Science teaching and learning through the medium of English and isiXhosa: a comparative study in two primary schools in the Western Cape

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dc.contributor.advisorDasai, Zubeida
dc.contributor.authorNomlomo, Vuyokazi Sylvia
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-11-21T15:28:26Z
dc.date.accessioned2024-05-28T08:03:35Z
dc.date.available2009/11/03 13:15
dc.date.available2009/11/03
dc.date.available2013-11-21T15:28:26Z
dc.date.available2024-05-28T08:03:35Z
dc.date.issued2007
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractThis thesis compared science teaching and learning in English and isiXhosa in the Intermediate Phase (Grades 4-6) in two primary schools in the Western Cape. It explored the effects of using learners' home language (isiXhosa) and second language (English) as languages of learning and teaching science. The study is part of a broader project called the Language of Instruction in Tanzania and South Africa (LOITASA). The study was conceived against the background of English as a means of social, economic and educational advancement, and the marginalization of African languages in education.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/15359
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectScience teachingen_US
dc.subjectSouth Africaen_US
dc.subjectLanguage teaching(English)en_US
dc.subjectLanguageen_US
dc.subjectXhosaen_US
dc.titleScience teaching and learning through the medium of English and isiXhosa: a comparative study in two primary schools in the Western Capeen_US
dc.typeThesisen_US

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