Teacher perceptions and practices regarding a text-based approach to English (L2) writing instruction in grade 6: A South African case study
| dc.contributor.author | Mushipe-Kosi, Thembisa | |
| dc.contributor.author | Nomlomo, V | |
| dc.date.accessioned | 2025-08-26T09:21:26Z | |
| dc.date.available | 2025-08-26T09:21:26Z | |
| dc.date.issued | 2014 | |
| dc.description.abstract | 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. | |
| dc.description.sponsorship | N/A | |
| dc.identifier.citation | N/A | |
| dc.identifier.issn | N/A | |
| dc.identifier.uri | https://hdl.handle.net/10566/20810 | |
| dc.language.iso | en | |
| dc.publisher | University of the Western Cape | |
| dc.subject | Text-based approach | |
| dc.subject | Genre-based approach | |
| dc.subject | Systemic functional linguistics | |
| dc.subject | Teacher perceptions and practices | |
| dc.subject | English writing | |
| dc.title | Teacher perceptions and practices regarding a text-based approach to English (L2) writing instruction in grade 6: A South African case study | |
| dc.type | Thesis |