Language proficiency in the language of learning and teaching (LOLT) is essential for academic success. In South Africa and elsewhere, many secondary school learners lack the required academic proficiency in English, the language of learning and teaching. The English language proficiency of Xitsonga speaking Grade 7 learners was evaluated in order to suggest ways in which these learners could be helped to maximise academic success. The author investigated theories of first and second language acquisition by means of a literature study and presented an overview of language policy in South African schooling before and after 1994. A sample of Grade 7 Xitsonga speaking learners was selected from three secondary schools in the Tshwane metropolitan area, Gauteng Province. Language proficiency levels were determined by means of the Human Sciences Research Council's Standardised English Reading and Writing Proficiency Tests. These tests were also translated into Xitsonga and administered to the learners. The tests were administered a month apart in each of the schools. The tests revealed that: * there is a significant correlation between the learner's performance in the reading and writing performance test for both languages * the learners' reading and oral skills in both languages correlate * irrespective of the level of language proficiency, most learners performed poorly in their reading skills, such as, recognising inferences related to tone, punctuation, different types of discourse as well as the prevailing atmosphere. The greatest weaknesses were in learners': * failure to understand instructions, which meant that their responses to task demands were inadequate * inappropriate use of tone register and spelling errors * incorrect use of punctuation and verb tenses. The analysis of the learner's performance in both English and Xitsonga showed that these learners were generally not capable of handling the requirements of the Grade 7 curriculum. It was recommended that the learners be guided to make optimal use of existing facilities, such as, libraries. This could enhance the learners' language development. Using learners' L1 as a medium of instruction for cognitively demanding texts and intensive in-service and pre-service training for language teachers are also recommended. / Educational Foundations / D.Ed. (Comparative Education)

Language proficiency in the language of learning and teaching (LOLT) is essential for academic success. In South Africa and elsewhere, many secondary school learners lack the required academic proficiency in English, the language of learning and teaching. The English language proficiency of Xitsonga speaking Grade 7 learners was evaluated in order to suggest ways in which these learners could be helped to maximise academic success. The author investigated theories of first and second language acquisition by means of a literature study and presented an overview of language policy in South African schooling before and after 1994. A sample of Grade 7 Xitsonga speaking learners was selected from three secondary schools in the Tshwane metropolitan area, Gauteng Province. Language proficiency levels were determined by means of the Human Sciences Research Council's Standardised English Reading and Writing Proficiency Tests. These tests were also translated into Xitsonga and administered to the learners. The tests were administered a month apart in each of the schools. The tests revealed that: * there is a significant correlation between the learner's performance in the reading and writing performance test for both languages * the learners' reading and oral skills in both languages correlate * irrespective of the level of language proficiency, most learners performed poorly in their reading skills, such as, recognising inferences related to tone, punctuation, different types of discourse as well as the prevailing atmosphere. The greatest weaknesses were in learners': * failure to understand instructions, which meant that their responses to task demands were inadequate * inappropriate use of tone register and spelling errors * incorrect use of punctuation and verb tenses. The analysis of the learner's performance in both English and Xitsonga showed that these learners were generally not capable of handling the requirements of the Grade 7 curriculum. It was recommended that the learners be guided to make optimal use of existing facilities, such as, libraries. This could enhance the learners' language development. Using learners' L1 as a medium of instruction for cognitively demanding texts and intensive in-service and pre-service training for language teachers are also recommended. / Educational Foundations / D.Ed. (Comparative Education)

In defining Inclusive Education, the Education White Paper 6 (South African Department of Education 2001:6) highlights a crucial factor: acknowledging and respecting, amongst other things, language differences in learners. In a developing country like South Africa, a myriad of languages exist. Despite the creation of language awareness by adopting a number of official languages, English appears to be the most common lingua franca – a language that is very often learnt as a second language and as a medium of instruction at schools. On the other hand, IsiZulu is a prominent first language for many South Africans. Emanating from the above, this study focused on IsiZulu-speaking foundation phase learners’ experiences of English as a second language in English medium schools. Additionally, this study examined the reasons for the parents of IsiZulu-speaking foundation phase learners choosing to enroll their children in English medium schools. A literature study on second language acquisition and the factors that impact on the English second language learner in the English medium schools was undertaken. A combination of qualitative and quantitative approaches were used to obtain data from foundation phase educators, IsiZulu-speaking foundation phase learners, and the parents of IsiZulu-speaking foundation phase learners in four English medium primary schools in the Port Shepstone region. Individual interviews were conducted with learners and educators and a questionnaire was used as the main instrument for gathering data from parents. Qualitative data was subjected to analysis by means of an eclectic approach. Quantitative data analysis was done by means of tables, frequencies and graphs. This study found that IsiZulu-speaking foundation phase learners were happy to be enrolled in English medium schools. They interacted well with their peers and they coped well with conversational skills in the English language. However, educators emphasised that reading, writing, and comprehension appeared to be cognitively challenging to learners. Pronouns, pronunciation of words in English, grammar, and figurative language were seen to be problematic areas. This also contributed to speaking anxiety that was espoused by learners and educators. Reading anxiety was also seen to be prevalent. Educators believed that learners exhibited predominantly positive attitudes which indicated that they were motivated to learn. Although integrative motivation and instrumental motivation were seen to play a dual role in learners’ experiences, the parents’ views were strongly influenced by instrumental motivation. Despite the fact that integration as an acculturation process was seen to be dominant in the learners’ responses, educators believed that assimilation and separation were also apparent. Learners were adapting to the cultural contexts of the schools. However, maintaining of eye contact during conversations and lessons was seen to be preventing learners from being able to optimally benefit from the lessons. There were various reasons for the parents choosing to enroll their children in English medium schools. One of the prominent reasons advanced by parents was the fact that most of them (94,4%) enrolled their children in English medium schools because they wanted their children to speak English fluently. Evidently, the English language has impacted on all aspects of IsiZulu-speaking foundation phase learners’ lives. / Educational Studies / M.Ed. (Inclusive Education))

The study sets out to add to the research base on vocabulary acquisition by assessing the effect of integrating explicit, interactive vocabulary instruction with storybook reading on Grade 1 vocabulary acquisition. Participants comprised 69 Grade 1, English second language learners from three classes in two schools. One class was randomly assigned as the Experimental Group while the other two classes served as control groups. The intervention took place for a period of 18 weeks and consisted of 30 minute storybook reading sessions, accompanied by interactive vocabulary instruction, twice a week. Data regarding existing vocabulary instruction practices and approaches were also collected through classroom observations and individual, semi-structured interviews with the Experimental Group’s teacher. Findings suggest that second language storybook reading, accompanied by explicit, interactive vocabulary instruction, has a positive impact on Grade 1 vocabulary acquisition, but that vocabulary teaching practices also play a key role in vocabulary acquisition. / Linguistics and Modern Languages / M.A. (Applied Linguistics)

In defining Inclusive Education, the Education White Paper 6 (South African Department of Education 2001:6) highlights a crucial factor: acknowledging and respecting, amongst other things, language differences in learners. In a developing country like South Africa, a myriad of languages exist. Despite the creation of language awareness by adopting a number of official languages, English appears to be the most common lingua franca – a language that is very often learnt as a second language and as a medium of instruction at schools. On the other hand, IsiZulu is a prominent first language for many South Africans. Emanating from the above, this study focused on IsiZulu-speaking foundation phase learners’ experiences of English as a second language in English medium schools. Additionally, this study examined the reasons for the parents of IsiZulu-speaking foundation phase learners choosing to enroll their children in English medium schools. A literature study on second language acquisition and the factors that impact on the English second language learner in the English medium schools was undertaken. A combination of qualitative and quantitative approaches were used to obtain data from foundation phase educators, IsiZulu-speaking foundation phase learners, and the parents of IsiZulu-speaking foundation phase learners in four English medium primary schools in the Port Shepstone region. Individual interviews were conducted with learners and educators and a questionnaire was used as the main instrument for gathering data from parents. Qualitative data was subjected to analysis by means of an eclectic approach. Quantitative data analysis was done by means of tables, frequencies and graphs. This study found that IsiZulu-speaking foundation phase learners were happy to be enrolled in English medium schools. They interacted well with their peers and they coped well with conversational skills in the English language. However, educators emphasised that reading, writing, and comprehension appeared to be cognitively challenging to learners. Pronouns, pronunciation of words in English, grammar, and figurative language were seen to be problematic areas. This also contributed to speaking anxiety that was espoused by learners and educators. Reading anxiety was also seen to be prevalent. Educators believed that learners exhibited predominantly positive attitudes which indicated that they were motivated to learn. Although integrative motivation and instrumental motivation were seen to play a dual role in learners’ experiences, the parents’ views were strongly influenced by instrumental motivation. Despite the fact that integration as an acculturation process was seen to be dominant in the learners’ responses, educators believed that assimilation and separation were also apparent. Learners were adapting to the cultural contexts of the schools. However, maintaining of eye contact during conversations and lessons was seen to be preventing learners from being able to optimally benefit from the lessons. There were various reasons for the parents choosing to enroll their children in English medium schools. One of the prominent reasons advanced by parents was the fact that most of them (94,4%) enrolled their children in English medium schools because they wanted their children to speak English fluently. Evidently, the English language has impacted on all aspects of IsiZulu-speaking foundation phase learners’ lives. / Educational Studies / M.Ed. (Inclusive Education))

The purpose of the research was to look critically at the language development of the young second-language learner within their social context, in relation to theory and practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General Comment No 12, 2009). Language and communication were seen by the researcher as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General Comment No 7, 2005) as they engage in meaning-making with others, both at home and at school. The research was conducted as a Case Study within a Pre-Primary School over a three month period, with the lead-researcher involving the teachers as co-researchers. A Participatory Action Research methodology was used, within a praxeological conceptual framework. Parents and their young children (between the ages of 2 – 6 years) were participants in the research. Ways were explored to build ‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data collection techniques were used, including the Persona Doll approach, the Mosaic Approach, Documentation of Learning and Learning Story Books. The results of the research were increased awareness of the value of inclusive practices that place a value on diversity and which actively support and promote the use of the mother tongue, as well as the learning of English as a second language. In the course of the research, it was seen as important for adults (parents or teachers) to support the learning of concepts in the mother tongue or in English by verbalizing for the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the research methodology was seen as an important way to develop ‘critical, reflective practice’ amongst the teachers and to create partnerships with the parents. The aim was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection, the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009). / Psychology of Education / M. Ed. (Educational Psychology)

The advent of democrary in South Africa in the early 1990's led, due to choice or circumstances, to the influx of numerous learners whose home language is an indigenous language, into school environments where the language of learning and teaching (LoLT) is English. These learners are confronted with the challenge of mastering the curriculum content while simultaneously learning English in which it is couched and instructed. When the LoLT differs from learners’ home language, this difference can be an educational barrier, which if not addressed timeously and effectively, may become a major challenge to a fully inclusive education system. The main aim of this research was to investigate whether Grade 4 English second language learners who experienced barriers to English as LoLT were supported in all subjects. The research also probed how effectively these learning support strategies were being implemented under the guidance of SBSTs at mainstream schools. / Inclusive Education / M. Ed. (Inclusive Education)

In South Africa learners do not achieve as well as their international counterparts on tests of literacy, and language proficiency is often blamed for their poor academic performance. In this study, the relationship between English language proficiency, reading ability and the academic performance of Grade 7 students in submersion contexts was investigated using quantitative methods. The participants of the study were Grade 7 students based in a former Model C school in the South African city of Johannesburg. Their English language proficiency and reading ability were measured by means of The Proficiency test English Second Language: Intermediate level and the Neale Analysis of Reading Ability tests respectively. The students’ performance on these tests was correlated with the students’ average summative assessment results using the Pearson-product moment correlation. Results showed that both English language proficiency and reading ability were significantly correlated with academic performance, with language proficiency having the most robust correlation. These findings indicate that teachers should aim at improving language proficiency by using multilingual teaching strategies that support home language as a cognitive tool. / English Studies / M.A. (TESOL)

The purpose of the research was to look critically at the language development of the young second-language learner within their social context, in relation to theory and practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General Comment No 12, 2009). Language and communication were seen by the researcher as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General Comment No 7, 2005) as they engage in meaning-making with others, both at home and at school. The research was conducted as a Case Study within a Pre-Primary School over a three month period, with the lead-researcher involving the teachers as co-researchers. A Participatory Action Research methodology was used, within a praxeological conceptual framework. Parents and their young children (between the ages of 2 – 6 years) were participants in the research. Ways were explored to build ‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data collection techniques were used, including the Persona Doll approach, the Mosaic Approach, Documentation of Learning and Learning Story Books. The results of the research were increased awareness of the value of inclusive practices that place a value on diversity and which actively support and promote the use of the mother tongue, as well as the learning of English as a second language. In the course of the research, it was seen as important for adults (parents or teachers) to support the learning of concepts in the mother tongue or in English by verbalizing for the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the research methodology was seen as an important way to develop ‘critical, reflective practice’ amongst the teachers and to create partnerships with the parents. The aim was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection, the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009). / Psychology of Education / M. Ed. (Educational Psychology)

In South Africa learners do not achieve as well as their international counterparts on tests of literacy, and language proficiency is often blamed for their poor academic performance. In this study, the relationship between English language proficiency, reading ability and the academic performance of Grade 7 students in submersion contexts was investigated using quantitative methods. The participants of the study were Grade 7 students based in a former Model C school in the South African city of Johannesburg. Their English language proficiency and reading ability were measured by means of The Proficiency test English Second Language: Intermediate level and the Neale Analysis of Reading Ability tests respectively. The students’ performance on these tests was correlated with the students’ average summative assessment results using the Pearson-product moment correlation. Results showed that both English language proficiency and reading ability were significantly correlated with academic performance, with language proficiency having the most robust correlation. These findings indicate that teachers should aim at improving language proficiency by using multilingual teaching strategies that support home language as a cognitive tool. / English Studies / M. A. (TESOL)