Global ETD Search

1	Some didactic implications of the admission of black pupils to the Indian primary schools in Phoenix with special reference to language proficiency Chetty, Balaraj Vengetsamy 11 1900 (has links) The influx of Black pupils seeking admission to Indian schools began in 1990 after the Democratic Movement's "all schools for all people" campaign was announced. The medium of instruction in Indian schools is English which is also the mother tongue. Therefore Black pupils who come on transfer from schools in the KwaZulu township are immediately faced with a language problem as they are taught in the mother tongue untii standard three, when they switch to English. This research project arose as a result of the researcher's experience with Black pupils, whom he - felt were severely linguistically underprepared for academic study in the senior primary phase. Furthermore, most present day teachers were trained for monocultural schools and have little or no experience of multicultural education. The main problem that this research focuses on includes the learning problems encountered by Black pupils in Indian primary schools and the concomitant teaching problems their teachers experience. / Educational Studies / M. Ed. (Didactics) Disadvantaged pupils Medium of instruction Mother tongue English second language Non English speaking background Learning problems Teaching problems Limited English proficiency Language across the curriculum Multicultural schools 371.97 Second language acquisition Multicultural education -- South Africa Education
2	Some didactic implications of the admission of black pupils to the Indian primary schools in Phoenix with special reference to language proficiency Chetty, Balaraj Vengetsamy 11 1900 (has links) The influx of Black pupils seeking admission to Indian schools began in 1990 after the Democratic Movement's "all schools for all people" campaign was announced. The medium of instruction in Indian schools is English which is also the mother tongue. Therefore Black pupils who come on transfer from schools in the KwaZulu township are immediately faced with a language problem as they are taught in the mother tongue untii standard three, when they switch to English. This research project arose as a result of the researcher's experience with Black pupils, whom he - felt were severely linguistically underprepared for academic study in the senior primary phase. Furthermore, most present day teachers were trained for monocultural schools and have little or no experience of multicultural education. The main problem that this research focuses on includes the learning problems encountered by Black pupils in Indian primary schools and the concomitant teaching problems their teachers experience. / Educational Studies / M. Ed. (Didactics) Disadvantaged pupils Medium of instruction Mother tongue English second language Non English speaking background Learning problems Teaching problems Limited English proficiency Language across the curriculum Multicultural schools 371.97 Second language acquisition Multicultural education -- South Africa Education
3	Guidelines for a whole-school language policy in multicultural schools Hendry, J. O. (John Owen), 1945- 06 1900 (has links) This study explores approaches and strategies to implement in multicultural English-medium secondary schools for the management and education of black pupils with limited proficiency in English. It attempts to identify means of enhancing and accelerating the mastery by such pupils of English at a level sufficient to support their cognitive-academic needs. An account is given of those elements of the South African education system that have contributed to the disadvantagement that such children bring to the multic,llttu'al classroom. Relevant theories of bilingual education create a theoretical context for the qualitative research that follows, in which the experiences are recorded of educators at three schools where the needs of limited-English-proficient (LEI') pupils have been addressed. Data gathering was by means of focus-group interviews. Based Oll this research, guidelines are offered to help multicultural schools design policies and implement programmes to accommodate the needs of LEP pupils. / Educational Studies / M.Ed. (Comparative Education) Bilingualism Cognitive development Additive and subtractive bilingualism Language and cognition Language proficiency Language-of-Ieaming Multicultural education Open school models Teaching programmes Whole-school language policy 371.97 Educational equilization -- South Africa Language policy -- South Africa Language and culture -- South Africa Multilingualism -- South Africa Multicultural education -- South Africa Multiculturalism -- South Africa
4	Guidelines for a whole-school language policy in multicultural schools Hendry, J. O. (John Owen), 1945- 06 1900 (has links) This study explores approaches and strategies to implement in multicultural English-medium secondary schools for the management and education of black pupils with limited proficiency in English. It attempts to identify means of enhancing and accelerating the mastery by such pupils of English at a level sufficient to support their cognitive-academic needs. An account is given of those elements of the South African education system that have contributed to the disadvantagement that such children bring to the multic,llttu'al classroom. Relevant theories of bilingual education create a theoretical context for the qualitative research that follows, in which the experiences are recorded of educators at three schools where the needs of limited-English-proficient (LEI') pupils have been addressed. Data gathering was by means of focus-group interviews. Based Oll this research, guidelines are offered to help multicultural schools design policies and implement programmes to accommodate the needs of LEP pupils. / Educational Studies / M.Ed. (Comparative Education) Bilingualism Cognitive development Additive and subtractive bilingualism Language and cognition Language proficiency Language-of-Ieaming Multicultural education Open school models Teaching programmes Whole-school language policy 371.97 Educational equilization -- South Africa Language policy -- South Africa Language and culture -- South Africa Multilingualism -- South Africa Multicultural education -- South Africa Multiculturalism -- South Africa

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