What is the relationship between the home language and literacy backgrounds of Afrikaans-speaking learners and their proficiency in English?
| dc.contributor.advisor | Pluddemann, Peter | |
| dc.contributor.author | Adams, Anthea | |
| dc.date.accessioned | 2023-03-13T07:52:34Z | |
| dc.date.accessioned | 2024-03-27T08:53:30Z | |
| dc.date.available | 2023-03-13T07:52:34Z | |
| dc.date.available | 2024-03-27T08:53:30Z | |
| dc.date.issued | 2003 | |
| dc.description | Magister Artium - MA | en_US |
| dc.description.abstract | In this study, which is an example of three ethnographic type case studies, I explore the relationship between the literacy backgrounds and home language of Afrikaans speaking learners and their proficiency in English. My literature review mainly focuses on research pertaining to language-in-education in a South African context and where applicable, an international context. I identify two aspects, which are significant in the development of the three children's English proficiency' These aspects are the following: (i) The difference between the school language (LoLT) and home language of the three children. (ii) The difference between the school literacy practices and the home (or alternative) literacy practices. My thesis takes the view of the New Literacy Studies that literacy is situated socially and that children's literacy practices are shaped at home. I discuss the terms literacy practices and literacy events in terms of the social practices approach to literacy. Theories about reading and writing include the emergent literacy approach according to which becoming literate is described as a process whereby reading, writing and oral language are all integral parts of literacy learning, I discuss the English language proficiency of the three children in terms of Cummins' (i981) development of two continua, of context embedded, cognitively undemanding communication and context reduced, cognitively demanding communication, which is an extension of the BICS and CALP theory in language development. I reflect on how my experience as an English teacher in a multicultural township school indicates that the hegemony of English may influence school governing bodies to adopt assimilationist language policies. With reference to literacy, the term "assimilationist" refers to people choosing to learn a high-status language to the detriment of their own home language/s. The implications of such language choices are the reinforcement of English and the continuing low status of their home language/s. I conclude this mini-thesis by making recommendations to stakeholders in education. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10566/9850 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of the Western Cape | en_US |
| dc.rights.holder | University of the Western Cape | en_US |
| dc.subject | English proficiency | en_US |
| dc.subject | Home languages | en_US |
| dc.subject | School literacy practices | en_US |
| dc.subject | Home literacy practices | en_US |
| dc.subject | Language of learning and teaching (LoLt) | en_US |
| dc.subject | Language in english policy (Liep)1997 | en_US |
| dc.subject | New language in education policy (WECD) | en_US |
| dc.subject | Primary school | en_US |
| dc.subject | Hegemony of english | en_US |
| dc.subject | Parents/care-givers | en_US |
| dc.subject | Family literacy | en_US |
| dc.title | What is the relationship between the home language and literacy backgrounds of Afrikaans-speaking learners and their proficiency in English? | en_US |