The following is a case study of three Foundation Phase teachers' classroom practice while using the Open Learning Systems Education Trust (OLSET) Radio Learning Programmes, "English In Action" Level Two materials with their Grade Two learners. This case study describes and analyses the feedback strategies of the three teachers. The radio learning programmes have been developed to provide teachers with an effective interactive set of materials to assist their learners in the acquisition of English. These audio materials also provide teachers with opportunities to be creative and responsive to their learners' specific needs. The feedback strategies described in this study are the teachers' use of their learners' mother tongue, correction oflearner error, and use of praise and encouragement during the three Teacher-Led Activity (TLA) segments of the radio programmes. These TLAs give teachers approximately 12 minutes per lesson during which they are called on to manage the materials according to their learners' specific needs. The TLAs are specifically designed to give learners the opportunity to use and respond to English in particular contexts. This study examines three teachers' feedback to their learners in order to find out what kind of feedback has been made. An attempt has also been made to analyse the nature of the feedback. It was found, from the description and analysis of the teachers' feedback, that when teachers used their learners' mother tongue this was more often used to translate words or phrases which were part of the radio narrator's instructions to the learners and these translations were then repeated in English. Teachers corrected very few learner errors. The most common form of correction was to model the correct form and have the learners repeat this. In spite of claiming that correction of errors was important and all three teachers said they did correct their learners' errors, there was very little evidence of this practice in the sample described in this study. The use of praise and encouragement was a strategy that all three teachers claimed they practised but almost no instances of the use of praise were described. The three teachers used only the word "good" to praise any of their learners' efforts and, in fact, all three used this only twice in each of the three lessons described in this study. In terms of language learning a number of factors have been compared. Some of these include teachers' repetition oflearners' answers and their correction oflearner responses by modelling. They were also observed allowing a variety of learner response as well as ensuring a number of individual learners were able to respond. These factors appear to have enhanced the language learning in the classrooms. However, it was also observed that the teachers needed more support in order to develop more explicit strategies to use their learners' mother tongue, to praise learners and to correct learner error purposefully in their classroom practice. There is a need for guidance to be given teachers in the development and use of open-ended questions and strategies which could encourage the development of higher order language skills in their learners. These findings will influence OLSET's teacher development curriculum. It is envisaged that strategies and activities designed to provide teachers with opportunities to reflect on their own practice with regard to the feedback they provide will be incorporated into the workshops and teacher support systems provided by OLSET's teacher development team.

Dissertation / This study investigates the role of radio in South African education, with Phalaphala FM as a case study. The aim was to investigate the extent to which Phalaphala FM's programmes include educational material and the extent to which the respondents listen to Phalaphala FM to satisfy their educational needs. Phalaphala FM as a regional radio station predominantly serves rural listeners, as they often do not have access to alternative forms of media. The theoretical point of departure is the uses and gratifications with its emphasis on the active audience concept. Content analysis of Phalaphala FM' s programme schedule was conducted to determine the amount of educational material. Focus group interviews and survey research were used to determine the respondents' media usage patterns. The results indicate that entertainment programmes are given more time on Phalaphala FM and that the respondents prefer entertainment programmes, to informational and educational programmes. / Educational Studies / M.A. (Communication)

Dissertation / This study investigates the role of radio in South African education, with Phalaphala FM as a case study. The aim was to investigate the extent to which Phalaphala FM's programmes include educational material and the extent to which the respondents listen to Phalaphala FM to satisfy their educational needs. Phalaphala FM as a regional radio station predominantly serves rural listeners, as they often do not have access to alternative forms of media. The theoretical point of departure is the uses and gratifications with its emphasis on the active audience concept. Content analysis of Phalaphala FM' s programme schedule was conducted to determine the amount of educational material. Focus group interviews and survey research were used to determine the respondents' media usage patterns. The results indicate that entertainment programmes are given more time on Phalaphala FM and that the respondents prefer entertainment programmes, to informational and educational programmes. / Educational Studies / M.A. (Communication)

The study investigates the educational role of the public service broadcaster in post-apartheid South Africa. The aim was to investigate the educational role of the programme Shift as part of the content offering of the public broadcaster and the extent to which it satisfies the educational needs of its audiences. The main objective of the study is to investigate factors that influence the educational role of the SABC. The study focused on three different forms of educational television which are the formal, informal and no-formal education. The theoretical point of departure is the critical political economy theory, and the public interest theory which focuses on the interests of the public. A content analysis of Shift was conducted to determine the educational role of this programme. The study also investigates how political and economic factors influence the educational role of the SABC in the post-apartheid South Africa. The study also examines the impact that media funding can have on the educational role of the public broadcaster. The episodes of Shift are analysed in order to understand if political and economic factors can influence the educational role of the SABC. The study critically analysed whether the relevant media policies are driven by profit making motives. / Communication Science / M.A. (Communication)