What does it mean to be academically literate? Responses to this question have led to an explosion of research in the field of applied linguistics, yet the diversity of definitions proposed in the literature for the concept of literacy per se indicate that it continues to defy consensus. Literacy, and specifically by extension academic literacy, must thus be recognised as a contested field, with different meanings for different people and inevitable tensions between those taking positions on or affected by its practical implications. Accepting its contested status, this study sought to explore student representations of academic literacy, academic staff representations of academic literacy and associated academic staff representations of students insofar as these touch on specific concerns of academic literacy in an engineering faculty. The purpose of this exploration was to determine how these representations permeate academic practice and inform pedagogical practice and attitudes to learning. This led to the research thesis, that dominant discourses produce certain practices which can lead to social exclusion/inclusion of students. Such a thesis, allows for an examination of institutional practices of teaching and learning. To do this, I employed a multidisciplinary approach drawn from applied linguistics, sociology and philosophy. Consequently, I drew on theories from James Paul Gee, Pierre Bourdieu, Basil Bernstein and Jean Lave and Etienne Wenger to understand the socio-cultural context where representation occurs. An understanding of these discourses and epistemologies also necessitated an approach that probed participants‘ versions of reality. Consequently, this research was premised within a Critical Realist ontology whose central tenet is the recognition of tripartite framework of reality. Within this framework, reality is comprised of the domains of the real, actual and the empirical. The domain of the empirical relates to perceptions of experiences, while the actual is concerned with events that produce these experiences. The real is the domain of generative mechanisms, which if activated, produce the events and experiences in the other domains. Data was collected to correspond to these domains, with critical focus on the analysis of underlying mechanisms which reproduce social reality. To establish how the real relates to the other domains, Fairclough‘s critical discourse analysis was adopted. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2012.

This study attempts to examine language policy and language training and development in industry, with specific reference to departmental practice at ESKOM. ESKOM is South Afiica's largest electricity supplier with wide national and international business dealings. The organisation has extensive training and development programmes and is committed to supporting equity and the development of employees' potential through training and development. It is for these reasons that I selected the organisation as the basis for my study. The study is conducted within the parameters of the Constitution 's multilingual language policy, the Skills Development Act of 1998 and the Employment Equity Act of 1998. According to the Constitution, the state must take practical measures 10 elevate the status and advance the use of indigenous languages (Section 6: C). The state may also not discriminate against anyone on the grounds of language and culture (Section 9:3). The study argues that in order to ensure equity, all South African languages must be used. One way of ensuring equitable language usage is through training and development. The broad issues that are examined include: '" language policy and practice '" languages used in industry * the dominance of English in industry *upliftment of black languages * the language of training and development programmes at ESKOM * language training and development programmes at ESKOM The study is based on qualitative and quantitative approaches. Semi-structured interviews were used to elicit information from management and middle-management about language policy and practice at ESKOM. Individuals involved with training were interviewed about language in training and development, and to narrow the focus, workers attending literacy training were issued with questionnaires in Zulu or English, according to preference and proficiency. to elicit information about their language usage, English proficiency and literacy training. Data was therefore gathered from all possible areas, including areas of policy, practice and implementation. The results were analysed and a discussion of subjects' responses was presented. In summary, English is the dominant language at ESKOM, despite the Constitution's eleven language policy and the call for equity. In addition, although the majority of the subjects attending literacy classes stated that they did not understand English well, they felt that training should be conducted in English medium. The majority of the subjects also felt that it is imperative for all South Africans to acquire black languages, at least at regional level. Finally, the limitations of the study and suggestions for further research are also outlined. / Thesis (M.Ed.)-University of Natal, Durban, 2000.

This dissertation focuses on code-switching i.e. the alternate use of two languages within the same speech event, as a technique in teaching literature to Grade 10 ESL learners by bilingual teachers in comparison to English only method by an English monolingual teacher, in two schools in Port Shepstone. This study examines the forms and functions of English-Zulu code-switching by bilingual ESL teachers. Using the experimental approach, it also investigates whether there are any significant differences in scholastic achievement as measured by tests of literary works between the control group which is taught through the medium of English and the experimental group which is taught through the medium of cs. This study also examines the attitudes of monolingual and bilingual educators and bilingual learners toward CS, particularly in the domain of the school. Through an analysis of data obtained from questionnaires, interviews, lesson recordings and tests, this research reveals that even though CS does not appear to significantly contribute to scholastic achievement, it fulfills a variety of pedagogical functions. CS therefore claims a firm position in the classroom. As such, I argue that CS should not necessarily be perceived as interlanguage but as a form of linguistic code in its own right. I also demonstrate that contrary to a wealth of studies (e. g. Nyowe 1992; Gibb 1998) that show that English monolingual speakers, as well as those who employ CS in their linguistic repertoire, stigmatise the use of CS, the majority of participants of this research perceive CS as a code that is both inevitable and a valuable learning resource. Finally, I explore the implications of this research for principals, teachers and governing body members. I suggest that there is a need for these role players to engage in consciousness raising as the ANC Language Policy Document clearly accords CS an official status and more importantly, CS is a reality in the classroom. In addition, I examine the implications of CS for ESL teachers and teaching, particularly in the teaching of literature. I suggest that by employing CS in the teaching of literature teachers help learners to better interact with and interpret the literary text, and also promote communicative competence among the learners. Lastly, I explore the implications of CS for methodology. I conclude that the strategic use of CS effectively enhances English L2 acquisition. / Thesis (M.A.)-University of Natal, Durban, 2001.

This study explores the strategies implemented by grade one isiZulu Home Language (HL) teachers when teaching reading. One of the fundamental skills of education for learners involves the development of reading in the early stages of schooling. The CAPS document was recently introduced in order to help introduce teachers to a variety of explicit strategies in the teaching and assessment of reading. However, practitioner experience and research indicate that most teachers find it difficult to implement the strategies suggested for a variety of reasons. The study adopted the qualitative approach based on an interpretive approach. The objective of choosing the qualitative method for data collection was to get deeper insight into how teachers teach reading to learners. The strategies employed to gather data with efficiency and minimum bias involved the adoption of the semi-structured interview. This research used the semi-structured interviews with three grade one teachers in the Pinetown district as respondents. Research findings indicate that teachers have significant difficulties in implementing the reading strategies to achieve the levels of competencies as required by the CAPS document. The respondents in this research found that they were significantly challenged when it came to implementing the recommended CAPS strategies to learners. It was also observed that there are distinct gaps in the teaching of reading to learners in the foundation phase. Moreover, teachers struggled with the interpretation of the reading methods as laid out in the policy framework. In order to address these problems it is recommended that teachers in the schools be trained thoroughly on how to implement strategies recommended by the Department of Education as stipulated in the CAPS document. The respondents realized that they needed extensive knowledge and specialised skills which were not offered during the training. All the three teachers taught the different aspects of the language in isolation, and not in the integrated approach as espoused in the CAPS. The findings also suggest that support from school management in mentoring is required to assist teachers to implement the strategies with efficiency and understanding. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

The current study investigated developmental spelling in a group of English as a second language (ESL) and non-ESL children. The purpose was to determine if a measure of developmental spelling differed between a group of ESL and non-ESL kindergarten children, and further, what linguistic and literacy skills were related to developmental spelling for each group. The results from 37 ESL and 40 non-ESL children revealed that the groups did not differ on a measure of developmental spelling, and that the predictors of developmental spelling included syntactic knowledge (Syntax Construction) and phonological processing (Sound Matching) for both groups, and Letter Identification for the non-ESL group only. The results revealed many similarities between the groups in their English spelling development. Some differences emerged, however, including phonological processing (Non-word Repetition) being related to developmental spelling for the ESL group only, and Letter Identification being related to developmental spelling for the non-ESL group only.

This study explored the discourse of the University of Victoria Social Sciences Co-op Program. It reviewed literature that illustrates how neoliberal ideologies due to globalization lead to the marketization of post-secondary education. It provided an overview of the neoliberal discursive context in which the Co-op Program is situated and a semiotic analysis of the discourse of three documents. Particular focus was paid to metaphoric representations. A co-op practitioner conducted the study, which included a reflective discussion of the findings related to the role of the Co-op Program staff, students and employers. The study highlighted neoliberal discourses that may impact a student’s educational experience by limiting student agency, reinforcing power structures, and focusing on career training with little emphasis on learning. As a way forward, the study presented different discourses and metaphoric representations that could be drawn upon to emancipate the students and harness the potential of an experiential education program.

The present study evaluates the language improvement courses in the undergraduate curriculum of the Department of English Language Teaching (ELT) at Eastern Mediterranean University. The language improvement courses are: Oral Communication Skills I and II, Reading Skills I, II, and Advanced Reading Skills, Writing Skills I, II and Advanced Writing Skills, and English Grammar I and II. In this evaluation study, the adapted version of Bellon and Handler&rsquo / s (1982) curriculum evaluation model was employed. The participants of the study were six instructors teaching the language improvement courses and students enrolled in these courses. The data, both qualitative and quantitative, were collected through course evaluation questionnaires for students, interviews with students and teachers, classroom observations, and examination of relevant written documents such as course policy sheets, course materials, and assessment tools used in the courses. The results of the study show that generally the language improvement courses were effective in terms of five aspects specified in the evaluation model employed in the study, as perceived by the students and the instructors. However, the students and the instructors suggested making some changes to the existing language improvement courses to make them more effective and better adjusted to the students&rsquo / needs and expectations. Some important conclusions drawn and recommendations made were: Practice (i.e. practice and production) component in the language improvement courses should be enhanced, a wider variety of authentic materials should be used in the courses, various methods and activities should be utilized in teaching-learning process, and intra-subject and inter-subject relationships (i.e. continuity and coherence) between or among the courses need to be strengthened.

Amendments and errata are in pocket on front end paper together with covering letter. / Bibliography: leaves 168-185. / 2 v. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Linguistics, 1997

The aim of this study was to investigate the effectiveness of a storybook retell technique to facilitate vocabulary acquisition in children educated in Māori immersion class settings. A second aim of the study was to explore the cultural responsiveness and pedagogical appropriateness of the intervention approach and the importance of relationship building (whakawhanaungatanga) to successful interventions. Nine children participated in the study. These children (aged between 5 and 8 years) were recruited from two Kura Kaupapa Māori settings in differing urban areas in New Zealand. The children entered the study on a rolling basis in groups of three. The first three participants to enter the study were recruited from the one classroom on the basis of their demonstrating specific language impairment (SLI). The second group of three participants attended a different classroom and these participants were recruited into the study as a result of identified delayed reading development (RD). The third group of three participants from a third classroom was selected as the participants exhibited typical spoken and written language development (TD). The intervention technique utilized in this study adopted a structured approach to teaching the meaning of pre selected vocabulary items that were embedded in class story books. Three different books were selected and each book was read by the teacher to the whole class three times during a one week period. The target vocabulary was highlighted each time it occurred in the story through the following techniques: an adult definition was given for the word, an antonym or synonym was given, and the meaning was acted out by the teacher or the picture detailing the meaning of the word in the book was highlighted. A single subject research design using pre-intervention, intervention and post intervention assessment probes for the target vocabulary items was employed to examine the effectiveness of the intervention in teaching the children the targeted vocabulary. Teacher interviews were also carried out to assess the appropriateness of the intervention in relation to the philosophy of the Kura Kaupapa and its pedagogical appropriateness and cultural responsiveness. The results suggested that the children in all three groups (SLI, RD and TD) made moderate gains in the acquisition of the target vocabulary supporting the hypothesis that targeting vocabulary in story book retelling at a whole class level will lead to acquisition of the vocabulary by the participants' exposed to the intervention. However, using a Two Standard Deviation method to evaluate the significance of each participant's change, the gains made for the RD and SLI participants were not significant. The TD participants did demonstrate a significant difference in the number of words correct. The teachers of the participants involved in the study reported positively on the effectiveness and appropriateness of the intervention for inclusion within the Kura Kaupapa and classroom programme. In particular, teachers' reported that as the intervention included each child in the class (as opposed to a withdrawal intervention model) the intervention was more appropriate for the philosophy of the Kura Kaupapa. The teachers' also reported the effectiveness of the intervention for the development of collaboration and relationship building between the teacher and researcher (a speech-language therapist. The data showed that the intervention investigated in this study was culturally responsive and pedagogically appropriate. It could be included as a component of the class programme as it was responsive to the philosophy of the Kura Kaupapa. The participants' did make moderate gains in the acquisition of the vocabulary (although not at a level to be considered significant for children with delayed development). Further research is necessary to explore the effectiveness of what may potentially be a useful intervention to enhance vocabulary development for children in Kura Kaupapa.

Thesis (M.A.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.