Libode district is a rural district within the Eastern Cape Province. It has forty-two senior secondary schools. All schools in Libode district offer the English subject as the first additional language (second language). Schools in Libode district use English as the medium of instruction. English as the medium of instruction was seen by the National Department of Education as an important aspect of teaching and learning and as an effective tool through which teachers and learners can express their knowledge. The pass rate of grade twelve learners had declined from 2004 showing very low success rates. The quality of grade twelve results in English had deprived learners of their future career prospects. This treatise investigated the factors that might have affected the pass rate of grade twelve learners with specific reference to the English subject: a case study of selected schools in Libode district. A sample of 165 grade 12 learners and six English teachers from randomly selected senior secondary schools participated in the study. The study used both quantitative and qualitative approaches. Some factors affecting the pass rate of grade twelve learners with specific reference to the English subject were identified which included the non-implementation of English as medium of instruction, the non-availability of teaching facilities, and the influence of the mother tongue on the English subject. The treatise offers some recommendations such as improved in-service training on language teaching, assessment techniques and learner-centredness, involvement of all education stakeholders in the implementation of English as a language of teaching and learning, and the provision of teaching facilities in schools.

This study explores the challenges faced by high school science learners when they use English language as a medium of instruction in a South African context. Questionnaires were administered and focus group interviews were conducted with both science learners and science educators. Results indicated that learners are challenged in a number of ways when English is used to teach science especially if English is not their home language. Both learners and educators prefer to be taught and teach science respectively in English though ideally learners would like to be taught in their home languages. To overcome these challenges a home language scientific register should be drawn to cater for all learners’ home language, learners should also be proficient in English or language of science instruction. / Science and Technology Education / M. Ed. (Natural Science Education)

Abstracts in English and Zulu / Bibliography: leaves 138-141 / Multilingualism is the norm in most urban areas of South Africa. This study aims to discover the perceptions of young adults towards their mother tongue due to being exposed to multiple languages in their daily environment at a very young age. The study further investigates whether young adults acquire their mother tongue whilst growing up in an environment that has multiple languages. It also seeks to determine the role that parents play in the acquisition of mother tongue by their children. Literature was reviewed in order to explain and understand the standing of African languages in South Africa. This study is guided by the theories of first language development and acquisition and Cummins’ concepts of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) theories. The study employed a mixed-method approach. Empirical data was collected by means of questionnaires and semi-structured interviews from young adults and parents. Data collected was analysed by a statistician using categorical data analysis. The researcher used graphs to present findings from analysed data. Findings from the empirical data show that young adults who grew up in a multilingual environment acquire more than one language. Parents also play a role in nurturing the acquisition of the mother tongue / Ubuliminingi yisimo esijwayelike kakhulu ezindaweni zasemadolobheni zalapha eNingizimu Afrika. Lolu cwaningo luhlose ukuthola izimvo zabantu abasebasha mayelana nolimi lwabo lwebele njengoba kulesi sikhathi samanje bedibana nesimo lapho behlangana khona nabantu abakhuluma izilimi ezahlukene. Lolu cwaningo luhlose futhi nokubheka iqhaza elibanjwe abazali ekufundiseni abantwana babo ulimi lwabo lebele. Kulolu cwaningo kusetshenziswe ongoti abahlukene ukuze kuchazwe futhi kuqondisiswe ukuthi zime kuphi izilimi zendabuko zaseNingizimu Afrika. Lolu cwaningo lusebenzise izindlela zokucwaninga eziningi. Ulwazi locwaningo luqoqwe ngokusebenzisa amapheshana emibuzo, kanye nezingxoxo ezingahleliwe ezenziwe kubazali nakubantu abasha. Ulwazi locwaningo luhlaziywe umhlaziyi wezinombolo esebenzisa uhlaziyo lwezigaba zocwaningo ezahlukene. Okutholakele ekuhlaziyweni kolwazi kuveze ukuthi abantu abasha abakhulele lapho okukhulunywa khona izilimi ezahlukene bazuza ulwazi lwalezo zilimi bagcine sebekwazi ukukhuluma nezinye izilimi okungezona ezabo. Kuvelile nokuthi nabazali bayaqinisekisa ukuthi abantwana babo bayalufunda ulimi lwabo lwebele. / African Languages / M.A. (African Languages)

Recent language policy developments at the University of South Africa (Unisa) indicate that the language attitudes of its students should be researched, particularly the attitudes of students who have an African language as their first language. This study takes a first but solid step towards meeting this requirement. It conducts exploratory research into the nature of the relevant language attitudes and, based on the findings of this research, constructs an attitude scale that can be usefully employed in the measurement of such attitudes, both at Unisa and other tertiary institutions in South Africa. In order to achieve its aims, the study places much emphasis on the use of proper methodology, in order to counteract the trend in much local language-attitude research of ignoring the complexity of language attitudes and avoiding methodologically sophisticated and rigorous statistical techniques that are equipped to accommodate such complexity. / Linguistics / M.A. (Linguistics)

Recent language policy developments at the University of South Africa (Unisa) indicate that the language attitudes of its students should be researched, particularly the attitudes of students who have an African language as their first language. This study takes a first but solid step towards meeting this requirement. It conducts exploratory research into the nature of the relevant language attitudes and, based on the findings of this research, constructs an attitude scale that can be usefully employed in the measurement of such attitudes, both at Unisa and other tertiary institutions in South Africa. In order to achieve its aims, the study places much emphasis on the use of proper methodology, in order to counteract the trend in much local language-attitude research of ignoring the complexity of language attitudes and avoiding methodologically sophisticated and rigorous statistical techniques that are equipped to accommodate such complexity. / Linguistics and Modern Languages / M.A. (Linguistics)

The decision by some public primary schools situated in the King Cetshwayo District, in KwaZulu Natal, South Africa, to use English as language of learning and teaching (LoLT) in teaching isiZulu-speaking learners in Grade 1 classrooms, is a matter of concern. English is not the learners’ home language and the practice is also against the policy of the Department of Basic Education. In considering the recommendation by the South African Constitution, Acts and language policies of the country, it is expected to see all Foundation Phase (Grade R-3) learners being taught in their home language. The aim of this study was to explore the use of English as LoLT in teaching Grade 1 isiZulu-speaking learners. The interpretivist/constructivist paradigm underpinned the study as did the Language Acquisition Theory proposed by Skinner and Teacher Efficacy Theory by Bandura. This study adopted a qualitative multiple-case study as it aimed to explore the use of English as the LoLT in teaching Grade 1 isiZulu-speaking learners. One-on-one, semi-structured interviews, observations and document analysis were used as data collection instruments. A purposive sampling of six Grade 1 teachers from three public primary schools was employed. Thematic data analysis method was used to analyse collected data. Data collected were analysed, categorised into codes and themes were identified. Overall, it was found that the communities regard the schools, offering English as the LoLT in teaching Grade 1 IsiZulu-speaking learners, as the best performing schools, though the language policy was not taken into consideration and the teachers are challenged in using the target language in their teaching. It was found that five Grade 1 teachers used English in conjunction with isiZulu and only one teacher used a minimal amount of isiZulu to clarify concepts for learners to understand. It was concluded that some teachers found themselves frustrated in using English as the LoLT due to lack of proper mentoring and support from the School Management Teams (SMTs). It is recommended that the provincial Department of Education, under the leadership of the Member of the Executive Council (MEC), should review the language policy and give some clarity to ensure that schools receive guidance on how to choose the most appropriate LoLT. It is also recommended that the SMTs should provide the proper mentorship programmes, especially for teachers who are new in the school where English is used as the LoLT. / Qeto ea likolo tse ling tsa mathomo tsa sechaba tse seterekeng sa King Cetshwayo, KwaZulu-Natal, Afrika Boroa, ho sebelisa Senyesemane e le puo ea ho ithuta le ho ruta (LoLT) ho ruta bana ba buang Senyesemane lihlopheng tsa 1 tsa phapusi, ke taba ea ho ameha. Senyesemane hase puo ea lehae ea liithuti ebile mokhoa ona o khahlanong le leano la Lefapha la thuto ea motheo. Ha re hlahloba khothatso ea Molao-motheo oa Afrika Boroa, Liketso le lipuo tsa puo tsa naha, ho lebeletsoe ho bona liithuti tsohle tsa thuto ea Sehlopha sa Motheo (R-3) li rutoa ka puo ea habo bona. Sepheo sa thuto ena e ne e le ho hlahloba tšebeliso ea Senyesemane joaloka LoLT ho ruta barutoana ba 1 ba buang Senyesemane. Paradigm ea li-interpretivist / constructivist e ile ea tšehetsa thuto joaloka Sephiri sa Thekiso ea Lipuo e hlalositsoeng ke Skinner le Teacher Efficacy Theory ea Bandura. Phuputso ena e ile ea amohela thuto e nang le mekhoa e metle e le hore e hlahlobe tšebeliso ea Senyesemane jwale ka leleme la ho ruta barutoana ba 1 ba buang IsiZulu. E mong le e mong ho ea ho e mong, lipuisano tse sa tšoaneng, litlhaloso le tlhahlobo ea litokomane li ile tsa sebelisoa e le lisebelisoa tsa ho bokella data. Sampula e hloekileng ea basoue ba tšeletseng ba likhaolo ho tloha likolong tse tharo tsa sechaba tsa pele e ne e sebelisoa. Tsela ea ts'ebetso e sebeliselitsoe ho hlahloba lintlha tse bokelitsoeng. Lintlha tse bokelitsoeng li ile tsa hlahlojoa, tsa aroloa ka mekhoa le lihlooho tse fumanoeng. Ka kakaretso, ho fumanoe hore sechaba se nka likolo, se fana ka Senyesemane e le leleme la ho ruta le ho ithuta lithuto tsa mphato wa pele wa barutoana ba Sezulu, e le likolo tse ntle ka ho fetisisa, le hoja polelo ea puo e sa hlokomeloe 'me basoue ba phephetsoa ho sebelisa sepheo puo ha ba ruta. Ho fumanoe hore mesuoe e mehlano ea Bakala 1 e sebelisitse Senyesemane hammoho le Senyesemane mme mosuoe a le mong feela o sebelisitse Senyesemane se fokolang ho hlakisa maikutlo a hore baithuti ba utloisise. Ho ile ha fihleloa qeto ea hore basuoe ba bang ba ile ba iphumana ba tsielehile ha ba sebelisa Senyesemane e le LoLT ka lebaka la ho hloka tataiso e viii nepahetseng le ts'ehetso ea Lihlopha tsa Tsamaiso ea Sekolo. Ho kgothaletswa hore Lefapha la Thuto la profinse, tlas'a boeta-pele ba Lekhotla la Tsamaiso (MEC), le lokela ho hlahloba leano la puo le ho fana ka ho hlaka ho netefatsa hore likolo li fumana tataiso mabapi le mokhoa oa ho khetha LoLT e nepahetseng ka ho fetisisa. Ho boetse ho kgothaletswa hore basebeletsi ba SMTs ba fane ka ts'ebetso e nepahetseng ea ho fana ka ts'ebetso, haholo-holo ho mesuoe e mecha sekolong moo Senyesemane se sebelisoang e le LoLT. / Isinqumo sezinye izikole zamabanga aphansi emphakathini wesiyingi iKing Cetshwayo, KwaZulu-Natali, eNingizimu Afrika, sokusebenzisa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma isiZulu, kuyindaba yokukhathazeka. IsiNgisi akulona ulimi lwasekhaya lwalaba bafundi kanti futhi lesi senzo siphambene nenqubomgomo yoMnyango Wezemfundo Eyisisekelo. Uma ubhekisisa izincomo zomthethosisekelo waseNingizimu Afrika, imithetho nezinqubomgomo zolimi lwezwe, kulindeleke ukuthi bonke abafundi bamabanga aphansi (Grade R-3) bafundiswe ngolimi lwabo lwasekhaya. Inhloso yalolu cwaningo kwakuwukuhlola ukusetshenziselwa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma isiZulu. I-interpretivist / constructivist paradigm yalekelela lolu cwaningo njengoba kwenza i-Language Acquisition Theory ehlongozwa u-Skinner Kanye ne-Teacher Efficacy Theory ka-Bandura. Lesi sifundo sithatha uhlelo lwe qualitative multiple-case study njengoba sihlose ukucwaninga ukusetshenziswa kwesiNgisi njengolimi lokufunda nokufundisa lapho kufundiswa abafundi beBanga 1 abakhuluma isiZulu. Izingxoxo zomuntu nomuntu kusetshenzisw imibuzo ehlelwe kahle, ukubuka lapho kufundiswa kanye nokuhlaziywa kwamabhuku kwasetshenziswa njengamathuluzi okuqoqa ulwazi. Isampula elicacile labafundisi abayisithupha beBanga 1, abavela ezikoleni ezintathu zamabanga aphansi lasetshenziswa. Indlela yokuhlaziya ulwazi ye-Thematic yasetshenziselwa ukuhlaziya ulwazi olwaqoqwa. Ulwazi olwaqoqwa lwahlaziywa, lwahlukaniswa ngamakhodi nezindikimba. Ngokujwayelekile, kwatholakala ukuthi imiphakathi ibheka izikole, ezihlinzeka isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma IsiZulu, njengezikole ezenza kahle kakhulu, nakuba inqubomgomo yolimi ingabhekiwe futhi othisha behlangabezana nobunzima lapho besebenzisa lolu limi olukhethiwe ekufundiseni kwabo. Kwatholakala ukuthi othisha abahlanu beBanga 1 basebenzisa isiNgisi ngokuhlanganyela nesiZulu kanti uthisha oyedwa kuphela wasebenzisa isiZulu esincane kakhulu lapho ecacisa imibono ukuze abafundi baqonde. Kwatholakala ukuthi abanye othisha bazithola bexakekile lapho besebenzisa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ngenxa yokungatholi ukulekelelwa okufanele kanye nokusekwa amathimba okuphatha izikole (SMTs). Kunconywa ukuthi uMnyango Wezemfundo wesifundazwe, ngaphansi kobuholi beLungu loMkhandlu oPhethe (MEC), ubuyekeze inqubomgomo yolimi, ubuye unikeze izikole inqubo ecacile ukuqinisekisa ukuthi izikole zikhetha ulimi lokufunda nokufundisa ngendlela okuyi yona yona. Kuyanconywa futhi ukuthi amathimba aphethe izikole ahlinzeke ngezinhlelo ezinhle zokulekelela othisa, ikakhulukazi othisha abasha esikoleni lapho isiNgisi sisetshenziswa khona njengolimi lokufunda nokufundisa. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

The elections of the democratic government in South Africa in 1994 led to the formulation of the new Language-in-education policy (LiEP), which was adopted by government in July 1997. This study evaluated the implementation of this policy in selected secondary schools of the Limpopo Province. In making this evaluation the study wanted to answer the question: How should schools implement the new LiEP in Limpopo Province? The major findings of the study are that the new LiEP remains largely ignored and unimplemented in Limpopo Province. The status quo remains unchanged in most schools and English and Afrikaans continue to be the language of learning and teaching (LoLT) in all schools investigated. The study therefore argues that there is a serious discrepancy between policy and practice. The study concludes by making recommendation to address the problems identified and to provide guidelines on how the policy may be implemented in Limpopo Province, such as the gradual phasing in of African languages as LoLTs. / Linguistics / M.A. (Specialisation in Sociolinguistics)

The new higher education system of South Africa is in the process of transformation. Part of the transformation process involves raising the use and status of indigenous languages to become essential part of the country‟s higher education system. The constitution of the Republic of South Africa (Act 108 of 1996) laid a foundation responding to the imperative regarding the use and status of indigenous languages. The Ministry of Education (Higher Education) pays special attention to fitting their education policies to the constitution by incorporating subsection 27(2) of the Higher Education Act, 1997 (Act 101 of 1997) that states “subject to the policy determined by the Minister, the council, with the concurrence of the senate, must determine the institutional language policy of a public higher education institution and must publish and make it available on request”. The Language Policy for Higher Education was published by the Ministry of Education in November 2002. Lastly, the Ministry of Education appointed a Ministerial Committee “to advise on the development of African (indigenous) languages as mediums of instruction in higher education.” This committee published its report in 2005. This study investigates the fit between government language policies and institutional language policies. The focus is on indigenous languages in the South African higher education system. The main purpose is to argue for the design of an integrated institutional language policy framework in a holistic way. The study population consisted of the 23 universities and the indigenous language academic staff. A case study and survey were used. All twenty-three indigenous language units from the 23 universities‟ departments were used in the survey section of this research. A random sample of respondents was used, all the respondents were indigenous language academic personnel. Questionnaires were sent to each one who agreed to participate. This questionnaire was the main research instrument for collecting data. The research showed that there is no fit between government language policies and institutional language policies. It is recommended that improvements in fit between government language policies and institutional language policies be embarked upon across the 23 universities‟ staff members and stakeholders (students). / African Languages / Thesis (D. Litt. et Phil. (African Languages))

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)

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)