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An investigation of the use of Zulu as the language of learning and teaching in foundation phase of schools in Gauteng East districtZikalala, Ntombintombi Alice 18 September 2014 (has links)
According to the South African Schools Act no 86 or 1994, school governing bodies determine the official language used as Language of Learning and Teaching (LoLT) in public schools. Black community primary schools use home language in the Foundation Phase, and switch to English from the fourth grade. This study investigates Zulu as LoLT in the Foundation Phase in selected township primary schools in Gauteng East District. A qualitative inquiry used semi-structured interviews to collect data from Grade Three teachers. Findings were that educators welcomed use of learner’s Home Language as LoLT; due to diverse linguistic backgrounds of teachers and learners, Zulu was not used effectively in classrooms; code switching to English was prevalent; parent involvement was poor due to parents’ lack of Zulu proficiency and learning and teaching materials were mainly in English. The review of school language policies and the provision of multiple medium classes to accommodate language diversity were recommended. / Educational Studies / M. Ed. (Early Childhood Development)
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How scientific terms are taught and learnt in the Intermediate PhaseWababa, Zola 12 1900 (has links)
Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The study seeks to investigate how a language is used in teaching and learning of natural
science in the intermediate phase, with specific reference to the way in which isiXhosa
(learners’ home language) is used alongside English (the resource language and medium
of teaching and learning). My research investigated teaching and learning practice
materials in two classes and studied the roles of English and isiXhosa in mediating
cognitively challenging subject content, particularly natural science concepts and
terminology.
In chapter two I refer to different theoreticians to advance my argument around the use of
language as a tool to promote cognitive development and conceptual understanding in
areas of academic learning in this case, natural science. I looked at work done
internationally on cognitive development and then explored numerous research projects
conducted on the same issue in an African context around the use of indigenous
languages in teaching and learning. I also explored the Language in Education Policy
underpinning the natural science curriculum statement, particularly the distinction
between additive and subtractive bi/multilingualism. I will discuss the language of
science and investigate how this highly specialised natural science jargon is used to
convey understanding of science to learners who are not native speakers of English.
Classroom observations and interviews with teachers are used to gain insight into the use
of both isiXhosa and English in everyday teaching and learning. Teaching and learning
materials such as textbooks and learners’ work are also explored. These are attempts to
determine how natural science concepts and terminology are explained to learners and
which language is used and for what purposes?
The study concludes that the lack of materials in isiXhosa, coupled with unplanned code
switching to English and the extensive use of English borrowings affect learners’ ability
to understand cognitively challenging material. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe taal gebruik word in die onderrig en leer van
natuurwetenskap in die interim fase met spesifieke verwysing na die wyse waarop
isiXhosa (die leerders se huistaal) saam met Engels (die taal van hulpbronne en van
onderrig-leer). My navorsing het die onderrig en leer praktyke van en materiaal in twee
klasse ondersoek en die rolle van isiXhosa en Engels bestudeer waar kognitief-komplekse
leermateriaal, veral natuurwetenskap konsepte en terminologie gebruik is.
In hoofstuk twee verwys ek na verskeie teoretici om my argument oor die gebruik van
taal as instrument om kognitiewe ontwikkeling en konseptuele begrip van
natuurwetenskap (in hierdie geval) te bevorder, te ondersteun. Ek ondersoek
internasionale perspektiewe op kognitiewe en konseptuele ontwikkeling in akademiese
kontekste, in hierdie geval natuurwetenskap, opgevolg deur ‘n verskeidenheid van
navorsingsprojekte op dieselfde onderwerp in die konteks van Afrika, veral wat betref die
gebruik van inheemse tale in leer en onderrig. Ek neem die Taal in Onderrig Beleid
onderliggend aan die natuurwetenskap kurrikulumverklaring in ag, met spesifieke
verwysing na die onderskeid tussen aanvullende en afbrekende twee- en meertaligheid.
Die taal wat in die natuurwetenskappe gebruik word, word ook onder die loep geneem en
die ondersoek fokus op die wyse waarop hierdie hoogs gespesialiseerde vaktaal gebruik
word om natuurwetenskap by leerders wat nie huistaalsprekers van Engels is nie, tuis te
bring.
Klaskamerwaarneming en onderhoude met onderwysers is gebruik om insig te verkry in
die gebruik van beide isiXhosa en Engels in daaglikse onderrig en leer. Onderrig- en
leermateriaal soos handboeke en leerders se werk is ook ondersoek. Hierdie is gedoen om
uit te vind hoe natuurwetenskap konsepte en terminologie aan leerders verduidelik word
en watter taal gebruik word vir watter doeleindes.
Die studie kom tot die gevolgtrekking dat ‘n gebrek aan onderrig- en leermateriaal saam
met onbeplande kodewisseling tussen Engels en Afrikaans en die uitgebreide gebruik van
leenwoorde uit Engels beïnvloed die leerders se vermoë om kognitief komplekse
materiaal te verstaan.
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An investigation of the use of Zulu as the language of learning and teaching in foundation phase of schools in Gauteng East districtZikalala, Ntombintombi Alice 18 September 2014 (has links)
According to the South African Schools Act no 86 or 1994, school governing bodies determine the official language used as Language of Learning and Teaching (LoLT) in public schools. Black community primary schools use home language in the Foundation Phase, and switch to English from the fourth grade. This study investigates Zulu as LoLT in the Foundation Phase in selected township primary schools in Gauteng East District. A qualitative inquiry used semi-structured interviews to collect data from Grade Three teachers. Findings were that educators welcomed use of learner’s Home Language as LoLT; due to diverse linguistic backgrounds of teachers and learners, Zulu was not used effectively in classrooms; code switching to English was prevalent; parent involvement was poor due to parents’ lack of Zulu proficiency and learning and teaching materials were mainly in English. The review of school language policies and the provision of multiple medium classes to accommodate language diversity were recommended. / Educational Studies / M. Ed. (Early Childhood Development)
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A language programme evaluation : English as language of learning and teaching / A. MostertMostert, Annamarie January 2008 (has links)
Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.
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The influence of terminology and support materials in the main language on the conceptualisation of geometry learners with limited English proficiency / J.A. VorsterVorster, Johanna Alida January 2005 (has links)
Learners in South Africa underachieve in Mathematics. Amidst many other factors
that influence the Mathematics scenario in South African schools, one major aspect
of the Mathematics classroom culture is the Language of Learning and Teaching
(LoLT). For many learners the LoLT, namely English, is not their main language. The
question arises of whether Setswana learners with Limited English Proficiency (LEP)
are disadvantaged because the LoLT is English and if so, what could be done about
it.
The interaction between language and thought is discussed against the background
of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network
Theory of Learning. From this study the importance of language for conceptualisation
becomes clear, especially that of the mother tongue. The circle is then narrowed
down to take a look at the vital part that language plays in Mathematics and the
problems that exist for the learner when negotiating meaning during the journey
between natural language and the mathematical register.
Focusing on the situation of the Setswana Mathematics learner with English as LoLT,
the views of parents and teachers come under scrutiny as well as government
policies regarding the LoLT. The techniques and strategies of teachers in the English
Second Language Mathematics classrooms (ESL-classrooms) are investigated. In
this regard code-switching is of importance and is discussed extensively.
These theoretical investigations led to an empirical study. Firstly, a quantitative study
was undertaken by means of a survey to investigate the language situation in
schools where Setswana is the main language. Furthermore, the views of those
teachers, who teach Setswana learners with English as LoLT, on how English as
LoLT influences Setswana Mathematics learners' conceptualisation were
investigated. A sample of 218 teachers in the North-West Province of South Africa
was used in this survey. A complex language situation crystallises where no one-dimensional
answer can be recommended. Code-switching has clearly made large
inroads into the Mathematics classroom, but teachers' views on the expediency of
using Setswana, especially for formal notes, terminology and tests, vary
considerably.
Secondly, a qualitative study was undertaken in two schools. The study investigated
the possibility that notes in Setswana as well as in English, and the aid of an
English/Setswana glossary of Mathematical terminology in daily tasks as well as in
tests, would be of value to learners. It was clear from the sample that the new
terminology is difficult for the teachers in question because they are used to the
English terminology. Some learners also find the Setswana terminology difficult.
However, the learners experience the use of the Setswana in the notes positively. It
was clear from the interviews with the learners that by far the most of the learners in
the sample felt that the Setswana/English notes as well as the glossary helped them
to understand better. The learners oscillate between English and Setswana to
understand the explanation given or the question asked. Most of the learners are of
opinion that tests where questions are asked in both languages contribute to a better
comprehension of what is asked. They also experience the glossary of
English/Setswana terminology supplied in the test as an important aid.
Recommendations comprise that the Setswana Mathematics register should be
expanded and final examinations set in both Setswana and English. Furthermore,
teachers should be educated to use new terminology effectively as a scaffold to
ensure adequate conceptualisation, as well as to manage code-switching in a
structured way. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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The influence of terminology and support materials in the main language on the conceptualisation of geometry learners with limited English proficiency / J.A. VorsterVorster, Johanna Alida January 2005 (has links)
Learners in South Africa underachieve in Mathematics. Amidst many other factors
that influence the Mathematics scenario in South African schools, one major aspect
of the Mathematics classroom culture is the Language of Learning and Teaching
(LoLT). For many learners the LoLT, namely English, is not their main language. The
question arises of whether Setswana learners with Limited English Proficiency (LEP)
are disadvantaged because the LoLT is English and if so, what could be done about
it.
The interaction between language and thought is discussed against the background
of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network
Theory of Learning. From this study the importance of language for conceptualisation
becomes clear, especially that of the mother tongue. The circle is then narrowed
down to take a look at the vital part that language plays in Mathematics and the
problems that exist for the learner when negotiating meaning during the journey
between natural language and the mathematical register.
Focusing on the situation of the Setswana Mathematics learner with English as LoLT,
the views of parents and teachers come under scrutiny as well as government
policies regarding the LoLT. The techniques and strategies of teachers in the English
Second Language Mathematics classrooms (ESL-classrooms) are investigated. In
this regard code-switching is of importance and is discussed extensively.
These theoretical investigations led to an empirical study. Firstly, a quantitative study
was undertaken by means of a survey to investigate the language situation in
schools where Setswana is the main language. Furthermore, the views of those
teachers, who teach Setswana learners with English as LoLT, on how English as
LoLT influences Setswana Mathematics learners' conceptualisation were
investigated. A sample of 218 teachers in the North-West Province of South Africa
was used in this survey. A complex language situation crystallises where no one-dimensional
answer can be recommended. Code-switching has clearly made large
inroads into the Mathematics classroom, but teachers' views on the expediency of
using Setswana, especially for formal notes, terminology and tests, vary
considerably.
Secondly, a qualitative study was undertaken in two schools. The study investigated
the possibility that notes in Setswana as well as in English, and the aid of an
English/Setswana glossary of Mathematical terminology in daily tasks as well as in
tests, would be of value to learners. It was clear from the sample that the new
terminology is difficult for the teachers in question because they are used to the
English terminology. Some learners also find the Setswana terminology difficult.
However, the learners experience the use of the Setswana in the notes positively. It
was clear from the interviews with the learners that by far the most of the learners in
the sample felt that the Setswana/English notes as well as the glossary helped them
to understand better. The learners oscillate between English and Setswana to
understand the explanation given or the question asked. Most of the learners are of
opinion that tests where questions are asked in both languages contribute to a better
comprehension of what is asked. They also experience the glossary of
English/Setswana terminology supplied in the test as an important aid.
Recommendations comprise that the Setswana Mathematics register should be
expanded and final examinations set in both Setswana and English. Furthermore,
teachers should be educated to use new terminology effectively as a scaffold to
ensure adequate conceptualisation, as well as to manage code-switching in a
structured way. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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A language programme evaluation : English as language of learning and teaching / A. MostertMostert, Annamarie January 2008 (has links)
This study evaluates a teacher development course on the use of English as the language of learning and teaching (LoLT). The course was developed and implemented in a sample of Intermediate Phase classrooms in four rural primary schools of the Free State Province. The course was a language intervention programme in an integrated district development project funded by the Flemish Government. The project was implemented from 2002 to 2004. The course was developed and implemented by Sacred Heart College Research and Development Unit in collaboration with the School of Languages of the North-West University.
The course aimed at developing teachers' knowledge and skills in using learners' basic interpersonal communication skills in their home languages and in English to develop their English cognitive academic proficiency. It practically demonstrates communicative language teaching, co-operative learning and reflective practice.
The evaluation of the English as LoLT Course explored the multiple perspectives of its evaluation audience; the interrelatedness of the course content and the learning milieu; planning, learner participation and assessment in Outcomes-based education (OBE), teaching practice, and the conceptual development and transfer of English in everyday communication and as the LoLT. The findings and recommendations of the study highlight the need to develop teachers' own English language usage and their participation in professional working groups to develop their knowledge and skills as facilitators, reflective practitioners, and curriculum developers.
In addition, the study evaluates the Context Adaptive Model (Lynch, 1996; 2003) selected to guide the evaluation of the English as LoLT Course at a meta-evaluation level. The validation of the language programme evaluation model is mainly related to the epistemological claims of utilitarian pragmatism and interpretivism in programme evaluation research. The ability of the model to facilitate valid findings according to these epistemological claims in the evaluation of the English as LoLT Course is evaluated. Core criteria of flexibility, appropriateness, clarity of description and clarity of logic were identified and used to evaluate the language programme evaluation model.
The findings and recommendations of the study attempt to offer a response to the need for quality assured language learning programmes in teacher development, especially for programmes in the use of English as a LoLT in the multilingual and multicultural rural context of South Africa. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.
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A language programme evaluation : English as language of learning and teaching / A. MostertMostert, Annamarie January 2008 (has links)
This study evaluates a teacher development course on the use of English as the language of learning and teaching (LoLT). The course was developed and implemented in a sample of Intermediate Phase classrooms in four rural primary schools of the Free State Province. The course was a language intervention programme in an integrated district development project funded by the Flemish Government. The project was implemented from 2002 to 2004. The course was developed and implemented by Sacred Heart College Research and Development Unit in collaboration with the School of Languages of the North-West University.
The course aimed at developing teachers' knowledge and skills in using learners' basic interpersonal communication skills in their home languages and in English to develop their English cognitive academic proficiency. It practically demonstrates communicative language teaching, co-operative learning and reflective practice.
The evaluation of the English as LoLT Course explored the multiple perspectives of its evaluation audience; the interrelatedness of the course content and the learning milieu; planning, learner participation and assessment in Outcomes-based education (OBE), teaching practice, and the conceptual development and transfer of English in everyday communication and as the LoLT. The findings and recommendations of the study highlight the need to develop teachers' own English language usage and their participation in professional working groups to develop their knowledge and skills as facilitators, reflective practitioners, and curriculum developers.
In addition, the study evaluates the Context Adaptive Model (Lynch, 1996; 2003) selected to guide the evaluation of the English as LoLT Course at a meta-evaluation level. The validation of the language programme evaluation model is mainly related to the epistemological claims of utilitarian pragmatism and interpretivism in programme evaluation research. The ability of the model to facilitate valid findings according to these epistemological claims in the evaluation of the English as LoLT Course is evaluated. Core criteria of flexibility, appropriateness, clarity of description and clarity of logic were identified and used to evaluate the language programme evaluation model.
The findings and recommendations of the study attempt to offer a response to the need for quality assured language learning programmes in teacher development, especially for programmes in the use of English as a LoLT in the multilingual and multicultural rural context of South Africa. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.
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The influence of English as a language of learning and teaching on high school learners' academic performance in Mathematics in Vhembe DistrictMakhuvha, Livhuhani Cathrine 05 1900 (has links)
Department of Curriculum Studies / DEd ( Curriculum Studies) / See the attached abstract below
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The accessibilty to English as the Second Language of learning and teaching in selected Public Primary schools of Vhembe DistrictMadima, Shumani Eric 18 August 2017 (has links)
MA (Linguistics) / Department of Communication and Applied Language Sciences / See the attached abstract below
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