Magister Educationis - MEd / The purpose of this case study was to investigate how the Francophone students from Congo, Gabon and Cameroon negotiated competence and identities in English (L2) in and outside the classroom. The study also aimed at understanding the nature and extent of academic support that was made available to the Francophone students who had to learn through the medium of English (L2) at the University of the Western Cape (UWC). Through the lens of the sociocultural and poststructural theories, the study argues that identity construction in a second language is a fluid phenomenon which should be understood within a particular context, particularly in multilingual environments like UWC. The study followed a qualitative research design which involved three methods of data collection, namely, observations, semi-structured interviews and student narratives. A thematic analytical framework was used to understand the Francophone students’ experiences, and how they negotiated and (re)constructed competence and identity in English (L2) in the lecture rooms and in local communities. The findings of the study indicate that English (L2) was perceived as an investment by the Francophone students. They show that competence in English (L2) was a source of voice and agency for the students. They also illustrate that there is a close relationship between (second) language learning and identity construction, and that identity is socially constructed. The study concludes that identity construction is a fluid phenomenon which should be understood in relation to the changing social context, which is embedded in language competence.

In the globalized world, the English language has an important role. It expands and finds its way into curriculums as far away as in Asia. However, in Sweden English has been a part of the curriculum for over a half-century and most Swedes are able to understand and make themselves understood in English to a certain extent. Nevertheless, in the wake of globalization its importance has grown, and as a core subject in school and as a spread commercial language, mastering the English language has become a significant skill. Learning a foreign language is a delicate task that requires volition and a great deal of patience. In order to succeed, the learner must be motivated. Motivation is a powerful phenomenon, relevant within all learning, but not least when it concerns areas as demanding and challenging as language learning. This smallscale study investigates views in recent research of the role of pupils’ selves in relation to their motivation and what factors are considered to stimulate pupils’ selves. Asian studies dominate the reviewed material but also Swedish studies are represented. The findings of this study indicate that pupils’ selves are related to motivation. What stimulates pupils’ selves seems to match all activities and methods that strengthen autonomy, competence and relatedness. These findings support a motivational conscious teaching, where motivation is acknowledged as a vital element in learning in general and specifically in language learning.

This inquiry focussed on a single unit of analysis: TeleTuks Schools, a community outreach initiative of the University of Pretoria, South Africa and is classified as a case study. It sought to explain why despite technology that permits bi-directional oral communication during televised instruction, learner participation was poor. The exploration of literature related to instructional television (ITV) and social communication, ensured a richer understanding of ITV as delivery mode as well as potential reasons for low responsivity during telelessons. It also raised awareness of the particular challenges of utilising ITV in a developing country context. This inquiry was informed by an interpretivist paradigm and the theoretical stance related to a synthesis of several communication models designed for mass media while the concept interaction as a key element of instructional communication was also dissected. Initially, a small-scale quantitative approach, established how prevalent poor participation was while rich experiential interview and video data identified why learners refrained from participating overtly. The use of Atlas.tiTM to systematically analyse the volume of unstructured data as a single unit, not only facilitated analysis but also enhanced the validity of the inquiry. An inductive analysis of the research data generated three significant and interrelated themes: Paradoxical perceptions, Presenter nescience, and Problematic practicalities and partnerships. These accounted for why learners did not respond as expected during televised instructional episodes. Key findings suggested that the rate of learner participation during telelessons was not influenced by an isolated factor as initially anticipated, but by a combination of variables. Technical and methodological design limitations were complicated by ineffective communication skills on the part of both presenters and viewers. Incongruence between the findings and initial suppositions added to an overarching sense of mismatch and led to the proposal of a theory linked to instructional dissonance i.e. the ignorance or denial of distortions that negatively affect communication between the instructor and student. Instructional communication is successful but not meaningful as a mismatch of sense or utility occurs. Recommendations for theory and practice are deemed applicable to mediated instructional contexts. Research avenues for further exploration relating to interaction in blended learning environments have been suggested. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

Black South African learners are registered in ex-Model C schools to receive their education. The language of learning and teaching is English, whilst these learners’ English language proficiency is limited. They come from different townships and rural areas, and their home languages are indigenous languages. Limited English Proficiency (LEP) is a serious barrier that hinders the learners’ true potential. The Department of Education expects the schools to assist the learners by identifying the gaps in their education early, and by offering support. The study aims to investigate and describe the challenges facing black, English second-language South African learners and to meet their needs by offering suggestions as to how they could be assisted to learn and achieve according to their full potential. There is a need to heighten the awareness of different stakeholders who are involved in educating the learner and to stimulate their interest to assist in meeting the learners’ challenges. The author has made use of mainly qualitative research methodology, and in some instances had followed the quantitative method of research. All the participants were from a specific ex-Model C school in Pretoria. The data were gathered by means of a literature review, document analysis, questionnaires, and classroom visits and observations. The study has revealed that the black South African learners in ex-Model C schools are faced by numerous challenges owing to their limited English proficiency, and that they do not meet the requirements to pass their grades. Their inability to cope affects their self-esteem and confidence negatively. The learners do not take risks to participate actively during lessons as they tend to avoid embarrassment and being teased by their peers. The study further revealed that there are other contributing factors to the learners’ challenges, such as teachers who cannot assist the learners in the language that the learners understand (indigenous languages), parents’ limited English proficiency, learners rising at 05:00 to prepare to get to school, late attendance of classes, absenteeism, waiting till late in the afternoons to be fetched from school, unsupervised homework and a lack of appropriate resources at home. The study resulted in formulating guidelines and recommendations that will help meet the challenges faced by black South African learners in ex-Model C schools, and support them. / Dissertation (MA)--University of Pretoria, 2012. / African Languages / unrestricted

Today we live in a global world, where English has become easily accessible through the internet. Pupils encounter English in an out-of-school context and playing digital games is a common activity. This literature study aims to examine if there are effects on pupils ’ vocabulary and oral proficiency due to playing digital games. Through compiling prior research, findings suggest that motivation, interaction and repetition over time are positive factors for enhancing vocabulary and oral proficiency. Research also illuminates that there are gender differences among young L2 learners. Frequent gamers are mostly boys and there is also a difference in game preferences. Normally girls tend to outshine boys within most subjects, however, in English the difference is less distinct and boys are somewhat stronger in English proficiency. Research about young L2 learners is scarce and there is definitely a need for further research about the effect of digital gaming on vocabulary and oral proficiency as well as regarding gender differences.

The main purpose of this study was to investigate English second language(ESL) teachers' perceptions about learner self-assessment in the secondary school. The study also examined the factors that might influence the perceptions that teachers hold about self-assessment. The participants of this study were 163 ESL teachers who are teaching at secondary schools in Gauteng Province; they were from 94 randomly selected schools. The data was collected through questionnaires and the response rate was approximately 53%. The literature review was utilized to identify the main perceptions. The studies led to a 57-item teachers' perceptions of learner self-assessment questionnaire based on the following main perceptions: the value of self-assessment in the teaching and learning processes, the use of self-assessment as an alternative assessment technique in English second language learning, the accuracy and reliability of self-assessment and the role of teachers in the effective implementation of self-assessment in their classrooms. The data for the study were analysed using quantitative techniques. the findings for the study showed that teachers have a strong feeling about the value of learner self-assessment; they showed that it helps in the improvement of teaching and learning. The results also indicated that teachers agree that self-assessment should be used in English second language teaching as an alternative form of assessment as it enhances learners' linguistic skills. Teachers perceive that they have an important role to play in ensuring that the implementation of self-assessment becomes successful in their classrooms. However, some have indicated that learners are not objective enough when assessing themselves and therefore the results derived from self-assessment cannot be reliable and accurate. Teachers' perceptions correspond with their classroom self-assessment practice because most of them also indicated that they employ self-assessment to enhance learners' performance. Majority of teachers also indicated that factors such as class size, availability of materials, teacher professional training and development, formal teacher training, years of experience, classroom experience with self-assessment, and time available for self-assessment played a significat role in influencing their perceptions. The conclusions were drawn from the results and the recommendations were made for further research. The limitations of the study were also discussed. / Dissertation (MEd)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

Education is a fundamental precondition for progress and growth in South Africa (Spaull, 2011, p. 1). Literacy opens the doors to better livelihoods, improved health and expanded opportunity (UNESCO, 2011). Illiteracy is a serious constraint to improving education standards in South Africa. Prominent research studies stress the low levels of reading ability across the country. At the onset of Grade One, pre-reading skills are taught. Pre-reading skills are foundational skills and essential for later reading success. Teachers in English Second Language environments face the daunting challenge of teaching learners to read in a foreign language. This qualitative research study, which was conducted at a low-fee private school in Pretoria Central Business district, aimed to explore the methods that educators were using to teach second language English Learners (ESL) pre-reading skills. Data collected from semi-structured interviews, lesson observations and document analysis revealed that educators had a limited theoretical knowledge of pre-reading skills due to a lack of tertiary education and curriculum training. Numerous methods of teaching pre-reading skills were identified during pre-reading lesson observations. The synthetic phonics approach, multisensory teaching, using dramatization and subtractive bilingualism were methods of instruction used to develop phonemic awareness and English oral language competency. The study highlighted the numerous challenges faced by ESL teaching working in a low-socioeconomic environment and the ways in which the teachers overcame these challenges. Based on this study’s results, recommendations are provided to enhance the teaching of pre-reading skills to ESL learners. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

Reading comprehension proficiency is vital for learners to be successful in their academic career, however, South African studies have revealed that reading comprehension skills are severely underdeveloped in secondary school learners. Local research has investigated many contributing factors such as multilingualism and deficits with the national curriculum standards. Far fewer studies have examined the cognitive underpinnings that differentiate between English second language (ESL) learners who are proficient in reading comprehension and those who are not. Certain multi-coding theories assert that the integration of visual mental imagery and verbal information is essential for the formation of a comprehensive mental model, which forms the basis of reading comprehension. This study explored the relationship between visual reasoning ability and the reading comprehension proficiency in a group of 83 ESL learners from two urban Gauteng schools. One school represented learners who are proficient readers whilst the second group represented learners who are developing readers. The Non-Verbal Reasoning and the 3D Spatial Manipulation subtests from the Differential Aptitude Test (DAT) battery were used to explore the learners’ ability to reason using visual-object and visual-spatial mental imagery. The Verbal Reasoning test was used to establish a baseline for the learners’ language skills. The items of the Reading Comprehension subtest of the Stanford Diagnostic Reading Test battery (SDRT-RC) were evaluated for textual factors that contribute toward word concreteness effects. The relationships between the DAT subtests and the SDRT-RC Mixed, Abstract and Concrete Items subtests were discussed in light of multi-coding models of reading comprehension.

Music is a form of language and uses tones and rhythm as its media of universal language. Language development and music development have many similarities. Both are communicative modes, aurally and orally transmitted, containing phonetic, syntactic, and semantic components, develop early in life and are socially interactive media. The researcher has noted the important role that music plays in the teaching of English as a second language. To be able to learn, understand and experience music and language, the learner should have well-developed listening skills. The aim of this research is to investigate the use of music and movement to develop the listening skills of the ESL learner. To provide activities to develop listening and concentration through music and movement, the researcher aims to prove that music and movement should be used to develop ESL learners' language. / Educational Studies / M. Ed. (Inclusive 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))