A mini dissertation submitted in partial fulfilment of the requirements for the degree of Masters in Education(Educational psychology) in the Department of Educational Psychology and Special Education, University of Zululand, 2007. / In KwaZulu-Natal and the wider South Africa, many learners are challenged in reading, writing and spelling. Aims This study aimed at evaluating bilingualism as a method of instruction, or means to improve the academic performance of second language learners, i.e. isiZulu speaking learners in KwaZulu-Natal classrooms. Methodology The research took the form of a field experiment and was limited to one school only, namely, the "Green School". The research paradigm took the form of a Pre-Test Post-Test: Before and After Randomised Control Group. This study is quantitative in nature and sampling is systematic by character. Sampling was executed by the method of random selection, where subjects from the Green School were randomly assigned to the experimental and control groups. Learners from Grades 4, 5, 6 and 7 were the participants in this research. The total number of participants in the study was N = 64, with 32 subjects being assigned to the control and the other 32 being assigned to the experimental group randomly. The subjects N - 64 were African learners whose home language was (i) isiZulu and (ii) Indian or Coloured learners whose home language was English. Both these groups were presented with vocabulary and comprehension pre-tests. The items listed on the vocabulary and comprehension subtests of the SSAIS-R were utilized to test the learners' knowledge and understanding of words. The SSAIS-R was utilized because it has been proved to be valid and reliable. Scoring was conducted as per requirements for scoring in the SSAIS-R on the vocabulary and comprehension subtests respectively. The experimental group was the subjected to one month of bilingual teaching, instructed by an isiZulu speaking teacher aide, who was proficient in and willing to teach bilingually in the experimental classroom. The control group was subjected to "English only" instruction. After one month the tester presented the learners with the same test material and posttest scores were obtained. VI n Data was then summarized and calculated using the factorial design and a table on the final analysis of variance was obtained. Results The results obtained, demonstrated that all F ratios were significant @ the 0.05 level for the Green School. It also verified that bilingualism as a method of instruction had improved the academic performance of second language learners viz. isiZulu learners in the Green School. Conclusion This has implications for reviewing and evaluating teaching and learning using bilingual instruction in South African classrooms. Recommendations It is recommended that bilingual instruction be introduced in the senior primary phase in schools. Since this study proved significant in the senior primary phase, it is recommended that a similar type of study be conducted in the junior primary phase in schools. A further suggestion is that in-service training be provided for all educators in bilingual modes of instruction, thus enhancing academic performance in second language learners. It should be compulsory for all student teachers to be trained in bilingual methods of instruction in teacher training tertiary institutions. This study can also be utilized to develop strategies for teaching in rural and peri -urban areas.

The purpose of this study was to explore and describe grade 6 learners’ experiences of experiential learning in the context of the TekkiKids Programme. The TekkiKids Programme followed a constructivist approach to learning and emphasis was placed on a learnercentred approach. Documents that were written by a consultant, who was involved with the TekkiKids Program, were selected as data sources. These documents included: A feedback report to the facilitators regarding the sessions; general field notes of the consultant pertaining to observations made during lessons; notes of individual unstructured interviews; a questionnaire that explored learners’ experiences of TekkiKids; and notes of a focus group discussion. A qualitative, documentary research design was implemented, and the documents were analysed according to guidelines pertaining to a process of inductive analysis. This study found that learners experienced experiential learning as a method of instruction to be but only partially supportive and encouraging. They furthermore experienced a need for more structure pertaining to problem-solving. Multicultural differences and group conflict had a negative influence on their learning experiences. Learners experienced cognitive load distribution as positive . English as the language of instruction was experienced as a barrier to learners from other language groups Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted