “the ability from the learner to recreate, imagine and empower their understanding of the world they live in” (CAPS). The findings of the study reveal that creative ways of teaching has the ability to bring about the essential improvement of learner achievement. This falls in line with the South African Education comprehensive programme, which is referred to as Action Plan 2014: Towards the Realization of Schooling 2025.
The promotion of reading among high school learners through text selection, evaluation and innovative methodologies
(University of the Western Cape, 2016) Paleker, Parveen; Sivasubramaniam, Sivakumar
This study facilitated and evaluated the pedagogical approaches to the literacy pandemic that has afflicted South African learners, particularly high school learners in grade 8 and 10 in the English Home language classrooms. One of the key aims of the study was to find alternate and innovative pedagogical methods to increase the literacy levels in South African schools with the underlying focus being on promoting reading among High School learners. The objective of the study was to provide recommendations based on the findings of the research data, that could assist the educators and the school management on how to facilitate, guide and support high school learners in term of promoting reading through text selection, text evaluation and innovative teaching methodologies. Based on the proposed research questions, aims and objectives, this study was conducted using a qualitative approach to obtain data. It was proposed that the knowledge of the factors which demotivate learners from reading could be used to help educators to promote reading among high school learners. It was also proposed that this information would provide valuable insight that could be used to address the low literacy level at the school. The qualitative research approach method allowed me to conduct interviews; classroom observations; pose open-ended questions and allow for further discussion and investigation based on responses from participants. The study was situated within an interpretive, qualitative research paradigm using a case study design. The research was conducted in the Western Cape at a government high school named Cravenby Senior Secondary School (CSS). The motive behind choosing a government funded school is based on my belief that schools such as these need support given that one finds that the majority of South African learners are in the government schools. The research participants we derived from the focus group sampling method which consisted of 12 learners per group thus having 24 learners altogether from grade 8 and grade 10. Four educators also participated in the study; three of the four educators taught the grade 8 learners and two of the four educators taught the grade 10 learners. The research instruments included, for the learners, a demographic information sheet, interviews, questionnaires and classroom observations. The participant educators had to complete an information sheet, questionnaire, and participate in an individual interview as well as classroom observation. Content analysis was used to analyse and qualitative data by virtue of a three-stage open coding process for the content analysis. This was organized according to the main and sub-questions. The responses from the research participants was presented in the form of a summary in linear notes and summary tables. Key themes and issues were highlighted as themes and sub-themes in alignment with the theoretical framework. The findings of the study illustrated learners do in fact read too little and that their academic achievements are largely motivated by the amount of time they spend on reading. The study also proves that learners will read and engage with texts which they are able to relate to. The findings revealed that they the selection of texts which should be read and studied in high schools needs to be reevaluated and aligned to the needs and interests of learners and their daily realities. Based on these findings and those that are discussed in chapter four recommendations were made in how based on how to assist high school educators in their various roles to teach; guide; support; facilitate and evaluate literacy and promote reading among high school learners.
Investigating the implementation of a school-based literacy intervention programme: A case of grade one isiXhosa speaking learners in the Western Cape
(University of the Western Cape, 2016) Nondalana, Nomfundo Tiny; Nomlomo, Vuyokazi
The purpose of this study was to investigate the implementation of a Literacy Intervention Programme with Grade One isiXhosa speaking learners in one primary school in the Western Cape. The study was motivated by the persisting low literacy levels in the Foundation Phase which have been reported in the Annual National Assessment (ANA) reports since 2011. The Department of Basic Education (DBE) and the Provincial Departments of Education have designed many intervention programmes to assist teachers in teaching literacy to young learners. These programmes include teacher development workshops and the supply of literacy materials in schools. Schools also have their own intervention programmes to support learners who struggle with reading and writing. Despite these efforts, there is no significant improvement in learners' literacy levels. Therefore, this study investigated how the literacy intervention programme for Grade one was implemented in one township school in Cape Town.
An Investigation into the Impact of an Extensive Reading Programme on the Reading Proficiency and Reading Motivation of a Class of Grade 9 Learners
(University of Western Cape, 2016) Hanslo, Karen L.; Probyn, M.
Although more than twenty years have passed since South Africa became a democracy and one education department was established, learners from poor socio-economic backgrounds still do not achieve good results in their matric examination. Despite the fact that educational opportunities should be equal for all learners, previously disadvantaged learners perform extremely poorly in national and international reading assessments. And because reading is a gateway skill, poor reading proficiency impacts negatively on learning across the curriculum. This contributes to major dropout rates and reinforces social problems such as unemployment. The literature on reading proficiency and reading motivation suggests that extensive reading programmes are successful both in developing and improving learners" reading proficiency and in motivating learners to adopt regular reading as a habit. Regular reading could also incidentally improve learners writing and verbal skills.
Developing the academic literacy of isiXhosa-speaking learners in an Afrikaans-medium school in the Intermediate Phase
(University of Western Cape, 2016) Fortuin, Eloise; Probyn, Margie
South Africa in its multilingual state presents many challenges for teachers to achieve the task of developing learners? academic literacy. Many learners in South Africa either do not have the privilege or access to mother tongue instruction. Thus, in some instances, teachers are faced with the challenge of having to instruct a minority of isiXhosa speaking learners whose mother tongue is different from the Language of Learning and Teaching (LoLT) of the school and the majority of the class. There have been numerous studies that investigate what strategies teachers can use when they share the MT of the learners, such as the use of code-switching This study looks at teachers who are Afrikaans-speaking and teach in an Afrikaans-medium school, and how they develop the academic literacy of a minority of isiXhosa-speaking learners in Grade 4.
The promotion of reading among high school learners through text selection, evaluation and innovative methodologies
(University of the Western Cape, 2016) Paleker, Parveen; Sivasubramaniam, Sivakumar
This study facilitated and evaluated the pedagogical approaches to the literacy pandemic that has afflicted South African learners, particularly high school learners in grade 8 and 10 in the English Home language classrooms. One of the key aims of the study was to find alternate and innovative pedagogical methods to increase the literacy levels in South African schools with the underlying focus being on promoting reading among High School learners. The objective of the study was to provide recommendations based on the findings of the research data, that could assist the educators and the school management on how to facilitate, guide and support high school learners in term of promoting reading through text selection, text evaluation and innovative teaching methodologies. Based on the proposed research questions, aims and objectives, this study was conducted using a qualitative approach to obtain data. It was proposed that the knowledge of the factors which demotivate learners from reading could be used to help educators to promote reading among high school learners. It was also proposed that this information would provide valuable insight that could be used to address the low literacy level at the school. The qualitative research approach method allowed me to conduct interviews; classroom observations; pose open-ended questions and allow for further discussion and investigation based on responses from participants. The study was situated within an interpretive, qualitative research paradigm using a case study design. The research was conducted in the Western Cape at a government high school named Cravenby Senior Secondary School (CSS). The motive behind choosing a government funded school is based on my belief that schools such as these need support given that one finds that the majority of South African learners are in the government schools. The research participants we derived from the focus group sampling method which consisted of 12 learners per group thus having 24 learners altogether from grade 8 and grade 10. Four educators also participated in the study; three of the four educators taught the grade 8 learners and two of the four educators taught the grade 10 learners. The research instruments included, for the learners, a demographic information sheet, interviews, questionnaires and classroom observations. The participant educators had to complete an information sheet, questionnaire, and participate in an individual interview as well as classroom observation. Content analysis was used to analyse and qualitative data by virtue of a three-stage open coding process for the content analysis. This was organized according to the main and sub-questions. The responses from the research participants were presented in the form of a summary in linear notes and summary tables. Key themes and issues were highlighted as themes and sub-themes in alignment with the theoretical framework. The findings of the study illustrated learners do in fact read too little and that their academic achievements are largely motivated by the amount of time they spend on reading. The study also proves that learners will read and engage with texts which they are able to relate to. The findings revealed that they the selection of texts which should be read and studied in high schools needs to be reevaluated and aligned to the needs and interests of learners and their daily realities. Based on these findings and those that are discussed in chapter four recommendations were made on how to assist high school educators in their various roles to teach; guide; support; facilitate and evaluate literacy and promote reading among high school learners.
Making the transition from learning to read to reading to learn in Grade 4: Investigating the teaching of reading literacy in two Western Cape schools
(University of the Western Cape, 2017) Butler, Caroline; Probyn, M.
Drawing on the Progress in International Reading Literacy Study - PIRLS (Howie, et al., 2008), which highlights the reading literacy crisis in South African schools, this study investigated the literacy crisis in relation to reading literacy in Grade Four of the Intermediate Phase. The purpose of the study is to contribute to the debate about challenges around the reading literacy acquisition of South African school children by investigating the current teaching and assessing of reading comprehension practices of language teachers in multilingual Grade Four classes in disadvantaged contexts, focusing on reading comprehension in English and Afrikaans Home language. This study uses a qualitative research approach. Data was collected in Grade Four Afrikaans and English Home Language classes at two schools in the Western Cape, using observation, interviews and document analysis. To analyze the data, the study aligns itself with a learner-centered model (Wilhelm 2004). This learner-centered model draws on Vygotsky’s socio-cultural and constructivist teaching and learning approaches and will be the foundation to analyze current teaching and assessing of reading comprehension practices of language teachers in the Grade Four Afrikaans and English Home Language classes at two multilingual schools focusing on teachers’ questioning skills. It is hoped that this study will contribute to an understanding of the current reading literacy crisis experienced in South African schools and inform more effective teacher training.
Storytelling for early literacy development in isiXhosa: a case study of a grad one class in the Western Cape
(University of the Western Cape, 2018) Makaluza, Nolitha; Nomlomo, Vuyokazi
Early literacy development forms the basis of learning as it equips young learners with reading skills which help them to unlock the code of written texts across the curriculum. Literacy components include listening, oral, writing, spelling, sentence construction, reading and comprehension. Literacy in the learners’ home languages forms a strong foundation for learning. Story-telling is one of the approaches to literacy development. It may involve traditional folktales which can be used to enhance learners’ literacy skills through listening, speech and writing. Traditional folktales form part of traditional literature that is disseminated largely through oral communication and behavioural examples. They connect to the past, although they reflect the present socio-cultural and educational activities which encourage children’s critical, problem solving and decision-making skills. The study investigated how storytelling was used to teach literacy to Grade one learners. It also determined how traditional isiXhosa folktales were incorporated in literacy lessons and how teachers utilized them in developing learners’ literacy through listening, speaking, reading and writing. The Social constructivism theory has been used as a lens to understand how storytelling supports learner’s literacy development, and their socialisation in the society. The study was conducted in one primary school in the Western Cape where isiXhosa was used as a medium of instruction in the Foundation Phase. It focussed on Grade one to explore the use of storytelling for literacy development in IsiXhosa. It followed a qualitative research approach which involved classroom observations, semi-structured interviews and document analysis. The findings of the study reveal that teachers acknowledged the value of folktales as part of storytelling as a learner-centred approach that enhances early literacy development. However, there were constraints regarding the lack of appropriate literacy resources in IsiXhosa and the exclusion of traditional stories in the formal curriculum. The study concludes that storytelling is one of the powerful learner-centred approaches for literacy development and that parental support should be strengthened to build the relationship between the school and the community as a means of maintaining learners’ culture and identity.

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