Bibliography: leaves 99-105. / This investigation provides a learner perspective of the factors that affected the way in which they made meaning of science texts in Grade Eight where the medium of instruction was English. The investigation outlines the origins and objectives of the new curriculum within which the learner is located as this informs the extent to which learners have to engage independently with texts. It also describes the role of the textbook in society and education, the readability of texts and reading as factors that affect and therefore have an impact on the way learners make meaning from texts. While the aim of study was to gain a learner perspective of the factors shaping learners' engagement with texts, it also includes responses from teachers and textbook writers as these two groups have a direct influence on the way learners make meaning. The study highlights the contextual realities of where learners are at and provides strong evidence to suggest that learners' engagement with texts are affected by their low reading levels and the choices made by teachers and textbook writers in their selection and writing of texts, and points conclusively to the role of the teacher in mediating between learner and text.

Bibliography: leaves 128-134. / Soos die titel aandui, beoog die studie in hoofsaak om te bepaal wat die posisie van "swart" Afrikaanse digters is met betrekking tot 'n inklusiewe Suid-Afrikaanse digkuns, en meer spesifiek ten opsigte van taal, ras en geslag.

Bibliography: leaves 93-102. / The study examines sexism in siSwati school prescribed books. The study takes the view that textbooks as cultural artifacts are important in the transmission of cultural attitudes, values and ideology, and therefore influence the gendering of identities. The selected prescribed books for SecondarylHigh School level in Swaziland are investigated for discrepancies in the treatment of male and female characters.

Includes abstract. / Includes bibliographical references (p. 85-88). / This study arises out of an awareness of the history of Malawi' s language in education policy from the era of British colonialism to the present multilingual era. English is given a high status in schools despite the fact that many more teachers and pupils speak local languages. Malawi's new language in education model stipulates that "English should be offered as a subject from Standards 1 to 3; English should be offered as medium of instruction from Standards 4 to 8" (MOE. 1996). The Malawi in education bilingual model is thus subtractive, which impacts negatively on second language learning. I discuss various theories that underpin the teaching of literacy in a second language. namely bilingualism and cognition, social learning, and theories with an educational or classroom orientation to establish a framework for my empirical investigation.

Writing centre consultations are described as one-on-one, tutor-guided interactions driven by institutional and disciplinary objectives and individual students' needs. An important component in these writing centre interactions is tutors’ use of questions as part of tutoring strategies. Tutors use questions to direct students towards a better understanding or towards an appropriate answer and to encourage students to ask questions in order to motivate learning and sustain their participation in the consultation. Previous research predominantly focused on what questions disclose about the role of tutors and how they are used to control dialogue throughout the consultation. A lack of research exists regarding the specific types and functions of questioning strategies used in writing consultations. This study examines the functions of the different questioning strategies used by tutors in writing consultations and how these strategies promote students’ engagement and learning. The naturally occurring conversations of participants in writing centre consultations were recorded and transcribed. Two cycles of coding organised the data according to predetermined coding schemes, based on theories in pragmatics (specifically that of micro- and macropragmatics), for a grammatical (textual) analysis and pragmatic analyses in order to examine interrelationships between the different coding types and functions and the tutors’ illocutionary intents. The grammatical analysis examined the declarative and interrogative grammatical structures of tutor questions. Interrogative questions were coded as either yes/no or wh-questions. Consultants primarily used yes/no questions to elicit yes/no responses from students when discussing specific ideas in students’ writing and used wh-questions to elicit specific information concerning an aspect or concept of a student’s writing. The pragmatic analyses included micro- and macropragmatic analyses to establish consultants’ illocutionary intents when asking questions. The questions were identified as Directive, Presumptive, Politeness, Information-gap, Leading and Scaffolding questions. The macropragmatic analysis examined the conversational, physical and psychological acts (emotions, e.g., laughter) guiding tutor questions to determine the extra-linguistic context guiding tutor questions. / Dissertation (MA (Applied Language Studies))--University of Pretoria, 2021. / Afrikaans / MA (Applied Language Studies) / Unrestricted

Bibliography: leaves 59-62. / Literature is an important source of cultural knowledge for young readers. It helps shape their perceptions of reality and teaches them what to expect from the world and the people around them. Therefore, it is important to do a communicative analysis of the literature that is prescribed for schools, in order to determine how identities are ascribed and negotiated, and how this can bear on intergroup and interpersonal relations. The conclusions can then serve to guide the selection of new books and the teaching of existing selections. In this study, the eleven novels that were prescribed in 2000 for Afrikaans First Language in Grade 12 in the nine provinces of South Africa are analysed thematically with respect to ethnicity, gender, and religion. Theories of Intercultural Communication are used to examine these thematic analyses. I conclude that the lists were indeed compiled for the purpose of transformation, and that ethnicity in particular gets awarded prominent treatment. The voices that are heard, however, belong overwhelmingly to one group, so that theirs is central to all reality, and the reality of others is seen only in relation to their reality. More or less the same applies to the aspects of gender and religion. There is also little awareness of gender issues, and gender roles are stereotypical.

This study reports on a balanced reading approach (BRA) designed for a multi-cultural classroom, including both Ll ( first language) and EAL ( English additional language ) Foundation phase learners. The purpose of this study is to explore how interactive reading approaches develop literacy skills for six African learners. The teacher as researcher developed a theoretical model, which informed her pedagogic practices in the balanced reading programme. She also engaged in action research to gain an insight into what teaching approaches, methodologies and resources make EAL learners learn more effectively. This information was disseminated to other educator colleagues. This study also examines parents' views on the BRA and their perceptions of the reading process. Data was drawn from the following sources: teacher observations and interactions with learners, semi-structured interviews with parents of learners, analysis of learner assessment and parental questionnaires. It was concluded that a balanced reading approach which values mother tongue instruction in a supportive learning environment enhances the self concepts and cognitive growth of EAL learners. This study has also demonstrated that collaborative active learning, extensive independent reading, language experience approach, home support , community support, high levels of intrinsic learner motivation and high teacher expectations of learners can positively impact on the EAL learners' academic progress and social growth at school. Keywords: Foundation phase English Additional Language Balanced Reading Approach III Additive Bilingualism Communicative Language Teaching Whole Language / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2003.

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Corpus Christi College, Cambridge Ms 282 dates from the late fourteenth century and contains one of the six copies of the Mirror. The Mirror is an English translation of the Miroir, a series of Anglo-Norman verse sermons for Sundays and other liturgical occasions. The Miroir was written by one Robert of Gretham, probably during the early part of the thirteenth century. Excerpts from the Miroir and the Mirror have been published; for the Anglo-Norman there are a book length study and an edition of eight sermons, and for the English there is an unpublished edition of the introduction and first twelve sermons (Hunterian MS). We need complete editions of the Anglo-Norman and English works; it is unlikely that a critical edition of the English Mirror would be base upon, or even draw heavily upon, the Corpus Christi MS, and I have thought it worthwhile to examine at least part of that MS because it is one of the texts which preserve an early London-type dialect. This edition presents a reader’s edition of eight sermons. Notes and a glossary accompany the text; the notes make limited use of one of the MSS of the Miroir. The introduction considers such matters of palaeography etc. as it is possible to discuss when one is working from a microfilm copy; it then covers language (aspects of phonology, morphology, syntax, and vocabulary) and cites some analogues to the Miroir/Mirror. The introduction and the bibliography survey what has been written about the English work and its Anglo-Norman original.