The research was concerned with perceptions of language and physics in three strata of participants in a writing across the curriculum teaching course at an intermediate college. The participants were: a language teacher, two physics teachers and a class of twenty physics students - the students were studying in order to enter the Engineering Faculty at the University of Cape Town. The predominant understanding of the teachers was that of a limited interpenetration between the discourse of physics and language teaching. Physics teachers thought that language teachers would experience difficulties with both the concepts and language of physics. In actual practice however, students and the language teacher managed physics knowledge with some degree of success in the language classroom. Some students understood writing as helping them to understand physics. However, the dominant understanding of language was that of knowing the appropriate language of physics for their teachers. An appropriate language understanding was seen as potentially problematic in that it could encourage an unquestioning or monodimensional approach to physics knowledge. As a way around this problem, it was suggested that language teachers teach students to recognise and to use particular genres within science, and to develop their voice within these constraints.

M.A. / Please refer to full text to view abstract

In South Africa students from disadvantaged educational backgrounds enrol at institutions of higher learning underprepared for the academic work expected of them. One reason for this is that English in South Africa is primarily an urban language and both Black children and teachers, especially in rural areas, lack sufficient exposure to it (Lemmer 1995) and at tertiary institutions students are expected to communicate efficiently in the language of instruction. The real-world problem at issue is ultimately the need for these students studying through the medium of English to develop their ability to participate actively in tutorials to improve both their academic understanding and their spoken discourse competence, which includes the ‘highly complex task of participating in talk-in-interaction’ (Dalton-Puffer 2007:280). Underlying the present study, then, is the conviction that through frequent interaction in the language of instruction, students will not only gain competence in speaking skills, but also deepen and expand their knowledge of their subject areas. This conviction led to the introduction of tutorials on a trial basis in my department and the study sought to develop a framework for analysing patterns of interaction in the tutorials that would also address the question of how the quality of such patterns might be assessed. The main construct investigated was ‘participation effectiveness’ (the quantity of speaker discourse acts and turns and speaker initiative at discourse act and turn-taking levels) and the overall findings indicated that third-year students participated more effectively than first-years; females performed better than males; and males in male-led tutorials used more discourse acts than females; while females in female-led tutorials did better than males. The analyses of effects of tutor discourse behaviour on student participation revealed that the types of questions tutors used and how they were combined were strong determinants of students' participation effectiveness. Although the approach of the study is essentially quantitative, the operationalisation of this main construct's two key components, namely 'participation' and 'initiative', forms a basis for also deriving more qualitative insights into this academically very important genre of spoken discourse. / Linguistics / D. Litt. et Phil. (Linguistics)

English Second Language {ESL) teaching has undergone noticeable changes in recent years. One such change, based upon current second language teaching theory, has been a striving for authenticity and relevance in ESL classrooms. Innovations in ESL resulting from such a striving, have been collectively labelled as Communicative Language Teaching {CLT). A new generation of ESL core syllabuses and course books has arisen, based upon the ideals and terminology of CL T. In spite of official sanction from education departments there was perceived to be an apparent lack of communicative activities in many ESL classrooms. This study considered the extent of this perceived absence of CL T approaches from ESL classrooms in certain Ciskeian secondary schools. Using purposeful sampling a group of Ciskeian ESL teachers was identified for possible classroom observation. The purpose of this qualitative study was to provide a "thick description' of ESL classroom life, with an emphasis on the orientation of the teachers towards CL T. A measure of typicality in the findings derived from such observation would allow for the applicability of such an understanding of classroom life to other schools in the Ciskei region and in the greater Eastern Cape Province. The study addressed the following two issues: * The changes that have occurred in English Language teaching methods with particular reference to CL T and the claim that can be made for CL T to be considered as an educational innovation; * The extent to which CL T was encountered in the Ciskeian ESL classrooms observed and the role that the teachers in these classrooms fulfill as agents of change in the light of the innovative nature of CL T. A literature study was undertaken of the theory and practice of Educational Innovation and CL T. Because of a desire to locate this research in a qualitative paradigm consideration was given to the theoretical underpinnings of Qualitative Research in general, and of Ethnography in particular. Teachers in the study were identified by means of their responses to a questionnaire designed to establish the teacher's perceived inclination to CL T. The subsequent data collection strategy included classroom observation, the use of an observation protocol (the Communicative Orientation of Language Teaching-COLT), audiorecordings of lessons observed and teacher interviews which were recorded and transcribed. Analysis and interpretation of the data led to a series of statements indicating the extent of the CL T orientation of the classrooms observed. Synthesis of these statements revealed that classrooms were organized around teacher-centered, wholeclass, pedagogic activities supporting a 'transmission' mode of teaching. this supported the earlier perception that there was a lack of communicative activities in CL T classrooms. Arising out of these findings were a number of implications for the teachers in the sample, for the college of education which had produced these teachers, and for the Eastern Cape Department of Education. It was suggested that there should be a commitment on the part of the teachers to CLT, a sensitivity on the part of the college to the need for sound theoretical and practical pre-service training for prospective ESL teachers, and the recognition on the part of the Department of a need for a comprehensive programme of CL T in-service training. / Language Education Arts and Culture / D. Ed. (Didacticts)

The focus of the research reported on in this dissertation is an evaluation of the Language in Learning and Teaching project (LILT), in terms of its ability to facilitate English language development in schools where both educators and learners are second language speakers and where the Language of Learning and Teaching (LoLT) is English. The research involved two main phases. During the first phase I established evaluation criteria from the literature review, from another project the English Language Education Trust, (ELET) and from my own experience and feedback from the end-users (Le. teachers) and the observation of workshops. In the second phase I evaluated the LILT materials against the criteria developed in the literature review, analysed the feedback from end-users in the form of a questionnaire and made recommendations. In this dissertation the following terms will be used interchangeably: teacher, educator, facilitator and tutor because in the quoted passages, the term teacher is largely used. However, in Outcomes-Based Education (OBE) the terms educator, facilitator and tutor are used. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2001.

In South Africa students from disadvantaged educational backgrounds enrol at institutions of higher learning underprepared for the academic work expected of them. One reason for this is that English in South Africa is primarily an urban language and both Black children and teachers, especially in rural areas, lack sufficient exposure to it (Lemmer 1995) and at tertiary institutions students are expected to communicate efficiently in the language of instruction. The real-world problem at issue is ultimately the need for these students studying through the medium of English to develop their ability to participate actively in tutorials to improve both their academic understanding and their spoken discourse competence, which includes the ‘highly complex task of participating in talk-in-interaction’ (Dalton-Puffer 2007:280). Underlying the present study, then, is the conviction that through frequent interaction in the language of instruction, students will not only gain competence in speaking skills, but also deepen and expand their knowledge of their subject areas. This conviction led to the introduction of tutorials on a trial basis in my department and the study sought to develop a framework for analysing patterns of interaction in the tutorials that would also address the question of how the quality of such patterns might be assessed. The main construct investigated was ‘participation effectiveness’ (the quantity of speaker discourse acts and turns and speaker initiative at discourse act and turn-taking levels) and the overall findings indicated that third-year students participated more effectively than first-years; females performed better than males; and males in male-led tutorials used more discourse acts than females; while females in female-led tutorials did better than males. The analyses of effects of tutor discourse behaviour on student participation revealed that the types of questions tutors used and how they were combined were strong determinants of students' participation effectiveness. Although the approach of the study is essentially quantitative, the operationalisation of this main construct's two key components, namely 'participation' and 'initiative', forms a basis for also deriving more qualitative insights into this academically very important genre of spoken discourse. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

English Second Language {ESL) teaching has undergone noticeable changes in recent years. One such change, based upon current second language teaching theory, has been a striving for authenticity and relevance in ESL classrooms. Innovations in ESL resulting from such a striving, have been collectively labelled as Communicative Language Teaching {CLT). A new generation of ESL core syllabuses and course books has arisen, based upon the ideals and terminology of CL T. In spite of official sanction from education departments there was perceived to be an apparent lack of communicative activities in many ESL classrooms. This study considered the extent of this perceived absence of CL T approaches from ESL classrooms in certain Ciskeian secondary schools. Using purposeful sampling a group of Ciskeian ESL teachers was identified for possible classroom observation. The purpose of this qualitative study was to provide a "thick description' of ESL classroom life, with an emphasis on the orientation of the teachers towards CL T. A measure of typicality in the findings derived from such observation would allow for the applicability of such an understanding of classroom life to other schools in the Ciskei region and in the greater Eastern Cape Province. The study addressed the following two issues: * The changes that have occurred in English Language teaching methods with particular reference to CL T and the claim that can be made for CL T to be considered as an educational innovation; * The extent to which CL T was encountered in the Ciskeian ESL classrooms observed and the role that the teachers in these classrooms fulfill as agents of change in the light of the innovative nature of CL T. A literature study was undertaken of the theory and practice of Educational Innovation and CL T. Because of a desire to locate this research in a qualitative paradigm consideration was given to the theoretical underpinnings of Qualitative Research in general, and of Ethnography in particular. Teachers in the study were identified by means of their responses to a questionnaire designed to establish the teacher's perceived inclination to CL T. The subsequent data collection strategy included classroom observation, the use of an observation protocol (the Communicative Orientation of Language Teaching-COLT), audiorecordings of lessons observed and teacher interviews which were recorded and transcribed. Analysis and interpretation of the data led to a series of statements indicating the extent of the CL T orientation of the classrooms observed. Synthesis of these statements revealed that classrooms were organized around teacher-centered, wholeclass, pedagogic activities supporting a 'transmission' mode of teaching. this supported the earlier perception that there was a lack of communicative activities in CL T classrooms. Arising out of these findings were a number of implications for the teachers in the sample, for the college of education which had produced these teachers, and for the Eastern Cape Department of Education. It was suggested that there should be a commitment on the part of the teachers to CLT, a sensitivity on the part of the college to the need for sound theoretical and practical pre-service training for prospective ESL teachers, and the recognition on the part of the Department of a need for a comprehensive programme of CL T in-service training. / Language Education Arts and Culture / D. Ed. (Didacticts)

Pupils in the Republic of South Africa in the T.B.V.C. States (Transkei, Bophuthatswana, Venda and Ciskei) are expected to commence study in all school subjects, except the first language (Xhosa, Tswana, Venda etc.) and the third language (Afrikaans), through the medium of English at the Std 3 level. English thus is the official medium of instruction for the greater part of the pupil's school experience. All examinations in all subjects (except those mentioned above) are set and answered through the medium of English. School textbooks from Std 3 upwards, in all subjects, are written in English. It is fairly safe to assert, therefore, that English should be the language life of the Higher Primary and Secondary School classroom. In 1953 a UNESCO report of proceedings of a conference held in 1951 maintained that the best medium for teaching a pupil was that of the mother-tongue. The report pleaded for mother-tongue instruction to be extended to as late a stage as possible in a pupil's school life (UNESCO 1953). While such a plea may be grounded on sound psychological and pedagogical reasoning, it is often ignored because of the realities existing within the educational system. The R.S.A. and the T.B.V.C. states are a case in point for as I have already mentioned, examinations, textbooks, and for that matter tertiary education at the post-matriculation level, all employ English as instructional medium. Pragmatism carries the day and the black pupil is compelled to use English. Other factors applicable to the South African context are the existence of many different ethnic groups, each with its own language, and the fact that a shortage of qualified and experienced teachers in many subjects and different levels within the schools has meant that often teachers whose first language is English are involved in teaching pupils from these various language groups

Reading difficulties are of concern worldwide, as evidenced by a number of studies, including the Association for the Development of Education in Africa (ADEA), the Centre for Evaluation & Assessment (CEA), and Progress in International Reading Literacy (PIRLS). In South Africa’s, Gauteng Province, in which this study was conducted, the Department of Education (DoE) launched campaigns, such as Foundations for Learning (FFL) and Annual National Assessment (ANA) to address this problem. The purpose of this study was to explore, explain and describe the use of Information Communication Technologies (ICTs) to support learners experiencing reading difficulties in two public primary schools. The study was influenced by Vygotsky’s socio-cultural theory of human learning that describes it as a social process and the origination of human intelligence in society or culture. It comprised skills, assumptions and practices that the researcher used when moving from paradigm to the empirical world. A qualitative approach was used to gain first-hand holistic understanding of the use of ICTs to support learners experiencing reading difficulties, with data collected using focus group interviews, individual interviews and observations. Participants were 18 members of the School Based Support Team (SBST) and two Learning Support Educators (LSEs) of the two selected primary schools. The use of ICTs as a support mechanism was explored, with a detailed view presented on the use of ICTs by the teachers during teaching and learning activities and how they supported learners experiencing reading difficulties. From the research findings, factors affecting learners experiencing reading difficulties were identified, including lack of resources (specifically ICTS) and lack of guidelines on identifying and providing support to the learners experiencing reading difficulties. Based on the findings, conclusions and recommendations were made and the researcher developed guidelines which could be used by teachers to provide ICTs support for learners with reading difficulties. / Educational Studies

Reading difficulties are of concern worldwide, as evidenced by a number of studies, including the Association for the Development of Education in Africa (ADEA), the Centre for Evaluation & Assessment (CEA), and Progress in International Reading Literacy (PIRLS). In South Africa’s, Gauteng Province, in which this study was conducted, the Department of Education (DoE) launched campaigns, such as Foundations for Learning (FFL) and Annual National Assessment (ANA) to address this problem. The purpose of this study was to explore, explain and describe the use of Information Communication Technologies (ICTs) to support learners experiencing reading difficulties in two public primary schools. The study was influenced by Vygotsky’s socio-cultural theory of human learning that describes it as a social process and the origination of human intelligence in society or culture. It comprised skills, assumptions and practices that the researcher used when moving from paradigm to the empirical world. A qualitative approach was used to gain first-hand holistic understanding of the use of ICTs to support learners experiencing reading difficulties, with data collected using focus group interviews, individual interviews and observations. Participants were 18 members of the School Based Support Team (SBST) and two Learning Support Educators (LSEs) of the two selected primary schools. The use of ICTs as a support mechanism was explored, with a detailed view presented on the use of ICTs by the teachers during teaching and learning activities and how they supported learners experiencing reading difficulties. From the research findings, factors affecting learners experiencing reading difficulties were identified, including lack of resources (specifically ICTS) and lack of guidelines on identifying and providing support to the learners experiencing reading difficulties. Based on the findings, conclusions and recommendations were made and the researcher developed guidelines which could be used by teachers to provide ICTs support for learners with reading difficulties. / Educational Studies