In defining Inclusive Education, the Education White Paper 6 (South African Department of Education 2001:6) highlights a crucial factor: acknowledging and respecting, amongst other things, language differences in learners. In a developing country like South Africa, a myriad of languages exist. Despite the creation of language awareness by adopting a number of official languages, English appears to be the most common lingua franca – a language that is very often learnt as a second language and as a medium of instruction at schools. On the other hand, IsiZulu is a prominent first language for many South Africans. Emanating from the above, this study focused on IsiZulu-speaking foundation phase learners’ experiences of English as a second language in English medium schools. Additionally, this study examined the reasons for the parents of IsiZulu-speaking foundation phase learners choosing to enroll their children in English medium schools. A literature study on second language acquisition and the factors that impact on the English second language learner in the English medium schools was undertaken. A combination of qualitative and quantitative approaches were used to obtain data from foundation phase educators, IsiZulu-speaking foundation phase learners, and the parents of IsiZulu-speaking foundation phase learners in four English medium primary schools in the Port Shepstone region. Individual interviews were conducted with learners and educators and a questionnaire was used as the main instrument for gathering data from parents. Qualitative data was subjected to analysis by means of an eclectic approach. Quantitative data analysis was done by means of tables, frequencies and graphs. This study found that IsiZulu-speaking foundation phase learners were happy to be enrolled in English medium schools. They interacted well with their peers and they coped well with conversational skills in the English language. However, educators emphasised that reading, writing, and comprehension appeared to be cognitively challenging to learners. Pronouns, pronunciation of words in English, grammar, and figurative language were seen to be problematic areas. This also contributed to speaking anxiety that was espoused by learners and educators. Reading anxiety was also seen to be prevalent. Educators believed that learners exhibited predominantly positive attitudes which indicated that they were motivated to learn. Although integrative motivation and instrumental motivation were seen to play a dual role in learners’ experiences, the parents’ views were strongly influenced by instrumental motivation. Despite the fact that integration as an acculturation process was seen to be dominant in the learners’ responses, educators believed that assimilation and separation were also apparent. Learners were adapting to the cultural contexts of the schools. However, maintaining of eye contact during conversations and lessons was seen to be preventing learners from being able to optimally benefit from the lessons. There were various reasons for the parents choosing to enroll their children in English medium schools. One of the prominent reasons advanced by parents was the fact that most of them (94,4%) enrolled their children in English medium schools because they wanted their children to speak English fluently. Evidently, the English language has impacted on all aspects of IsiZulu-speaking foundation phase learners’ lives. / Educational Studies / M.Ed. (Inclusive Education))

Thesis (masters)--University of South Africa, 2001.

This study investigates the effect of multilevelled semanticogrammatical consciousness raising procedures on fossilised verb structures. It is hypothesised that these procedures will reactivate grammaticisation processes leading to the destabilisation of fossilised structures. The study attempts to establish whether fossilised structures can be destabilised, how processes of grammaticisation may be activated, whether adult advanced learners are still able to improve grammatical accuracy levels, what cognitive processes operate in interlanguage change, and how ESL teaching in the primary school classroom may be improved. The subjects are first-year ESL teacher trainees who have been learning English in formal classrooms for eight to ten years. They are subjected to pretests, a ten-week consciousness raising intervention programme, and posttests. The consciousness raising activities are set in a primary school teaching context, thus establishing relevance. The varied strategies used are presented progressively on different levels of consciousness. The theoretical contributions of the study are the insights gained in respect of the psychodynamics of fossilisation and learning theory as it relates to semantico-grammatical consciousness raising within a Cognitive Theory paradigm. According to the findings the total number of verb errors are significantly reduced and self-monitoring and other-monitoring skills significantly improved after the intervention. The semantic value of verb structures evidently acts as a regulator of form: semantically significant structures are destabilised but semantically vacuous structures do not respond to semanticogrammatical consciousness raising strategies. By implication, semantic significance of structures promotes learnabili ty whereas semantic vacuity is conducive to fossilisation. A relatively invariant ability gap between self-monitoring and other-monitoring is also identified. Subjects are significantly better at monitoring structures produced by others than their own. Self-monitoring, which is a necessary prerequisite for interlanguage change, is improved by consciousness raising but is apparently affected negatively by conventional analytical rule-based teaching. This study concludes that multilevelled semantico-grammatical consciousness raising procedures may precipitate defossilisation and that fossilised structures are not necessarily immutable. / Linguistics and Modern Languages / D. Litt. et Phil. (Lunguistics)

The schooling of twins can be daunting and challenging for twins, parents and educators. Separation or non-separation during the foundation phase cannot be left to chance. The process of deciding whether it is in both twins’ best interest to school them together or separately relies on various factors, which includes premature birth, individuality, dominance, relationship type and friendship-forming patterns. Parties involved in making the decision must consider each twin’s emotional, cognitive, behavioural, and social development. Premature separation of twins can lead to internal as well as external behaviour problems, while non-separation of mature twins may be detrimental to each twin’s individual progress and development. The study aimed to identify the determining factors when deciding upon schooling twins together or separately when they enter into the foundation phase. Existing school policies regarding classroom allocation of twins were considered. Three sets of twins, including teachers, parents, twins and other significant individuals involved in the process of separation or non-separation, were interviewed. Based on the findings, recommendations were made to assist parents and educators in making informed decisions about the schooling of twins. / Psychology of Education / M. Ed. (Guidance and Counselling)

Submitted in fulfilment of the requirement for the Degree of Master of Technology: Language Practice, Durban University of Technology, 2011. / The literacy levels in South African schools are alarmingly low. Educators are challenged in diverse classrooms with multicultural and multilingual learners as they are faced with the problems that these learners are experiencing in literacy. Educators therefore need to be able to adapt their teaching strategies to suit the needs of their learners to address learners’ different learning needs and styles. This study investigated the use of adapted teaching strategies used by grade 3 educators in literacy in selected schools in northern KwaZulu-Natal. A mixed methods research design was used which included the use of a questionnaire and semi-structured interviews to gather data. The findings which were linked to the literature review revealed that educators lacked adequate knowledge and skills to adapt their teaching strategies as they have not been adequately trained to teach literacy within multilingual contexts. Although some educators were using adapted teaching strategies they were not using them effectively in their multilingual classrooms while some educators did not have a wellstructured intervention programme at school to deal with learners who were experiencing problems with literacy. Inexperienced educators also had problems identifying learning styles and adapting their teaching strategies. This study found that teachers require continual professional development to enable them to effectively adapt their teaching strategies to suit individual learning needs and styles.

Thesis in compliance with the requirements for the Doctor’s Degree in Technology: Language Practice, Durban University of Technology, 2012. / This study is concerned with the choices parents of second language learners make with regard to the schooling of their children in respect of medium of instruction, and explores the reasons why parents choose to disregard education in their mother tongue in favour of English as a medium of instruction. This is contrary to the Language in Education Policy, as the Department of Education instils in principals, educators and parents the need for children at primary school level to be taught in their mother tongue. The theoretical framework used to address the problem was the Critical Language Approach, this being an appropriate position from which to investigate language and power. A combination of questionnaires, interviews and observation was used to acquire data from parents and management in a large primary school in KwaZulu-Natal. After analysis of the data, which confirmed the hegemonic position of English as influencing choice of medium of instruction by parents of English second language learners, a model was developed to assist them to see the possible consequences of various choices. The model comprised a tenpoint questionnaire to identify needs, a flow chart diagram resulting from the needs analysis, a pictograph to assist stakeholders to understand the relevant choices available, and workshops to support the choice of medium of instruction. The value of the research, it is thought, lies in clarifying the various influences at play, in particular, the hegemonic position of English, and offering stakeholders a rational, rather than political or emotional basis for the choice of medium of instruction for second language learners, as well as pointing out the possible consequences of such choices.

Thesis in compliance with the requirements for the Doctor's Degree in Technology: Language Practice, Durban University of Technology, 2011. / In adopting a critical realist approach, this study offers a view of the complex social and contextual factors impacting on literacy acquisition and development in primary education, which is thought to be its main contribution to the field. The study‟s focus was on reading because reading is a fundamental part of literacy acquisition and development in primary education. Its purpose was to establish the state of current literacy teaching and learning practices in formal education so that, ultimately, recommendations could be made for teacher training and support. In the changing face of education in post-apartheid South Africa, provision has been made by the government to democratise education, and, in particular allow all students equity of access to key competences such as literacy. However, there are signs that all is not well at the level of implementation, for example, the low learner pass rate. In particular, teachers do not appear to be coping with the new dispensation, and are generally demoralised and demotivated. It must be stressed that the issue of literacy acquisition and development is complex and multi-layered, and not just a simple question of applying linguistic knowledge or skills. While literacy is a key competence for schooling and a key life skill, education is an essential variable in literacy acquisition and development. However, there are indications that the South African educational system is failing to deliver quality education to its learners. It has been estimated that illiteracy is costing the government as much as R550 billion a year. The fact remains that the main responsibility for teaching literacy rests with schools. Currently there is a literacy crisis in South Africa. This means that large numbers of children are not acquiring the high level skills in reading and writing that will enable them to take part in the new knowledge economy. The general aim of this project was to investigate the process of literacy acquisition and development in primary schools. The investigation focused specifically on how learners acquire literacy, and the involvement of teaching training and support for educators. It was anticipated that the investigation would identify gaps in the acquisition and development of literacy, as well as iii provide recommendations for teacher training and support: the findings might then feed specialist knowledge on the current state of literacy acquisition in formal education into the area of teacher training as to address the problem of lack of preparedness of teachers to deal with literacy acquisition. The project involved an investigation of literacy teaching and learning practices in three different types of public school in the Ethekwini Region, comprising ex-Model C, semi-urban and rural schools. The scope of the study was confined to three primary schools in KwaZulu Natal. The selected research sites were Joel1 Primary School (urban) in the Pinetown area, Milo Primary School The semiurban) in the Mariannhill area, and John Primary School (rural) in the Ndwedwe District. No attempt was made to generalise on the acquisition of language and development, and the provision of teacher training and support at these selected primary schools with reference to schools in the rest of South Africa. However, it is thought that the findings might well be relevant to some schools to enable them to cope and understand the role and function of language acquisition and development. The social factors which negatively impact on literacy acquisition and development were found to include features of the local social context, security for literacy resources and other physical challenges. Factors impacting negatively on teacher performance were inadequate teacher training, the impact of teacher unions, and the effects of poverty and HIV/AIDS. Some of the clearly intertwined challenges experienced at the Intermediate Phase education level include the problems of insufficient teaching staff numbers and insufficient numbers of competent and trained staff; lack of sufficient support for African language learners; large class sizes; lack of resources; and lack of quality leadership in schools. These challenges are the shaky ground upon which we build education for some of our learners, especially those in rural and poor areas. / Durban University of Technology Post Graduate and Support Centre.

In South Africa, the topic of reading has been of great interest on the development of language since it has been estimated that 12 million learners will go through the education system per year. A key concern for all these learners is language. The majority of South African learners do not speak English as their home language, yet the dominant language of learning and teaching (LoLT) is English. It is important for these learners to become fluent in the LoLT as the future of education is dependent upon it. South Africa has been struggling since 2001 to implement a programme in schools that will improve the Literacy abilities of learners. An in-depth study was undertaken to determine whether the THRASS methodology would possibly improve the reading and spelling abilities of Grade 2 English second learners at an inner city school in Pretoria. The research explored the reading and spelling difficulties encountered by these learners. A profile of the Grade 2 English second language learner was compiled. An understanding of how the THRASS programme works has been included. The results from the research indicated that the reading abilities of the Grade 2 learners had improved, however, there was not a significant difference in their spelling abilities. / Inclusive Education / M. Ed. (Inclusive Education)

Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Given that the South African government intends to improve its literacy rates by implementing Guided Reading in the primary schools, teachers are challenged to give good quality Guided Reading instruction. This study evaluates how teachers understand and implement Guided Reading in Grade 1 and 2 at three public schools in the Western Cape. It discusses how Guided Reading can be a teaching context in which children learn to construct meaning independently from text. In addition, the study gives explanation on how to implement Guided Reading into classrooms. To gather data on teachers’ current understanding and implementation of Guided Reading, a Guided Reading Self-Assessment Inventory was used (Fountas & Pinnell 1996:283-285). Data were also drawn from observations of teachers during their Guided Reading instruction. Analysis of the abovementioned quantitative and qualitative research data, indicate that teachers have a superficial understanding of Guided Reading. The new policy requirements for Guided Reading appear to fail to offer teachers a sufficient explanation of Guided Reading. Without clear explanation of Guided Reading and practical support, it is expected that South African teachers will continue with their traditional reading instruction, because they do not fully understand the concept and value of Guided Reading. This study suggests that South African teachers struggle to implement Guided Reading in their classrooms, because they do not create Guided Reading groups based on ongoing assessment and they do not have access to leveled Guided Reading books. Without addressing these basic requirements, it is unlikely that Guided Reading will be implemented with any success in South African classrooms. An overriding conclusion is that Guided Reading instruction needs further research before it can be implemented correctly on a large scale in the primary schools of South Africa. / AFRIKAANSE OPSOMMING: Die Suid Afrikaanse regering se besluit om begeleide lees “Guided Reading” in primêre skole te implimenteer om gelettertheid te bevorder, plaas ‘n groot verantwoordelikheid op onderwysers om hierdie leesbenadering op die juiste manier aan te bied. Hierdie navorsing fokus op Graad 1- en 2- onderwysers se begrip en uitvoering van begeleide lees in drie publieke skole in die Wes-Kaap. Die studie poog om onderwysers bewus te maak dat begeleide lees ‘n raamwerk kan wees waarbinne kinders leer om met begrip te lees asook om hoe hierdie leesbenadering te implementeer. Om data in te samel oor die huidige stand van uitvoering van begeleidelees is gebruik gemaak van ‘n “Guided Reading Self-Assessment Inventory” (Fountas & Pinnell 1996:283-285). Waarnemings is ook gemaak van onderwysers se begeleide lees onderrig. Die analisering van die data dui op Suid Afrikaanse onderwysers se gebrekkige begrip van begeleide lees, tot ‘n mate as gevolg van onduidelike beleidsdokumente. Sonder duidelike instruksie en ondersteuning aan onderwysers is dit te verwagte dat hulle sal terugval op hul tradisionele onderrigmetodes, terwyl die volle waarde van begeleide lees hulle ontgaan. Die studie bevind dat onderwysers die leesbenadering nie korrek tot uitvoering kan bring nie omdat hulle nie hul kinders in groepe plaas aan die hand van deurlopende evaluering nie, maar ook weens ‘n tekort aan geskikte onderrigmateriaal. Die sukses van begeleide lees is onwaarskynlik indien hierdie tekorte nie aangespreek word nie. Die oorheersende slotsom van die studie is dat verdere navorsing in die onderrig van begeleide lees nodig is voordat dit op groot skaal ingestel kan word by alle primêre skole in Suid Afrika.

Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study was undertaken to identify key aspects related to the promotion of the effective inclusion of a learner with Down Syndrome in a mainstream school and at the same time to give close attention to the implementation of the principles of inclusive education. The study was done over a period of four years in an Afrikaans medium primary school in a large rural town. The Educational Management and Development Centre (EMDC) in the region in which the school is situated is currently promoting and implementing inclusive education and the proposals set out in the Education White Paper 6. The findings of this study will be used to support and encourage this process (also at grassroots level) as well as the inclusion of learners with Down Syndrome. The study takes the form of a single case study and falls within an interprevistlconstructivist paradigm. Qualitative research methods were used to develop an understanding and an insight into the key aspects in order to promote the successful inclusion of learners with Down Syndrome. The primary methods of investigation were four individual interviews and one focus group interview with educators. The data generated in this manner was verified by means of recent literature, observations and available documents. During the process of data analysis the data were reduced to four themes relating to the inclusion of learners with Down Syndrome: attitudes and views with regard to inclusion, the address of specific challenges with which mainstream education is presented, specific strategies for promoting inclusion and the value that inclusion holds for mainstream education. The findings show that the principles of inclusive education and the educational practice associated with it do take into account the barriers to learning and development that learners with Down Syndrome experience: these barriers can be addressed within mainstream education. The key aspects attached to this depend mainly on the attitudes and views of the school and parent community, the address of the challenges such a learner presents, the use of specific educational and teaching strategies to promote inclusion and the acknowledgment of the value that inclusion holds for mainstream education. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die kernaspekte ter bevordering van effektiewe insluiting van 'n leerder met Downsindroom in 'n hoofstroomskool te identifiseer en terselfdertyd die implementering van die beginsels van inklusiewe onderwys onder die loep te neem. Die studie is oor 'n tydperk van vier jaar in 'n Afrikaansmedium laerskool op 'n groot plattelandse dorp onderneem. Die Onderwysbestuur- en Ontwikkelingsentrum (OBOS) van die streek waarbinne die betrokke skool geleë is, is besig om inklusiewe onderwys en die voorstelle soos in Onderwys Witskrif 6 uiteengesit aktief te bevorder en te implementeer. Die bevindinge van die studie sal aangewend word ter ondersteuning en bevordering van hierdie proses (ook op voetsoolvlak), sowel as die insluiting van ander leerders met Downsindroom. Die studie het die vorm van 'n indiwiduele gevallestudie aangeneem en is vanuit 'n interpretatiewe/konstruktiwistiese paradigma benader. Kwalitatiewe navorsingsmetodes is aangewend ten einde begrip en insig te ontwikkelomtrent die kernaspekte ter bevordering van effektiewe insluiting van leerders met Downsindroom. Die primêre metode van ondersoek was vier indiwiduele onderhoude en een fokusgroep onderhoud met opvoeders. Die data wat op hierdie wyse gegenereer is, is aan die hand van resente literatuur, observasies en beskikbare dokumente geverifieer. Die proses van data-analise het die data tot vier temas met betrekking tot die insluiting van 'n leerder met Downsindroom gereduseer, naamlik houdings en sieninge ten opsigte van sodanige insluiting, die aanspreek van spesifieke uitdagings wat aan hoofstroomonderwys gestel word, spesifieke strategieë om insluiting te bevorder en die waarde wat insluiting tot hoofstroomonderwys toevoeg. Die bevindinge dui daarop dat die beginsels van inklusiewe onderwys en onderwyspraktyk daaraan verbonde, voorsiening maak dat die algemene hindernisse tot leer en onwikkeling wat leerders met Downsindroom ondervind effektief binne hoofstroomonderwys aangespreek kan word. Die kernaspekte hieraan verbonde berus hoofsaaklik op die houdings en sieninge van die skool- en ouergemeenskap, die aanspreek van die uitdagings wat so In leerder stel, die benutting van spesifieke onderwys- en onderrigstrategieë ter bevordering van insluiting en die erkenning van die waarde wat die insluiting van In leerder met Downsindroom tot hoofstroomonderwys toevoeg.