Global ETD Search

11	Learning support to grade 4 learners who experience barriers to English as language of learning and teaching / Learning support to grade four learners who experience barriers to English as language of learning and teaching MacKay, Blanche Denise 06 1900 (has links) 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) Language of learning and teaching (LoLT) Home language English second language Barriers to learning Grade 4 learners Mainstream education Inclusive education Curriculum content Learning support School Based Support Team (SBST) 372.65210968 Language and education -- South Africa Second language acquisition Inclusive education -- South Africa Learning -- South Africa Teaching -- South Africa
12	Barriers in acquiring basic english reading and spelling skills by Zulu-speaking foundation phase learners Mahabeer, Sandhya D. 11 1900 (has links) This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers. The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling) Parental involvement Mother tongue Educational resources Cognition Intrinsic factors Low socio-economic background Multicultural education Bilingual teacher training Second language learners Outcomes Based Education Zulu-speaking learners Basic spelling skills Basic reading skills Barriers Foundation Phase 372.65210968 Spelling ability Education, Primary -- South frica Reading (Primary) -- South Africa Multicultural education Second language acquisition
13	Barriers in acquiring basic english reading and spelling skills by Zulu-speaking foundation phase learners Mahabeer, Sandhya D. 11 1900 (has links) This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers. The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling) Parental involvement Mother tongue Educational resources Cognition Intrinsic factors Low socio-economic background Multicultural education Bilingual teacher training Second language learners Outcomes Based Education Zulu-speaking learners Basic spelling skills Basic reading skills Barriers Foundation Phase 372.65210968 Spelling ability Education, Primary -- South frica Reading (Primary) -- South Africa Multicultural education Second language acquisition

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