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The second language speaker in the pre-primary environment : a case study of Zulu-speakers at a predominantly English pre-primary school in KwaZulu-Natal in 1995 and 1996.Clark, Beverley. January 1996 (has links)
In recent years, following the demise of Apartheid education policy, there has been a move away from exclusively mother tongue instruction in ex-Natal Education Department schools. Consequently, in many English speaking pre-primary schools, Zulu-speakers are being submerged into the English language environment. At the same time, there is growing interest amongst educators in an alternative process which allows for affirmation of the first language whilst providing multiple opportunities for second language acquisition by non-English speakers. This report seeks to identify aspects of second language acquisition through lexical tests and analysis of "news" items by the Zulu-speakers at the pre-primary school in the study. Further, through observation of the social interaction of these eight children, it seeks to identify socialisation patterns and to comment on the role which language plays both in the choice of friends and on the child's emotional well-being in the second language environment. / Thesis (M.Ed.)-University of Natal, 1997.
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The development of phonological and reading skills in English and Afrikaans childrenCockcroft, Katherine Alexandra Sarah January 1998 (has links)
A dissertation submitted to the Faculty of Arts University of the Witwatersrand, Johannesburg for the Degree of Master of Arts. / Phonological awareness, or the ability to manipulate sounds, has been
found to be highly correlated with the acquisition of reading skills. This
awareness may be influenced by the orthography or language system in
which the child is learning to read. In addition, different aspects of
phonological awareness may also apply to different stages of reading
development. This study found that depth of orthography does not seem to
influence initial levels of phonological awareness. After two years of reading
instruction, readers of a transparent orthography are better at phoneme
segmentation and blending and reading nonwords than readers of an
opaque orthography. Afrikaans children appear to begin leading in an
alphabetic stage using a nonlexical strategy of grapheme-phoneme
conversion. English beginner readers seem to start reading using
predominantly a logographic strategy of visual word recognition. It also
seems that some levels of phonological awareness such as onset/rime
detection and syllable manipulation are acquired spontaneously by
prereaders of both languages, but that the manipulation of phonemic units
is dependent on the acquisition of literacy. The introduction of literacy
training and/or the maturation of the children's phonological systems results
in a change to a greater awareness of small phonemic units than larger
units. / AC2017
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English language teaching and learning in the African preschool and educational achievement at grade 1: a case studyRendel, Philip Boudewijn January 2004 (has links)
In 1998, seventy per cent of children in South Africa failed and had to repeat the Grade 1 year. This is the result of a number of factors, among them academic and cultural readiness for school. Many primary schools in South Africa teach through English, a language that is not the home language of the majority of learners. Despite recent legislation aimed at improving preschool facilities and teacher capacity, there has been insufficient consideration of which languages are taught and how they should be taught to children before they arrive at Grade 1. This study sets out to explore whether there is a relational link between preschool English language teaching and learning and subsequent educational achievement at Grade 1. It also sketches out possible recommendations for improving the teaching and learning of English in the sample schools. The study does not attempt to enter the debate over choice of language of teaching and learning (LoLT). In this longitudinal case study, four children from two different preschools, (one mainly isiXhosa medium and one English medium), were observed in their classroom environments over a period of four months. The following year, the same children were observed in their respective Grade 1 classrooms, all of which were English medium either entirely or to a degree. The parents of all four children were interviewed in their home environment, as were their teachers. The study found that there is a significant communication gap between preschool teachers and Grade 1 teachers. This was combined with a self-confessed need amongst some teachers for increased training in teaching through English. Low motivation and limited professional experience in some cases contributed to a preschool language-learning environment that lacked many of the factors identified as being essential for a positive learning environment in early childhood There was in addition a clear bias in many sites towards universality of ECD prinCiples with little regard for the hegemony of Western pedagogy, particularly in the area of literacy acquisition. The study concludes by suggesting some ways in which this situation could be improved in order to enable preschool children to cope better with the demands of Grade 1.
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