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

In South Africa, the topic of reading has been of great interest on the development of language since it has been estimated that 12 million learners will go through the education system per year. A key concern for all these learners is language. The majority of South African learners do not speak English as their home language, yet the dominant language of learning and teaching (LoLT) is English. It is important for these learners to become fluent in the LoLT as the future of education is dependent upon it. South Africa has been struggling since 2001 to implement a programme in schools that will improve the Literacy abilities of learners. An in-depth study was undertaken to determine whether the THRASS methodology would possibly improve the reading and spelling abilities of Grade 2 English second learners at an inner city school in Pretoria. The research explored the reading and spelling difficulties encountered by these learners. A profile of the Grade 2 English second language learner was compiled. An understanding of how the THRASS programme works has been included. The results from the research indicated that the reading abilities of the Grade 2 learners had improved, however, there was not a significant difference in their spelling abilities. / Inclusive Education / M. Ed. (Inclusive Education)

In South Africa, the topic of reading has been of great interest on the development of language since it has been estimated that 12 million learners will go through the education system per year. A key concern for all these learners is language. The majority of South African learners do not speak English as their home language, yet the dominant language of learning and teaching (LoLT) is English. It is important for these learners to become fluent in the LoLT as the future of education is dependent upon it. South Africa has been struggling since 2001 to implement a programme in schools that will improve the Literacy abilities of learners. An in-depth study was undertaken to determine whether the THRASS methodology would possibly improve the reading and spelling abilities of Grade 2 English second learners at an inner city school in Pretoria. The research explored the reading and spelling difficulties encountered by these learners. A profile of the Grade 2 English second language learner was compiled. An understanding of how the THRASS programme works has been included. The results from the research indicated that the reading abilities of the Grade 2 learners had improved, however, there was not a significant difference in their spelling abilities. / Inclusive Education / M. Ed. (Inclusive Education)

The educational change brought about by the South African Constitution and the Language in Education policy has resulted in many parents choosing to send their children from pre-school to an English medium school, so that their children can become proficient in the English language. As a result, many learners are learning in a language that is not their mother tongue and are therefore struggling to acquire reading and writing skills. Although there are many misconceptions regarding the learning of a language, the underlying theory on how learners learn a second language through Cummins BICS and CALP theory is explored in this research. The main purpose of this study was to evaluate the effects of the Sheltered Instruction Observation Protocol (SIOP) on teaching English Second Language (ESL) learners in primary schools. The study further intended to determine the effectiveness of SIOP in the South African context. To facilitate the understanding of the problem statement of this study, an evaluation framework based on the Context- Input-Process-Product (CIPP) model of Stufflebeam’s model was applied. The research was carried out at one primary school who had predominantly ESL learners in the school and who had teachers trained in implementing SIOP. The main research question posed by this research is to determine the effectiveness of SIOP on teaching an ESL learner in a primary school in the South African context. The sub-questions of the research are to what extent does SIOP differ from traditional methods, how does SIOP affect teachers’ planning and instruction in the classroom; to what extent to the learners understand the content when the teachers implement SIOP and to what extent does SIOP contribute to the improvement of academic performance of ESL learners in content areas. To answer the research question, mixed methods was used to fit together the insights provided by qualitative and quantitative research into a workable solution and therefore make use of the pragmatic method as a system of philosophy. As qualitative data was collected first, followed by the analysis of the secondary data, the typology used for the research is the QUAL quan. Interviews and observations were carried out on teachers who are currently implementing SIOP using interview protocol and observation protocol and data obtained from the University of Pretoria was analysed to determine academic performance of ESL learners. Legitimation occurred at various stages of the research which included peer review and member checking, From the data collected through interviews and observations, the following themes emerged, namely (i) language focus; (ii) difference between SIOP and the traditional methods of teaching; (iii) planning and assessment; (iv) learner attitude towards SIOP and (v) Grade R influence. Although data collected from the University of Pretoria showed gains achieved, the methodology conducted in this research was not an experimental design. A paired ttest was used to determine gains made between the target school, comparison school and the whole sample. Therefore, tentative statements regarding the influence of SIOP on academic performance is thus made in this research. Although no experiment was undertaken for this research, the findings from the data show that the null hypothesis indicates that there is no significant difference between the scores of the baseline assessments and the follow-up scores. As the significant values (p-value) were less than .05, the null hypothesis can be rejected. As part of the analysis, the effect sizes were also calculated which indicates a large effect size for the total scores and reading scores while the phonics scale showed a medium effect and the mathematics scale showed a small effect size. Based on the results of the study, it was found that the programme needed some revisions to make better use of the existing opportunities. The following recommendations and suggestions are that an experiment design should be explored to ascertain actual contribution SIOP can make to an ESL class. SIOP should be implemented as a teacher development programme and possibly a module for teacher training at university level. Resources needs to be readily available for teachers to use which could contribute to the improvements of academic performance of ESL learners. Teachers should form planning teams with other teachers to share good practices and lastly adequate support is needed for the implementation of SIOP. The importance of this study is that it provides insight into and understanding of the role of implementing an intervention programme to improve academic performance of ESL learners. It also sheds light on the need for an intervention programme and the extent to which the programme can improve academic performance of ESL learners. The main contribution of this study to the body of knowledge was its insight into and understanding of a number of factors, categorised as inputs, process and outcomes, that had an effect of the implementation of the SIOP programme. The development of the conceptual framework was applied by the CIPP evaluation model, as a framework that illustrated the relationships and outcomes of the SIOP programme that had previously not been done. This study thus emphasises the importance of intensive research and proper planning of intervention programmes. The aim of this inquiry was to determine the effectiveness of a model of teaching that was developed in the USA. Throughout the research, the findings presented indicated that the Sheltered Instruction Observation Protocol would be a functional model to employ in South Africa’s education system and, if implemented correctly, would yield positive results. Therefore, this study was an initial step towards implementing a programme that would improve academic performance in schools, where the LoLT is different from the mother tongue. Although some valuable information was obtained, there is much scope for further research on how to evaluate the effects of SIOP on academic performance of ESL learners. / Dissertation (MEd)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

This study explores storybook illustrations in learning word meanings among English learners in a university intensive language program. The impact of children’s literature on the comprehension and vocabulary development of second language children is well-documented. However, the use of the literature with adults still needs to be researched. Therefore, a mixed-method study was designed (1) to investigate whether readers who read an authentic illustrated story differed from those who read the same story without illustrations; and (2) to learn more about the readers’ process of learning words from storybook illustrations. Results suggest that illustrations play an important role in both comprehending the text and learning individual words, however issues related to the accessibility of the text and readers’ ability to use context should also be taken into consideration. The findings support prior research that the benefits of learning from context take time to become robust. The study suggests that illustrated storybooks provide a rich context for adults to infer word meanings and recommends children’s literature as an alternative source of reading in programs serving adult English learners.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

The growing diversity of school populations around the world means that for many learners the language of learning in mainstream classrooms is not their first language. The researcher would submit that content-based second language learning in a context such as a Science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, Science learners who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream Science educators have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often educators aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The learners themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of Science including negotiating its specialized language. The aim of this study was to investigate how the use of English as a language of learning and teaching Science in rural secondary schools in the Vlakfontein Circuit of the Limpopo Capricorn District, influenced the ability of Grade 8 students to learn Science. The focus was on the Grade 8 classes since they are at the threshold of their educational pursuit. The study had two main purposes. The first goal was to describe the current situation with respect to rural secondary school learners and their educators in selected learning environments in Vlakfontein Circuit. The second goal was to bring about improvement in the learners’ situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL learner. The investigation was conducted in disadvantaged rural secondary schools in the Vlakfontein Circuit in the Limpopo province. Observations of the Science classes revealed that, even for the learners with very limited English language proficiency there was little ESL specialist support available. The data analyzed was collected using a variety of data collection tools. The main data generation tools were observation, semi-structured interviews and questionnaires. The analysis revealed that learners were lacking in Science register (terminology). This study also found out that non-technical language used in Science lessons affected the learners’ understanding much more than the educators were aware. Educators’ attitudes and beliefs strongly influenced the interaction and participation of ESL learners in Science classrooms. The study also revealed that developing language skills prevented ESL learners from asking questions and answering questions in class and academic progress in Science was impeded by limited opportunities for ESL learners to clarify their understanding. Further, the investigation established that achievement in Science and in education overall was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. The study arrived at a conclusion that the needs of the research students could not be met by a programme based on the traditional format of ESP teaching. Hence, the researcher has recommended a Science Based English Programme (SBEP) which encapsulates several adjustments in orientation methods and materials to meet the ESL learners’ needs. This kind of learning-centred arrangement will allow not only efficiency of SBEP instruction but also allow the kinds of activities that may not be possible in groups with a wide dispersion of interests. However, the extent to which the research learners encountered difficulties with vocabulary suggests that there is a need to investigate more effective methods of dealing with this issue. Needed research could also be directed into the development of a Science glossary with appropriate language levels for ESL learners. This could include technical scientific terms with examples of how terms can be used.From the outcome of the interviews with educators, it is evident that further research is needed concerning the educators’ English proficiency and Science competence in ESL situations. / Teacher Education / D. Ed. (Didactics)

Writing coherent essays is evidence of a university student's discourse competence and is important in terms of academic success. An analytical taxonomy of coherence breaks {both topic-related and cohesion-related), based on Wikborg (1985; 1990), was used to determine the frequency of coherence breaks in essays written by first-year English Second Language (ESL) students. A subset of these essays was selected for assessment of their holistic coherence (HCR) by raters. The major finding of the statistical tests is that there is a significant relationship between the frequency of coherence breaks, particularly topic-related coherence breaks, and holistic coherence. Furthermore, the relationship between the coherence of essays and marks awarded them was established. Tutor intervention was also found to have had a positive impact when draft and final versions were compared: in general, there was a decrease in the frequency of coherence breaks, and a greater perception of coherence in the final versions. / Linguistics and Modern Languages / M.A. (Linguistics)

The senior secondary school learners' limited English proficiency motivated the researcher to investigate the extent to which contextual and learner factors contributed to this problem. The ultimate aim was to recommend guidelines for dealing with the problem. The review of literature and empirical methods of research were used to this effect. The literature review revealed that the learners' societal, home/family and school/classroom contexts contributed to learners' development ofESL proficiency. It further showed that the independent learner factors (i.e. learner factors that are not influenced by the context from which the learner comes and/or in which SLA takes place) and dependent learner factors (i.e. learner factors that are completely or partly subject to the influence of the context from which the learner comes or in which SLA takes place) significantly influenced the development ofESL proficiency. With its focus on language learning strategies, the empirical investigation found a significant relationship between the learners' level ofESL proficiency and use of direct strategies (i.e. strategies that involve the mental processing of the target language, albeit in different ways and for different purposes). The investigation found no significant relationship between the learners' level of ESL proficiency and use of indirect strategies (i.e. strategies that underpin the process of language learning). Several contextual and learner factors were found to influence the relationship between the learner's strategy use and the development ofESL proficiency. These findings formed the basis for recommending specific guidelines for dealing with limited ESL proficiency, as well as recommending possible directions for future research. / Educational Studies / D. Ed. (Didactics)