The growing diversity of school populations around the world means that for many learners the language of learning in mainstream classrooms is not their first language. The researcher would submit that content-based second language learning in a context such as a Science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, Science learners who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream Science educators have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often educators aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The learners themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of Science including negotiating its specialized language. The aim of this study was to investigate how the use of English as a language of learning and teaching Science in rural secondary schools in the Vlakfontein Circuit of the Limpopo Capricorn District, influenced the ability of Grade 8 students to learn Science. The focus was on the Grade 8 classes since they are at the threshold of their educational pursuit. The study had two main purposes. The first goal was to describe the current situation with respect to rural secondary school learners and their educators in selected learning environments in Vlakfontein Circuit. The second goal was to bring about improvement in the learners’ situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL learner. The investigation was conducted in disadvantaged rural secondary schools in the Vlakfontein Circuit in the Limpopo province. Observations of the Science classes revealed that, even for the learners with very limited English language proficiency there was little ESL specialist support available. The data analyzed was collected using a variety of data collection tools. The main data generation tools were observation, semi-structured interviews and questionnaires. The analysis revealed that learners were lacking in Science register (terminology). This study also found out that non-technical language used in Science lessons affected the learners’ understanding much more than the educators were aware. Educators’ attitudes and beliefs strongly influenced the interaction and participation of ESL learners in Science classrooms. The study also revealed that developing language skills prevented ESL learners from asking questions and answering questions in class and academic progress in Science was impeded by limited opportunities for ESL learners to clarify their understanding. Further, the investigation established that achievement in Science and in education overall was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. The study arrived at a conclusion that the needs of the research students could not be met by a programme based on the traditional format of ESP teaching. Hence, the researcher has recommended a Science Based English Programme (SBEP) which encapsulates several adjustments in orientation methods and materials to meet the ESL learners’ needs. This kind of learning-centred arrangement will allow not only efficiency of SBEP instruction but also allow the kinds of activities that may not be possible in groups with a wide dispersion of interests. However, the extent to which the research learners encountered difficulties with vocabulary suggests that there is a need to investigate more effective methods of dealing with this issue. Needed research could also be directed into the development of a Science glossary with appropriate language levels for ESL learners. This could include technical scientific terms with examples of how terms can be used.From the outcome of the interviews with educators, it is evident that further research is needed concerning the educators’ English proficiency and Science competence in ESL situations. / Teacher Education / D. Ed. (Didactics)

The advent of democrary in South Africa in the early 1990's led, due to choice or circumstances, to the influx of numerous learners whose home language is an indigenous language, into school environments where the language of learning and teaching (LoLT) is English. These learners are confronted with the challenge of mastering the curriculum content while simultaneously learning English in which it is couched and instructed. When the LoLT differs from learners’ home language, this difference can be an educational barrier, which if not addressed timeously and effectively, may become a major challenge to a fully inclusive education system. The main aim of this research was to investigate whether Grade 4 English second language learners who experienced barriers to English as LoLT were supported in all subjects. The research also probed how effectively these learning support strategies were being implemented under the guidance of SBSTs at mainstream schools. / Inclusive Education / M. Ed. (Inclusive Education)

South Africa, a country in transition, is characterised by drastic policy shifts in the social, economic and political arenas. These policy shifts are also directed towards educational reform. The South African Schools Act of 1996 is the first step towards educational change. Other changes focus on the curriculum, new appraisal procedures for educators, and the establishment of the South African Council for Educators. All of the above constitute a new working paradigm for school principals. This study sought to determine the influence of this changing school environment on school principals. It looked at how principals perceive the change and examines the impact of change on their management role. A literature study was made of the restructuring process in the USA and in England and Wales. The transformation of the South African education system was also examined. A qualitative investigation was pursued with secondary school principals. Data gathering was done through participant-observation, questionnaires and in-depth interviews. Data was analysed, discussed and later synthesised. The major findings with respect to the SA Schools Act are: * * The lack of capacity of governing body members to participate meaningfully at meetings. Principals believe the ban on corporal punishment has weakened their authority. * School fees and fundraising pose a problem to some principals. * Most principals welcome the code of conduct for learners. * Schools have not developed language policies. * Principals accept the freedom of conscience clause in the Act. * SRC's are not very effective. The other findings are: * * * Power relations between and among various stakeholders impact negatively on school management. A breakdown in the culture oflearning and teaching especially in former DET and HOD schools. Teachers are not adequately trained to handle OBE and the new system of assessments. The study concluded with recommendations being made to improve the situation. / Educational Leadershiup and Management / D. Ed. (Educational Management)

Text in English / There is an abundance of multilingual education (MLE) studies internationally and locally. Studies show that MLE is a global issue. South Africa is a unique country since it has assigned eleven languages official status at the national level. The multilingual nature of this country calls for the implementation of MLE. This study seeks to argue that if mother tongue, the language of wider communication as well as other languages are important, the transition should be geared towards MLE rather than to second language (L2). The question is how the transitioning to MLE is embraced in South Africa. This study is an attempt to examine the transitioning to MLE in South Africa schools with reference to Limpopo Province. The study mainly explored the Language-in-education policy (LiEP) implementation and practices in the selected schools as well as examining schools’ compliance with the pedagogical motivations and theories dealing with transition to multilingual education. The study used both quantitative and qualitative methodologies to corroborate the data obtained by using one method to reduce the limitations of another method. In quantitative research, questionnaires and semi-structured interviews were used to gather data from principals, parents, teachers and learners. In the qualitative research methodology, observations and document analysis methods of collecting data were employed. Purposive sampling was the major sampling method to ensure that relevant data was collected. Qualitative data was analysed thematically. LiEP and the National Language Policy Framework (NLPF) formed the major analytical framework for this study. Cummins’ theories (1978), bi/multilingual education models as well as the Language management theory form the theoretical framework that guided this study. The theories emphasise the link between mother tongue and the development of L2. The findings of this study show the misunderstandings of the LiEP, the implementation of early transitional bilingual education as well as the lack of confidence in the ability of African languages to provide quality education. The study generally suggests that language policies should be dealt with differently due to the contexts which they address. This study concludes by suggesting a working model that is suitable for the unique linguistic situations of schools. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

The aim of this study was to identify types of behaviour manifested by learners during mathematics instruction, and the impact that this behaviour might have on the mathematics performance of learners. The study was conducted in Far East cluster of Johannesburg East District, in the province of Gauteng, South Africa. At the time of the study the Far East cluster of Johannesburg East District consisted of a population of seven public high schools, of which two schools were randomly sampled to participate in the study. Participants consisted of (n=10) Grade 10 mathematics learners, 2 mathematics teachers and 2 heads of mathematics departments (HODs). Data from learners were collected using a set of their assessment scores accumulated over a period of six months, that is, from January 2014 to June 2014 (Section 1.3.3). Also, semi-structured interviews were carried out with learners to determine types of classroom behaviour they perceived to influence their mathematical performance. The aim of documenting learners‟ assessment scores (document analysis) was to determine their average performance in Grade 10 mathematics over a stipulated period. Teachers and HODs completed questionnaires to identify types of classroom behaviour that learners manifested during mathematics instruction. The study followed a qualitative approach with phenomenology research design (Section 3.2). The study identified several types of classroom behaviour that characterized mathematics instruction in both schools, such as making noise and not doing classwork and homework activities. In addition, the study established that forms of behavioural patterns that are manifested by learners during a mathematics instruction influenced their performance in the subject. Huitt‟s (1997) model was used to conceptualize and interpret the results. / Mathematics Education / M. Ed. (Mathematics Education)

This study explored language practices of trilingual undergraduate students of mathematics as they made sense of an algebraic task. Specifically, the study set out to explore whether, how and why trilingual undergraduate students used language(s) to make sense of mathematics. In this study a trilingual speaker is viewed as an individual proficient in three languages and whose proficiency in the languages is not necessarily equal. The speaker uses the three languages either separately or by switching between any two in ways that are determined by his/her communication needs. Exploring language practices helped me to understand how students position themselves as they engage with a mathematics task using mathematical Discourses (capital D) in relation to their trilingual language facility. This facility involves the use of either the language of learning and teaching (LoLT) (English) or the switching between two or three of the languages they know. These languages were home languages, including Kiswahili of the students. In tertiary institutions, English is the LoLT while the home languages are neither taught nor used in the classroom. The study used a qualitative inquiry process, specifically a case study approach. It was conducted at a public university in Kenya with a focus on first-year engineering students with mathematics in their programme. Data were collected using a students‟ questionnaire, and clinical and reflective interviews. A structured questionnaire was used to gather the baseline data, which was used for the selection of 15 interview participants. The clinical interviews provided information on language use as the students engaged with the task, explaining each step of the process, while the aim of the reflective interviews was to identify, ascertain and confirm various actions and different languages and language practices that were not apparent during the clinical interview. The interviews were transcribed and 11 paired transcripts were selected for analysis. The data were analysed using the methods of Discourse analysis (Gee, 2005). This analysis explored how students used language in tandem with non-language “stuff” in a single language or when switching between any two languages and how and why each was used. The focus was on the activities and identities they enacted through their interpretation of the given task and in part of the solution process. The findings revealed that when students engaged with mathematics, they drew on the LoLT only, or switched between the LoLT and their home languages or between the LoLT, home languages and Kiswahili. Those who switched did so when they were faced with interpretation challenges, when there was need to emphasise a point and due to habitual practices of switching. They commonly switched silently and communicated verbally in the LoLT. The purpose for code switching was to gain understanding of the task. On the other hand, a trilingual student is likely to remain in the LoLT because content has been taught and tasks presented in the LoLT. The key contribution of this study is its focus on the trilingual language context of undergraduate students of mathematics, an area that has not been researched up to now. Furthermore, this study has added to scholarly work in this discipline by establishing that code switching is not the preserve of students who are learning the LoLT; rather, it is a reality for trilingual students who are competent in the LoLT when they engage with mathematics. / Mathematics Education / D. Ed. (Mathematics Education)

The study focuses on challenges in the development of learner-centred and process-oriented teaching and learning in the learning areas, natural science (NS) and mathematics in South African schools. The aim of NS is to develop scientifically literate learners. The three Learning Outcomes (LOs) and the accompanying Assessment Standards (ASs) should enable learners to understand the science products or system of ideas such as underlying theories and principles. The LOs point out the learner’s abilities to use the sciences products or system of ideas. Educators encounter challenges in the application of the LOs and ASs in teaching and learning activities. Against this background, a mixed method study was conducted in selected schools in the Tshwane South District in Gauteng. Data were gathered by document analysis, focus groups and a questionnaire to gauge how the educators are applying the LOs and ASs. Findings indicated that lessons plans were inadequate and educators were not familiar with curriculum documents. / Science and Technology Education / M. Ed. (Natural Sciences Education)

<p>У докторској дисертацији је најпре анализирано теоријско утемељење корелације (интердисциплинарности) и њена заступљеност у настави природних наука, а затим заступљеност и реализација еколошких садржаја у средњим школама у Србији.<br />На основу те анализе дошло се до сазнања да је&nbsp; због&nbsp; познавања еколошких појмова у животу савременог човека и њиховог бољег разумевања и усвајања од стране ученика неопходно применити ефикасније моделе њихове реализације у средњим школама. Сходно томе&nbsp; је обављено педагошко истраживање у коме је наставна тема&nbsp; Екологија, заштита и унапређивање животне средине&nbsp; у другом<br />разреду гимназије друштвено-језичког смера, реализована током 13 часова применом различитих модела наставе у експерименталној (Е) и контролној (К) групи. Ова наставна тема је у Е групи обрађена интердисциплинарним приступом (корелацијом појмова из биологије, географије, хемије, физике и<br />математике), а у К групи традиционалном наставом. Узорак истраживања чинило је 150 ученика из две гимназије у Београду. Истраживање је реализовано школске 2011/2012. и&nbsp; 2012/2013.&nbsp; године, након чега су анализирани његови резултати.<br />Експериментална и контролна група ученика уједначене су на почетку истраживања на основу општег успеха ученика на полугодишту, оцена из биологије, географије, хемије, физике и математике и на основу резултата иницијалног теста знања из биологије. Након обраде наставне теме&nbsp; Екологија, заштита и унапређивање животне средине&nbsp; на различите начине у Е и К групи извршено је финално тестирање, а затим и ретестирање ученика обе групе. За утврђивање значајности разлика у постигнућу ученика Е и К групе на<br />сва три теста примењен је t тест. За сва три теста израчунати су статистички параметри: број ученика (N), аритметичка средина (М), стандардна девијација (SD), стандардна грешка (SЕ) и граница значајности (p). За испитивање ефекта интеракције фактора тестирање и фактора група, коришћена је комбинована анализа варијансе (Mixed-design ANOVA). За поновљена мерења у циљу испитивања значајности разлика у постигнућу ученика током различитих тестирања, у оквиру сваке групе ученика (Е и К) спроведена је<br />анализа&nbsp; варијансе за поновљена мерења (ANOVA). Поменута мерења односила су се на целину теста и&nbsp; когнитивне домене.<br />Ученици Е групе су остварили знатно бољи успех на финалном тесту (просечно 70,60 поена) и на ретесту (просечно 57,60 поена) од ученика К групе (просечно 51,80 поена на финалном тесту и 40,60 поена на ретесту) од максимално остварљивих 100 поена. Резултати финалног теста и ретеста су показали да&nbsp; је<br />применом модела интердисциплинарног учења садржаја из екологије у гимназији остварен већи ефекат на квантитет и квалитет знања ученика Е групе у односу на традиционални приступ њиховог учења у К групи.<br />Они су такође показали да су знања ученика стечена повезивањем појмова из биологије, географије, хемије, физике и математике олакшала не само разумевање нових&nbsp; појмова из екологије, већ омогућила њихову интеграцију и формирање функционалних знања.<br />Остварени резултати ученика Е групе на финалном тесту и ретесту у односу на ученике К групе&nbsp;&nbsp;&nbsp; указују на потребу&nbsp; веће заступљености интердисциплинарног модела у настави&nbsp; екологије, биологије и других природних наука у односу на традиционалну наставу. У прилог томе су и изражени поз итивни ставови ученика у Е групи према интердисциплинарном моделу учења биологије (екологије).</p> / <p>U doktorskoj disertaciji je najpre analizirano teorijsko utemeljenje korelacije (interdisciplinarnosti) i njena zastupljenost u nastavi prirodnih nauka, a zatim zastupljenost i realizacija ekoloških sadržaja u srednjim školama u Srbiji.<br />Na osnovu te analize došlo se do saznanja da je&nbsp; zbog&nbsp; poznavanja ekoloških pojmova u životu savremenog čoveka i njihovog boljeg razumevanja i usvajanja od strane učenika neophodno primeniti efikasnije modele njihove realizacije u srednjim školama. Shodno tome&nbsp; je obavljeno pedagoško istraživanje u kome je nastavna tema&nbsp; Ekologija, zaštita i unapređivanje životne sredine&nbsp; u drugom<br />razredu gimnazije društveno-jezičkog smera, realizovana tokom 13 časova primenom različitih modela nastave u eksperimentalnoj (E) i kontrolnoj (K) grupi. Ova nastavna tema je u E grupi obrađena interdisciplinarnim pristupom (korelacijom pojmova iz biologije, geografije, hemije, fizike i<br />matematike), a u K grupi tradicionalnom nastavom. Uzorak istraživanja činilo je 150 učenika iz dve gimnazije u Beogradu. Istraživanje je realizovano školske 2011/2012. i&nbsp; 2012/2013.&nbsp; godine, nakon čega su analizirani njegovi rezultati.<br />Eksperimentalna i kontrolna grupa učenika ujednačene su na početku istraživanja na osnovu opšteg uspeha učenika na polugodištu, ocena iz biologije, geografije, hemije, fizike i matematike i na osnovu rezultata inicijalnog testa znanja iz biologije. Nakon obrade nastavne teme&nbsp; Ekologija, zaštita i unapređivanje životne sredine&nbsp; na različite načine u E i K grupi izvršeno je finalno testiranje, a zatim i retestiranje učenika obe grupe. Za utvrđivanje značajnosti razlika u postignuću učenika E i K grupe na<br />sva tri testa primenjen je t test. Za sva tri testa izračunati su statistički parametri: broj učenika (N), aritmetička sredina (M), standardna devijacija (SD), standardna greška (SE) i granica značajnosti (p). Za ispitivanje efekta interakcije faktora testiranje i faktora grupa, korišćena je kombinovana analiza varijanse (Mixed-design ANOVA). Za ponovljena merenja u cilju ispitivanja značajnosti razlika u postignuću učenika tokom različitih testiranja, u okviru svake grupe učenika (E i K) sprovedena je<br />analiza&nbsp; varijanse za ponovljena merenja (ANOVA). Pomenuta merenja odnosila su se na celinu testa i&nbsp; kognitivne domene.<br />Učenici E grupe su ostvarili znatno bolji uspeh na finalnom testu (prosečno 70,60 poena) i na retestu (prosečno 57,60 poena) od učenika K grupe (prosečno 51,80 poena na finalnom testu i 40,60 poena na retestu) od maksimalno ostvarljivih 100 poena. Rezultati finalnog testa i retesta su pokazali da&nbsp; je<br />primenom modela interdisciplinarnog učenja sadržaja iz ekologije u gimnaziji ostvaren veći efekat na kvantitet i kvalitet znanja učenika E grupe u odnosu na tradicionalni pristup njihovog učenja u K grupi.<br />Oni su takođe pokazali da su znanja učenika stečena povezivanjem pojmova iz biologije, geografije, hemije, fizike i matematike olakšala ne samo razumevanje novih&nbsp; pojmova iz ekologije, već omogućila njihovu integraciju i formiranje funkcionalnih znanja.<br />Ostvareni rezultati učenika E grupe na finalnom testu i retestu u odnosu na učenike K grupe&nbsp;&nbsp;&nbsp; ukazuju na potrebu&nbsp; veće zastupljenosti interdisciplinarnog modela u nastavi&nbsp; ekologije, biologije i drugih prirodnih nauka u odnosu na tradicionalnu nastavu. U prilog tome su i izraženi poz itivni stavovi učenika u E grupi prema interdisciplinarnom modelu učenja biologije (ekologije).</p> / <p>The doctoral dissertation first analyses the theoretical foundation of correlation (interdisciplinarity) and its use in teaching natural sciences, then the use and implementation of environmental content in high schools in Serbia.</p><p>Based on this analysis, it was discovered that due to the importance of environmental concepts in the life of modern man, it is necessary to implement more efficient learning models in high schools in order to facilitate better understanding and&nbsp; acquisition by students. Therefore, pedagogical research was conducted during which the unit&nbsp;&nbsp; Ecology and Environmental Protection and Enhancement&nbsp; was taught to the second-grade students of social sciences-languages stream in 13 lessons by applying different teaching models in the Experimental (E) and Control (C)&nbsp;groups. This unit was done in the E group through an interdisciplinary approach (correlating concepts from biology, geography, chemistry, physics and mathematics), and in the C group using a traditional approach. The study sample consisted of 150 students from two high schools in Belgrade. The survey was conducted in academic&nbsp; years 2011/2012 and 2012/2013, after which the results were analysed.</p><p>At the beginning of the research the experimental and control groups were equal in terms of students general success at the end of the term, grades in biology, geography, chemistry, physics and mathematics and the results of the initial biology test. After the unit Ecology and Environmental Protection and Enh ancement was done in different ways in the E and C groups, students in both groups were given a final test and then retested. The t -test was used to determine the importance of differences in results in the E and C groups in all three tests. Statistical parameters were calculated for all three tests: number of students (N), arithmetic mean (M), standard deviation (SD), standard error (SE) and the limits of significance (p). To analyse the effect of the interaction between a testing factor and group factor,&nbsp; a combined variance analysis was used (Mixed-Design ANOVA). Repeated measures analysis of variance (ANOVA) was conducted within each group of students (E and C) to analyse the importance of differences in results of the various tests. The above measures were related to the whole test and cognitive domains.</p><p>Students from the E group achieved better results in the final test (70.60 points average) and retest (57.60 points average) than students from the C group (51.80 points average in the final test and 40.60 points in the retest) of maximum 100 points. Results of the final test and retest showed that the model of interdisciplinary learning of environmental content in high schools had a greater impact on the quantity and quality of knowledge in the E group compared to the traditional approach used in the C group. They also showed that the students&#39; knowledge acquired by linking concepts&nbsp; from biology, geography, chemistry, physics and mathematics facilitated not only the understanding of new environmental concepts, but also their integration and formation of functional knowledge.</p><p>The results achieved by the E group students in the final test and retest compared to the C group suggest that the interdisciplinary model should be used more in teaching ecology, biolo gy and other natural sciences than the traditional approach. This is supported by positive attitudes of E group students towards the interdisciplinary model&nbsp; of learning biology (ecology).</p>

The Zimbabwean Education Act of 1987 stated that English was the official language of learning and teaching (LoLT) from grade four upwards. From grade three downwards, the mother tongue was to be used. That Education Act was later amended in 2006, to extend the use of the mother tongue up to grade seven. As a college lecturer, I have observed that there is tension between policy and practice. English and indigenous languages are vying for supremacy as the LoLT from as early as the Early Childhood Development (ECD) level. For the majority of these learners, English is a second language. This research aims to investigate problems emanating from the use of English as a second language (ESL) in learning and teaching Environmental Science (ES) at primary school level. Its objectives are to investigate the usefulness of the language policy currently in use in Zimbabwe as well as to investigate empirically, how grades four to seven teachers and their pupils communicate in class during ES lessons; and identify problems resulting from the use of ESL during ES lessons at primary school level and suggest solutions to these problems. I purposively chose ES because I developed interest in that subject when I taught it at college level where I observed many students teaching it for almost three decades. Most of the pupils these students taught struggled to communicate in ESL. My research was not intended to test existing theory. Therefore I chose an inductive (qualitative) approach. I adopted the phenomenological case study in which I collected data from the natural setting, namely: three purposively selected primary schools. I did my pilot study at the fourth school. I used four methods of data collection, namely: direct observation, in-depth interviews, focus group discussions and document analysis. The participants were grades four to seven teachers and their pupils. Findings of this study show that pupils were not willing to participate in class oral discourse. When teachers asked questions, pupils usually gave one-word answers. Teachers and pupils spoke the same first language (L1). So, when they failed to express themselves coherently in English, they code-switched to their L1. When that happened, most of the pupils were eager to talk. They gave correct responses in their L1. Group discussions were very lively when they were held in the pupils’ L1. But when teachers instructed the pupils to discuss in English, many pupils were silenced because of their limited English proficiency (LEP). It was very evident that ESL was a barrier to the learning of ES for many learners. Pupils faced conceptual and communication problems because most of them were not yet proficient enough to use ESL effectively to learn ES. Participants welcomed code-switching to L1 as a solution to their limited English proficiency. / Educational Studies / D. Phil. (Education)

South Africa is a multilingual country and this has certain implications on the development of cognitive-linguistic skills such as phonological processing (amongst others), which are essential for reading development. Research has, in the past, not adequately addressed the development of, and relationship between, a broad range of phonological processing and reading skills in South Africa. The study investigates the relationship between phonological processing skills and reading development in Northern Sotho-English bilingual children. Ninety-eight participants, divided into group 1 (n=48) and group 2 (n=50) based on their Language of Learning Language of Teaching were sampled. Group 1 received literacy instruction in Northern Sotho, whilst group 2 in English. Participants were assessed using a battery of phonological processing tests and on reading abilities in English and Northern Sotho. Correlations, multiple regressions and multivariate analyses of variance were conducted. Findings revealed that phonological processing skills are essential in reading development in both the first and second language of the participants. / African Languages / M.A. (Linguistics)