Investigating grade 6 teachers’ experiences of english first additional language systemic literacy evaluations in the Western Cape

dc.contributor.advisorNomlomo, Vuyokazi
dc.contributor.advisorCutalele, Pumla
dc.contributor.authorSigonyela, Simphiwe Michael
dc.date.accessioned2021-03-17T07:36:38Z
dc.date.accessioned2024-04-17T09:46:14Z
dc.date.available2021-03-17T07:36:38Z
dc.date.available2024-04-17T09:46:14Z
dc.date.issued2021
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractSouth Africa’s poor performance in local, regional and international benchmark literacy assessments is well documented and has implications for teachers. Both the Progress in International Reading and Literacy Studies (PIRLS) and the National Education Evaluation and Development Unit (NEEDU) reports and research argue that South African teachers lack both the content knowledge and pedagogical content knowledge of their subjects. Although the studies refer to teachers, their voices are not heard in the studies and their opinions are not known. Investigation was required to examine teachers’ experiences of the literacy assessment and thus bring teachers’ voices into this hotly debated topic.en_US
dc.identifier.urihttps://hdl.handle.net/10566/11144
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectGrade 6 Teachersen_US
dc.subjectEnglish first additional languageen_US
dc.subjectWestern Capeen_US
dc.subjectLiteracy assessmenten_US
dc.subjectLearnersen_US
dc.titleInvestigating grade 6 teachers’ experiences of english first additional language systemic literacy evaluations in the Western Capeen_US

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