This study focused on multilingualism as the primary linguistic cognitive objective of investigation. An integrative approach focused on second language linguistics in order to acquire a background in the cognitive foundations of language and research methodology and theoretical models for the study of phenomena, such as language planning in multicultural societies and language and ethnic diversity. To design cognitive reading methods, a literature survey was conducted regarding the latest developments in the theories pertaining to cognitive formulas of the second language learner. A quantitative experimental study was conducted, data gathered was scrutinised and a cognitive reading programme was experimentally administered to twenty primary school learners. The responses were coded, the data captured and statistically computed. Conclusions indicated that cognitive reading materials were practical, valid and reliable. Cognitive formulas hold the potential of contributing to the understanding of cognitive reading development in second language proficiency in the Foundation Phase of schooling. / Teacher Education / M. Ed. (Didactics)

The study sought to explore perception and attitude towards the study of African languages in high schools and the resultant implications on human resources development and management. The research basically explored the diverse perception and attitude that prevail towards African languages in African countries in general and Zimbabwe in particular. The descriptive survey research design was used mainly for its effectiveness in exploratory research. Participants were drawn from selected high schools and universities in Zimbabwe. Questionnaires, interviews, focus group discussions and documentary analyses were used to collect data. Data gathered were then subjected to both qualitative and quantitative analyses for triangulation purposes. Major findings indicated that the perception and attitude towards the study of African languages in Zimbabwean high schools is generally negative. English language is preferred to and valued more than African languages. Such perception and attitude determine choices of programmes of study at tertiary level and the selective channeling of people into specific professional fields. Consequently, that impact on the development and management of potential human resources in professions related to African languages. The current language policy in Zimbabwe has no clear instrument that defines the place of African languages in the curriculum and work place as is the case with English. The choice of language to study at high school is thus determined by fossilised perception and attitude towards languages in general, coupled with lack of career guidance on the link between African languages and related career opportunities, in the belief that English is the gateway to success. The study clearly reveals that it is the Zimbabwean education system that should realize the potential of schools as agents of change in improving the status of African languages. Hence the study advocates restructuring of the curriculum. Proposals and recommendations to re-engineer the Zimbabwean curriculum so that indigenous African languages are made compulsory up to ‘A’ level were made. Such a bold move would uplift the status of African languages and at the same time improve perception and attitude towards their study as well as indirectly, but positively, impacting on human resources development and management in related disciplines. / African Languages / D. Litt. et Phil. (African Languages)

This study investigates whether it is possible and necessary to acquire a second and third language simultaneously in our present multicultural, multilingual South Africa with its eleven official languages. The qualitative, descriptive empirical research was executed for the duration of the first school term within a multiracial grade four class at Richmond Primary School in KwaZulu Natal. Afrikaans and Zulu were taught in separate periods, simultaneously, for the exact number oflessons per week, with the exact same content, method and teacher. The success ofthe research, rested on maintaining absolute reality within the normal daily routine of the school day, in order to see if it is possible to acquire two languages simultaneously. The very positive outcomes of this research cannot be generalized, but rather indicate possible tendencies that it is indeed possible to acquire two languages simultaneously. / Psychology of Education / M. Ed. (with specialisation in Guidance and Counselling)

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)

Thesis (D.Litt. et Phil.)--Universiteit van Suid-Afrika, 2002.

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This thesis aims to make a contribution to the field of literature study in foreign language teaching. It investigates the practical implications of theories such as Michael Dobstadt‟s Didaktik der Literarizität and Claire Kramsch‟s symbolic competence. It specifically looks at how these approaches to literature can be implemented in the elementary levels (A1 and A2) of foreign language teaching. Furthermore, the range of possibilities that mobile phones offer for the foreign language learning environment are explored. Suggestions are proffered as to how the inclusion of mobile phones, as educational tools, can support the successful implementation of Dobstadt and Kramsch‟s theories in the foreign language classroom. On the basis of the theory, two sets of lesson plans are developed for high school beginner level German classes in South Africa; the lesson plans serve as examples of how the theories of Dobstadt and Kramsch can, on beginner level and in conjunction with the use of mobile phones, be implemented in practice. / AFRIKAANSE OPSOMMING: Hierdie tesis poog om ʼn bydrae te maak tot die literatuur van vreemdetaal-onderrig. Die praktiese implikasies van teorieë soos dié van Michael Dobstadt se Didaktik der Literarizität en Claire Kramsch se symbolic competence word ondersoek. Daar word spesifiek gekyk na hoe sulke benaderings tot literatuur op beginnervlak (A1 en A2) van vreemdetaal-onderrig geïmplementeer kan word. Verder word die trefwydte van moontlikhede wat selfone vir vreemdetaal-onderrig bied, ondersoek. Voorstelle word gemaak oor hoe die gebruik va n selfone, as opvoedkundige hulpmiddels, die implementering van Dobstadt en Kramsch se teorieë in die vreemdetaal-klaskamer kan ondersteun. Vanuit „n teoretiese uitgangspunt word twee stelle lesplanne vir Duitse klasse op hoërskool-beginnervlak in Suid-Afrika ontwikkel as voorbeelde van hoe die teorieë van Dobstadt en Kramsch, op beginnervlak en in samewerking met die gebruik van selfone, in die praktyk geïmplementeer kan word.

Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2006. / Computers play an influential role in our daily lives. Language teachers need to understand the importance of computers and the role computers can play in language learning and instruction. This study investigated the effect of an interactive computer application, Tjommie en Vriende, on foreign language students’ accuracy in their Afrikaans language proficiency. The application aimed to improve students’ overall communicative competence, but accentuated linguistic competence, in three of the four language skills namely speaking, listening and reading.

Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: We know very little about women who studied and excelled in the field of Semitic languages in the seventeenth century - it is an unknown territory, terra incognita. In this thesis I will map Anna Maria van Schurman's (1607-1678) studies in Semitic languages. Of the fourteen languages she knew, seven were Semitic or Near-Eastern languages: Hebrew (Rabbinic Hebrew included), Aramaic, Syriac, Samaritan, Arabic, Persian or Ethiopian. The thesis commences with a brief discussion of her life (including some new material), followed by an overview of the knowledge about Semitic languages that prevailed in the seventeenth century, which at the time underwent a surge of growth. Thereafter the discussion will focus on Van Schurman's mentor, Voetius, and his knowledge and views of Semitic languages. It will be based on the Sermoen (lecture) delivered at the opening of the University of Utrecht in 1636. His library, which Van Schurman used, also appears to be an invaluable source, full of reference books for the study of 'orientaelsche' languages. In order to determine the standard of Van Schurman's work, it was useful to read first what her contemporaries wrote about her, as well as what she wrote in her various works, including her autobiographies, about Semitic languages. Adfontes did I research what has been preserved in these seven languages: letters in Hebrew, a poem, many references - in particular in Hebrew, Aramaic, Syriac and Arabic - in her works such as the Dissertatio, the Opuscula Hebraea Graeca Latina et Gallica, unpublished letters and the texts she wrote in alba amicorum and on polyglottal artworks in Hebrew, Rabbinic Hebrew, Syriac, Aramaic, Arabic, Samaritan and Ethiopian. Her letters in Hebrew (and some letters to her) have only now been translated for the first time. From these it seems that she had, in contrast to her work in Latin, Greek, Dutch and French, such a religious regard for Hebrew that she wrote these letters as a collage of Biblical texts. It was, however, also an intellectual game. Van Schurman designed a grammar for Ethiopian, an outstanding achievement in the erudite Netherlands. Although it is thought to be lost, it is nevertheless possible to ascertain, by means of reports and poems by her contemporaries, what constituted this grammar. Lastly, Van Schurman's oeuvre is compared to that of the men and women of the educated community in Europe (Res Publica Litterarum ) who were also involved in the study of 'orientaelsche' languages. She was a source of inspiration for several women, such as Marie du Moulin, who also studied Hebrew and corresponded with Van Schurman in Hebrew. Anna Maria Van Schurman can rightfully be called the only female christian hebraist who could hold her own in the company of her male counterparts, despite the fact that, as a woman, she did not have the same opportunities as they had. She even exceeds them in her knowledge of Ethiopian. With regard to other women, she undoubtedly stood head and shoulders above them, and deserves to be known as the "Babel of her time". / AFRIKAANSE OPSOMMING: Ons weet byna niks van wat vroue in die sewentiende eeu op die gebied van die Oud- Oosterse tale gepresteer het nie, dis 'n onbekende terrein, 'n terra incognita. In hierdie tesis word Anna Maria van Schurman (1607-1678) se studies in Oud-Oosterse tale gekarteer. Van die veertien tale wat sy geken het, was sewe Oud-Oosterse tale: Hebreeus (Rabbyns-Hebreeus ingesluit), Aramees, Siries, Samaritaans, Arabies, Persies en Ethiopies. Ek bespreek eers kortliks haar lewe (met heelwat nuwe materiaal), gee dan 'n oorsig van die 17de-eeuse kennis van hierdie tale wat toe 'n groot bloeitydperk beleef het. Dan bespreek ek haar leermeester Voetius se kennis van Oud-Oosterse tale. Dit word gedoen aan die hand van die Sermoen wat hy by die opening van die Utrechtse Universiteit in 1636 gehou het. Sy biblioteek wat sy ook ter insae gehad het, blyk 'n skatkamer van naslaanwerke vir die studie van 'orientaelsche' tale te wees. Om die standaard van Van Schurman te bepaal, het ek eers gekyk na wat tydgenote oor haar geskrywe het en wat sy self in haar werk, onder andere in haar outobiografie, oor Oud-Oosterse tale geskryf het. Ad fontes het ek ondersoek wat daar van haar in die sewe tale oorgelewer is: briewe in Hebreeus, 'n gedig, die verwysings in veral Hebreeus, Aramees, Siries en Arabies in haar werke soos die Dissertatio, die Opuscula Hebraea Graeca Latina et Gallica, ongepubliseerde briewe, en die tekste wat sy in alba amicorum en op polyglotte kunswerkies geskrywe het in Hebreeus, Rabbyns- Hebreeus, Siries, Aramees, Arabies, Samaritaans en Ethiopies. Haar briewe in Hebreeus (en sommige aan haar) is nou vir die eerste keer vertaal. Uit die briewe blyk dat sy, in teenstelling tot haar werk in Latyn, Grieks, Nederlands en Frans, so 'n heilige ontsag vir Hebreeus gehad het dat sy die briewe geskrywe het as 'n collage van Bybeltekste. Maar dit was ook 'n intellektuele speletjie. Van Schurman ontwerp 'n grammatika vir Ethiopies, 'n topprestasie in geleerde Nederland. Hoewel dit nou verlore is, kan mens tog aan die hand van verslae en gedigte van tydgenote 'n beeld kry van wat haar grammatika behels het. Ten slotte vergelyk ek haar met die manne en vroue in die Europese akademiese gemeenskap, die Republiek van Lettere, wat ook in die veld van 'orientaelsche' tale besig was. Vir 'n aantal vroue soos Marie du Moulin was Van Schurman 'n bron van inspirasie. Sy het ook Hebreeus bestudeer en met Van Schurman gekorrespondeer in Hebreeus. Van Schurman kan met reg die enigste vroulike Christelike Hebraïs genoemd word wat met manlike geleerdes op gelyke voet kon verkeer, al het sy deur haar posisie as vrou nie dieselfde geleenthede gehad nie. Tog steek sy met haar kennis van Ethiopies hulle na die kroon. Wat betref die vroue: sy het kop en skouers bo haar vroulike tydgenote uitgestaan en word met reg die Babel van haar tyd genoem. / NEDERLANDSE OPSOMMING: We weten vrijwel niets wat vrouwen in de zeventiende eeuw op het gebied van oudoosterse talen presteerden, het is een onbekend land, een terra incognita. In deze thesis breng ik de studies in oud-oosterse of semitische talen van Anna Maria van Schurman (1607-1678) in kaart. Van de veertien talen die ze kende, waren er zeven oud-oosters of 'orientaelsch": Hebreeuws (Rabbijns-Hebreeuws ingesloten), Aramees, Syrisch, Samaritaans, Arabisch, Perzisch en Ethiopisch. Ik bespreek eerst kort haar leven (op grond van veel nieuw materiaal), geef dan een overzicht van de kennis van oud-oosterse talen in de zeventiende eeuw die toen een grote bloei doormaakte. Dan bespreek ik de kennis van en de visie op oud-oosterse talen van haar leermeester Voetius aan de hand van het Sermoen dat hij hield bij de opening van de Utrechtse Universiteit in 1636. Zijn bibliotheek die zij ook gebruikte bleek een schatkamer aan standaardwerken voor de studie van 'orientaelsche ' talen. Om het niveau van Van Schurman te bepalen, inventariseerde ik eerst wat tijdgenoten over haar schreven en wat ze zelf in haar werk, onder andere in haar autobiografie, over oud-oosterse talen schreef Ad fontes onderzocht ik naar wat er van haar in die zeven talen is overgeleverd: Hebreeuwse brieven en een gedicht, de vele verwijzingen in vooral het Hebreeuws, Aramees, Syrisch, Arabisch in haar werken als de Dissertatio, de Opuscula Hebraea Graeca Latina et Gallica, en ongepubliceerde brieven plus de teksten die ze in alba amicorum en op haar polyglotte kunstwerkjes schreef in het Hebreeuws, Rabbijns-Hebreeuws, Syrisch, Aramees, Arabisch, Samaritaans en Ethiopisch. Haar brieven in het Hebreeuws van (en sommige aan haar) zijn nu voor het eerst vertaald. Uit die brieven blijkt dat ze, in tegenstelling tot haar werk in het Latijn, Grieks, Nederlands en Frans, zo'n heilige opvatting heeft van het Hebreeuws dat ze die brieven schrijft als een collage van bijbelteksten. Maar het was ook een intellectueel spel. Ze ontwierp een grammatica voor het Ethiopisch, een topprestatie in geleerd Nederland. Ook al is deze nu onvindbaar, toch was het mogelijk om aan de hand van verslagen en gedichten van tijdgenoten een beeld te krijgen van wat haar grammatica behelsde. Tenslotte vergeleek ik haar met de mannen en vrouwen in de Europese geleerdengemeenschap, de Republiek der Letteren die ook in het veld van de orientaelsche' talen bezig waren. Voor een aantal vrouwen zoals Marie du Moulin was Van Schurman een inspiratiebron. Zij ging ook Hebreeuws studeren en correspondeerde met Van Schurman in het Hebreeuws. Van Schurman kan met recht de enige christelijke hebraïste in Europa genoemd worden die met de mannelijke geleerden op gelijke voet verkeerde, al had ze door haar positie als vrouw niet dezelfde mogelijkheden. Toch stak ze hen door haar kennis van het Ethiopisch naar de kroon. Wat betreft de vrouwen: ze stak er met kop en schouders boven uit, ze werd terecht het Babel van haar tijd genoemd.

published_or_final_version / Education / Master / Master of Education

Not available / text