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Teaching and learning strategies to support isiXhosa learners who receive education in a second/third languageKotze, Tanja January 2016 (has links)
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / This research study was aimed at exploring and describing the teaching and learning strategies for language support to isiXhosa speaking learners in Grade One. There are a number of challenges related to teaching in a multi-linguistic classroom. This study highlights some of the current challenges experienced in the Metro East Education District of the Western Cape. In an attempt to resolve these problems, guidelines were given for effective dissemination strategies to support second/third language speaking learners. A gap in the literature on descriptions of current support provided to learners within the theoretical framework of the ecological systems theory was identified. This research therefore intends to fill this gap in the literature. Support to IsiXhosa learners who receive education in a second/third language in the South African context is especially unclear. A qualitative research approach supported by the exploratory, descriptive and contextual research designs was employed. The sample was selected from Grade One teachers from schools in different socio-economic areas in the Western Cape who provided education to IsiXhosa learners who receive education in a second/third language. Data was collected through semi-structured interviews. The findings provide a clear description of the challenges experienced by the learner and the teacher, current strategies that are employed by teachers, as well as resources and support utilised by teachers. Conclusions were made in terms of the ecological systems theory. Based on the findings, a number of recommendations were made regarding teaching and learning strategies for language support to Grade One IsiXhosa learners who receive education in a second/third language.
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Science and literature: An integrated modelProws, Lisbeth S. 01 January 1991 (has links)
No description available.
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Ways to enhance comprehension and vocabulary within a whole language frameworkLuke, Leah M. 01 January 1992 (has links)
Literature-based, whole language program -- comprehension and vocabulary development -- Intermediate grades.
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Literacy learning centers in a second grade classroomHermann, Tammy Ann 01 January 1998 (has links)
No description available.
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Using guided imagery as an instructional strategy for developing creativity, Learning and relaxation with first grade studentsKilpatrick, Jennifer Lynn 01 January 2001 (has links)
This project examines the theories of guided imagery as a basis for a teaching strategy for developing a student's creativity, promoting learning by increasing concentration techniques and relaxing students. This study discusses how one first grade teacher used guided imagery with her students. The strategy was first used as a morning practice and later incorporated into the language arts program. The topics addressed in this project include: (a) What is guidedimagery? (b) How can guided imagery be applied within a classroom setting? and (c) What guided imagery exercises are appropriate for first grade students? The project concludes that guided imagery can be effectively used with first grade students to enhance the learning process.
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An Experiment to Show the Efficiency with Which Children of the Intermediate Grades of the Public Schools Use Their Sight-Reading Vocabularies in Their Written Self-ExpressionGrant, Bessie May 08 1900 (has links)
The purposes of the study are to find ways of improving children's written self-expression and to consider the economy of a more effective use of the transitional stage of learning when words recognized are becoming words used in self-expression.
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An Experimental Comparison of Pupil Progress in Reading and Language Skills in Two Fourth Grades on the Basis of the Regular and Remedial Teaching ProceduresFletcher, Irma Crowder 08 1900 (has links)
The purpose of this experimental study is to make a comparison of the progress made in reading and language skills by the regular teaching procedure and the remedial teaching procedure to see whether any significant differences would be manifested in pupil progress when taught by the remedial teaching procedure.
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The implementation and facilitation of the whole language approach with deaf learners : eight to twelve years oldRutter, Lucinda 03 1900 (has links)
Thesis(MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Traditionally, schools for Deaf learners taught the language arts within a
behaviouristic model with the result that language was broken down into parts and
sub-skills and presented in a de-contextualised way. This approach to teaching was
sequentially building from the simplest to the most complex form. In contrast to this,
the Whole Language approach focuses on a holistic and integrated approach where
all language forms are contextualised. Deaf learners need to acquire language as
well as develop language before actively engaging in oracy and literacy.
With the acceptance of Sign Language as part of the Total Communication
philosophy, the medium of instruction is English/Afrikaans/Xhosa in the printed and
written form. This necessitates a move towards an approach in which the teaching
and learning of language is meaningful, as well as functional such as the Whole
Language approach which includes aspects of constructivist theory, appropriate
beliefs and effective practice.
This research focused on the factors influencing teachers' acceptance and problems
experienced as well as the literacy development of the Deaf learner during
implementation and facilitation of the Whole language approach. The qualitative
design accommodated the exploratory contextual nature of this type of research. The
research methodology was a qualitative case study, consisting of three experienced
teachers of the Deaf and twenty Deaf learners with varying degrees of hearing
losses and mixed language abilities.
The methods used during data collection were interviews, journal entries,
workshops, and observations. Data analysis was done by using the procedure of
open coding where manageable units of data were coded into categories and
themes. These themes and categories were interpreted and correlated with the
literature.
The researcher facilitated the implementation of the Whole Language approach by
providing the resource material, building trusting relationships and continuously
consulting with the teachers involved in the study. The findings of the study shows
that learners abilities such as confidence, risk taking, interest, power sharing, trust,
motivation and active learning contributed to learners engaging in the language
system - oracy and literacy whilst it extended and enriched the teachers' practices
and teaching strategies. / AFRIKAANSE OPSOMMING: Tradisioneel het skole vir Dowe leerders taal binne 'n behaviouristiese raamwerk
onderrig wat tot gevolg gehad het dat taal in kleiner eenhede en subvaardighede,
sonder 'n bekende konteks, aangebied is. Hierdie benadering is stapsgewys
aangebied vanaf die eenvoudigste tot die mees ingewikkelde vorm. Hierteenoor
staan die Geheeltaalbenadering waar klem geplaas word op 'n holistiese,
geïntegreerde benadering waar alle taalfasette gekontekstualiseer word. Die
verwerwing en ontwikkeling van taal is 'n voorvereiste vir die Dowe leerder se
kommunikasie ("oracy") - en geletterdheidsvaardighede (lees en skryf).
Met die aanvaarding van Gebaretaal as deel van die Totale kommunikasie filosofie,
word Engels/Afrikaans/Xhosa die onderrigmedium ten opsigte van lees en skryf.
Gevolglik is dit noodsaaklik om 'n benadering te volg waar klem gelê word op
betekenis om sodoende aan die taalbehoeftes van die Dowe leerder te voldoen. Die
Geheeltaalbenadering voldoen aan hierdie vereistes ten opsigte van die teoretiese
begronding, die konstruktivistiese filosofie, toepaslike geloofsisteme asook die
effektiewe praktyk.
Hierdie navorsing is toegespits op die geletterdheidsontwikkeling van die Dowe
leerder en die faktore wat die onderwysers se aanvaarding tydens implementering
en fasilitering van die Geheeltaalbenadering 'n rol gespeel het. Die kwalitatiewe aard
van die navorsingsontwerp het In verkennende en kontekstueel-beskrywende vorm
aangeneem. Die navorsingsmetodologie het gebruik gemaak van 'n enkel
gevallestudie waaraan drie ervare onderwysers en twintig Dowe leerders
deelgeneem het en verskillende grade van gehoorverlies en taalvaardigheidsvlakke
openbaarhet.
Die metode van data-insameling wat gebruik is, is onderhoude, joernaalinskrywings,
werkswinkels en observasie. Die data-ontleding was gedoen deur gebruik te maak
van 'n cop koderingsprosedure, waar hanteerbare data-eenhede gekodeer is in
temas en kategorieë. Laasgenoemde is met behulp van literatuur geïnterpreteer en
gekorreleer.
Die navorser het die Geheeltaalbenadering geïmplementeer en gefasiliteer, deur
hulpmiddels te voorsien, sowel as om betroubare verhoudings en effektiewe
samewerking tussen kollegas te bewerkstellig. Die bevindinge van hierdie studie het
gedui dat leerders se vaardighede soos motivering, bereidheid om te waag,
belangstelling, wedywering en vertroue 'n bydrae gelewer het tot h/sy inskakeling as
aktiewe leerder ten opsigte van die taalsisteem (kommunikasie en geletterdheid)
terwyl die onderwysers se onderwyspraktyk en onderrigstrategieë uitgebrei en verryk
is.
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The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classesUnknown Date (has links)
Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s / Analyses of the data showed that the RT intervention resulted in improved science comprehension overall, and for each student group. In addition, the results showed that the gains were maintained for the individual student grouping after the RT intervention was removed, although these gains were not found overall.The study demonstrated that the use of RT during science instruction in inclusive, intermediate elementary classes assisted students who are AR, SWLD, and students in GE to attain science knowledge using standard science texts and materials. These results extend the experimental literature on science literacy and reciprocal teaching, particularly among intermediate elementary students. / by Kim E. DiLorenzo. / Thesis (Ed.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.
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Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods TextbooksUnknown Date (has links)
Drawing on the principles of critical multicultural teacher education, Teaching
English to Speakers of Other Languages (TESOL) and bilingual education, this study
examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs)
in ESOL-infused teacher education programs in Florida universities. The textual analysis
of a purposeful sample of five elementary-level English Language Arts (ELA) methods
textbooks, utilizing a combination of quantitative and qualitative methods, revealed that
authors overwhelmingly referred to EBs as English learners or English language learners,
rather than bilinguals or dual language learners, and devoted less than 5% of the total
content of four textbooks to topics about teaching methods, curriculum, and assessment
for EBs. Evidence of five forms of curriculum bias was found, including invisibility,
linguistic bias, fragmentation and isolation, stereotyping, and imbalance and selectivity. The findings suggest that textbook authors value knowledge about teaching EBs
less than knowledge about teaching native English-speakers. EBs were stereotyped as a
homogenous group of struggling readers and essentialized in terms of their limited
English proficiency. One author conflated students’ language differences with physical
limitations and learning disabilities, a troubling mischaracterization in the context of the
overrepresentation of EBs in special education. Meanwhile, a preference shown for ESL
methods over bilingual methods, based upon misconceptions about how EBs learn,
suggests that textbook authors undervalue the cultures and linguistic skills that students
bring from home.
The hidden curriculum in ELA methods textbooks may influence a majority of
pre-service teachers, who are typically monolingual and raised in the English-dominant
mainstream culture, to develop a deficit view of EBs and utilize a one-size-fits-all
approach towards ELA instruction. In order to prepare pre-service teachers to educate
EBs for academic success, the teacher education curriculum must include material that
explains linguistically responsive instruction and describes effective bilingual education
models, within a critical pedagogical framework. Without this knowledge, pre-service
teachers may continue instructional practices that contribute to a persistent “achievement
gap” experienced by EBs. A transformation of the ELA methods curriculum is required
so that pre-service teachers are prepared to implement a humanizing pedagogy that
facilitates positive identity formation as it develops bilingual and biliterate students. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection
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