The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner

This dissertation discusses the development of alternative science curriculum materials for a secondary schooling context where English, the medium of instruction, is a second language for both teachers and students. The research is located in an interpretative ethnographic framework and the data gathered during the classroom-based trialing of the materials highlights the vital role of language in the teaching and learning of school science. An interactive reading model coupled with a discourse approach to text analysis explores some of the language difficulties which black students experience with their science textbooks. That many students fail to develop adequate reading strategies is identified as lying at the heart of many learning problems. It is suggested that the key to comprehension is instruction from a base of more accessible text materials. Furthermore, although science practical work does not automatically advance students' knowledge and understanding, relevant and contextualised learning activities do equip students to become more self-directed and reflective learners of science.

This study investigated the effects of incorporating English language teaching in Physical Sciences education. The sample was selected from Physical Sciences Grade 10 learners in a school in Mpumalanga Province and comprised an experimental group who were taught through a workbook that incorporated language teaching in science lessons and a control group who were taught via the normal textbook prescribed by the Department of Basic Education. Pre- and post-tests were administered to both groups and a sample of learners participated in a focus group interview. Two educators were also individually interviewed. The results revealed that incorporating language teaching in science lessons not only improves learners’ academic performance but also their comprehension skills, and encouraged the application of learner-centred methods of teaching. The study recommends that Physical Sciences textbooks include English language activities with the view of incorporating language teaching in Physical Sciences content lessons. / Science and Technology Education / M. Ed. (Natural Science Education)

This study investigated the effects of incorporating English language teaching in Physical Sciences education. The sample was selected from Physical Sciences Grade 10 learners in a school in Mpumalanga Province and comprised an experimental group who were taught through a workbook that incorporated language teaching in science lessons and a control group who were taught via the normal textbook prescribed by the Department of Basic Education. Pre- and post-tests were administered to both groups and a sample of learners participated in a focus group interview. Two educators were also individually interviewed. The results revealed that incorporating language teaching in science lessons not only improves learners’ academic performance but also their comprehension skills, and encouraged the application of learner-centred methods of teaching. The study recommends that Physical Sciences textbooks include English language activities with the view of incorporating language teaching in Physical Sciences content lessons. / Science and Technology Education / M. Ed. (Natural Science Education)

This study explores the flawed procurement and delivery of Learner Teacher Support Materials (LTSM) in East London district at public secondary schools in the Eastern Cape province. Poor management of the procurement of LTSM has the result that some schools in the country have limited access to LTSM because of late delivery, non-delivery, incorrect and, or delivery shortages. These problems have contributed to under-achievement in the affected schools and in turn undermine the learners’ constitutional rights and educational aims and goals. Like many other provinces, the Eastern Cape also encountered difficulties with the procurement and delivery of textbooks to various public schools. To investigate the problem, a qualitative and exploratory study was carried out. The data were collected from a sample of 19 participants involved in the three levels of the procurement process; that is, district officials, school principals and the provincial head office officials. The researcher conducted face-to-face interviews using open-ended questions. The research results showed that although the procurement process of LTSM is centralised at the head office level, the other two levels, namely the district office and the school levels, play a significant part. While these levels play an important role in determining and collating the textbook needs, they require additional communication processes and systems to be in place to avoid prolonged timeframes and follow ups that bring about delays of the overall procurement process. Between communication of the relevant guidelines, and collating and submitting book needs information, delays happen along the way at one or more levels and these ultimately lead to either late procurement, late or non-delivery of books to the relevant schools. The study showed that although there are rules, regulations and various policies that serve as guidelines in the procurement process, the actual implementation and monitoring is flawed. The lack of coherence promotes mistrust and conflict between the relevant stakeholders, which in turn brings about minimal consultation on changes relating to effective management processes during procurement and distribution of LTSM. The study recommends changes that are needed to achieve effective management to alleviate problems encountered during the procurement and distribution of LTSM in the East London district public secondary schools / Entrepreneurship, Supply Chain, Transport, Tourism and Logistics Management / M. Com. (Logistics)