M.A. / New developments in the dissemination of information have focused attention on the multimodal text, here the text that combines the linguistic code and the visual code. The multimodal text is being used more and more in the teaching situation. The aim of the Department of Education is to provide education and training for all, and to this end distance education is regarded as the most viable option for the South African situation. In the distance education situation, effective teaching relies almost entirely on the printed text, which means that quality text is of the utmost importance. This study explores the meaningful and effective use and integration of the language text and the visual image in the multimodal education text, as well as the various contextual factors that are involved, as one of the aspects that may determine the effectiveness of the education text. Practical guidelines, based on a critical look at passages from existing South African education texts, are suggested with a view to contributing towards the objective of producing an effective multimodal education text for a multicultural, heterogeneous student body. In this regard, reference is made to the situation at the South African College for Teacher Education (SACTE).

Research report submitted in partial fulfilment of the requirements of the degree Masters in applied language and literacy education in the division of languages, literacies and literatures school of education at the University of the Witwatersrand June 2017 / This study explored and compared how language structures and conventions were taught in the intermediate phase English Home Language classroom at a public and at an independent school in central Johannesburg, South Africa. The aim was to identify challenges and strategies in an attempt at promoting pedagogies that enhance the learning of language structures and conventions. Specific themes related to the teaching and learning of language structures and conventions have been highlighted as the main point of departure in the study. Such themes include: a synthesis of the curriculum applied at public and independent schools; theoretical viewpoints in the teaching and learning of language structures and conventions, highlighting challenges experienced in the EHL classroom; and lastly, the teaching strategies used in overcoming the challenges. A qualitative research approach was adopted, using a case study as the research design. Most case studies allow space for generalisations to be made, however, in this study I was limited to making such generalisations because my study is considered a minor study. The research methods consisted of: biographical questionnaires; 8 teacher interviews (Grades 4 – 6); and 5 classroom observations (only Grade 6) per school which were audio-taped. The findings suggested that the most common teaching approach used throughout the lessons in both schools was the text-based approach, which is advocated in the CAPS (2011). The classroom observations conducted at the public school illustrated that the Audio-lingual Method of language teaching was used, as opposed to CLT which was evident in the classroom observations at the independent school. Lessons in the public school were primarily teacher-centered, where the teacher engaged in giving instructions, providing explanations and eliciting responses. The type of questions asked consisted of lower level thinking (literal). Learners in the independent school, however, showed more enthusiasm towards participating in classroom discussions and answering questions, thus creating a learner-centered culture. It is evident that the independent school is more flexible in selecting the language components that need to be covered within a specific period. Based on the interview sessions, the teachers at the independent school mention that it is more important for them to cover a minimum amount of work in-depth rather than covering everything and not having learners understand what they are learning. As a future recommendation, a similar study can be conducted comparing an urban public school and a rural public school that apply the CAPS. This study adds to the understanding of how language structures and conventions are taught in the intermediate phase EHL classroom in the South African context. By encouraging and promoting the teaching of grammar, we are able to identify approaches best suited for quality learning to take place. / MT 2018

M.Ed. (Multiculturalism and Education) / That we live in a very diverse multicultural society which is in the process of change is a reality. Education, as one of the social systems, needs to contribute to the establishment of sound intergroup relationships and eliminate the educational gap that exists within the south African society. To bring about this change we need a system which "will lead to recognising cultural values and differences among and between ethnic groups and individuals and will develop strategies that enhance communication, develop cross cultural understanding and awareness, which will lead to a more positive learning outcome" (Sieburth, quoted by Goodey, 1989:481). The possibility of opening government schools to pupils from the other population J groups was announced early in 1990. In her survey on private open schools Pam Christie found that the opening up of schools did not bring about a greater understanding of the complexity of the South African situation amongst the pupils (1990:99). To undertake the task of eliminating inequalities and help the people of South Africa to understand each other we need an education system which will be "focusing on the need of all pupils to feel creatively comfortable with 1987:7). The cultural diversity as the norm" The introduction of an educational system which is sensitive to the multicultural composition of the South African population will have to take into consideration the institutionalised discrimination which has become a feature of the South African social system and address this issue in an effort to bring about the enhancement of the self-concept of the disadvantaged pupils. The reduction and eventual elimination of prejudice will have to be a central strategy of a multicultural educational system. The important role to be played by teachers in an educational system of this kind is self-evident. Lynch expresses it as follows,"This task involves teachers in a redefinition of their role and an increased recognition of their responsibility for prejudice reduction and eradication as new goals for education in a democracy (Lynch, 1987:xi).

M.Ed. / The importance of a multicultural curriculum for communities with a multiracial, ethnic and diverse constititution cannot be overemphasised in a modern approach to education. In the South African context their exists an urgent need for a mathematics curriculum which is able to accommodate the specific cultural background of every individual. The reality of cultural diversity in South Africa emphasises the importance of the implementation of a multicultural approach to the teaching of Mathematics. Mathematics is a social process which constitutes a fundamental part of education. It remains a dynamic and living cultural product, while remaining part and parcel of the social construction of a community. The recognition of this reality creates a viable foundation for a multicultural approach to the teaching of Mathematics. The Mathematics curriculum can be implemented to emphasise a person's own culture and to provide information regarding a community, as well as that which is relevant to its multicultural character. Pupils represent diverse cultural-, class- and linguistic backgrounds. Other aspects which have to be considered in the creation of a multicultural curriculum are the different approaches, points of view and thinking patterns of pupils. In addition to this, there remains a difference between the levels of education of parents as well as the premium they place on literacy. The degree in which multicultural education will realise, however, depends mainly on the teacher's attitude and classroom skills. The primary aim of this study is to conduct a research into the different ways in which a teacher can forge a constructive link with children from diverse ethnic communities, via his/her own perceptions, educational aims and strategies, usage of language in the classroom, as well as classroom skills and techniques. Themes and practical examples which also exhibits multicultural characteristics, are included and can be implemented by the teacher in his/her own classroom techniques. Teachers have a professional responsibility to remove all elements of prejudice from the classroom, as well as to acknowledge and respect the diversity of cultures.

M.Ed. / Please refer to full text to view abstract

The dissertation is ccncemed with the values iasue in the South African context, a multicultural education situation. South Africa is a plu~Hstfc society. Being pluralistic, means that 1he country is rich in different cultures, belief· and value systems. Different cultures haw different value systems. If an Institution is practising multicultural education, the question is, which values are to be used? If we say Ule institution should use the values of the majority culture, wiU 1hat not disadvantage minority cultures? ff minority cultures are undennined by neglecting their cultures won't that cause conflict between minority cultures and the majority culture? Each society that Is implementing multicultural education should consider that there are common human values and partia.dar values. In multicultural education particular values are important because they show how a particulat group behaves and what its beliefs and culture are. Common values dewlap from particular values and teachers must emphasise common values without neglecting particular values, to encourage tolerance and acceptance between different groups. / Educational Studies / M. Ed. (Philosophy of Education))

Multicultural education has its goals and objectives focused to meet the needs of all learners from different cultural backgrounds. Our teaching strategies need to be flexible to accommodate suggestions to enhance optimal actualisation of the potential of all learners. One of the major problems that exist in multicultural schools is the presentation of low self-concepts by Zulu-speaking adolescents. A self-concept enhancement programme was considered as a possible technique to build positive self-concepts in these learners. Pre-test and post-test results indicate that the Self-Concept Enhancement Programme (SEP) may be one of the ways of building positive self-concept in Zuluspeaking adolescents in multicultural schools. / Educational Studies / M. Ed.(with specialisation in Guidance and Counseling)

The aims of this research are to develop an intervention programme to facilitate improved crosscultural peer interactional patterns and implement it. An initial investigation was launched to determine the extent of dysfunctional relationships between pupils in a desegregated school. Available literature was consulted to obtain information about cognitive, affective, physical and social development of adolescents and fundamental aspects of peer group relationships and their relevance in improving cross-cultural relationships. The data were collated and the principles extracted formed the basis of the designed intervention model and the activities and goals incorporated in it. The model consisted o~ eight interpersonal problem-solving group sessions, centred on developmental levels to be addressed by activities designed around a theme directed to achievement of goals (adequate cross-cultural communication, development of trust, increased sensitivity) which support the primary aim of improved cross-cultural relationships. A qualitative research study, namely action research was undertaken and the intervention programme was implemented. The participants in the programme comprised eight carefully selected grade seven pupils. This researcher (facilitator) adopted the role of participant observer and recorded her observations concerning the interactions within the group and between herself and the group. The group sessions were videotaped and analysed by the researcher as well as by an outside expert. The group sessions were analysed according to the aspects of positive relationships and the expected outcomes. Guba's model was used to confirm the trustworthiness of the research. The continued effectiveness of the programme was evaluated six months later from answers to a questionnaire obtained from former group members. The group members could relate to people of other cultures better than before. This contributes to an acceptance of and respect for cultural diversity in macro-society. / Psychology of Education / D. Ed. (Psychology of Education)

Multiculturalism is a policy of support for exchange among different groups of people to enrich all while respecting and preserving the integrity of each. South Africa comprises one of the most multi-ethnic, multiracial, multireligious and multicultural societies in the world. South Africa is a vast country of many peoples with many musics. Multicultural music can contribute to educational reform by providing equity and equality of learning experiences to all learners in a multicultural society. Music is not just an art to be practised within the education of a multicultural society. It is, in itself, a truly multicultural education. In the study of music education, the culture and nature of a people must be understood. There must be opportunities for all to be immersed in the music of other indigenous cultural groups and of world cultures. Music activity is not an isolated activity within a culture; music education as culture is the concept. Children have developmental levels and specific needs in different stages. This learning and becoming child experience music as a group of processes that reflect in sound what is happening in life. There is a difference in the development and behaviour between children of various cultures. Each child has special needs to become self-actualized. Multicultural music education attempts to meet these needs. In this thesis a curriculum model for multicultural music education is proposed. A common elements approach used in a spiral of musical and human development and based on the sound approach is used to expand awareness of fundamental elements of music to include all types of music of all people. This approach would lead to better understanding of other peoples and cultures. Based on these findings, guidelines and recommendations for multicultural music education are provided. / Educational Studies / D. Ed. (Empirical Education)

M.Ed. (Education) / Please refer to full text to view abstract