Herein are seven spelling lessons written for use on the computer. They are written specifically for use by foreign students and are intended to aid one student in spelling English words based on how they sound. Several rules, patterns, and guidelines are presented to the student who is then drilled on the information. The student is required to do quite a bit of writing to practice the rules, etc. which he is given. The lessons begin on a very basic and simple level and become increasingly more difficult as they progress. Each lesson requires between 15 to 30 minutes to complete.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This research assignment reports on the findings of a study that was conducted at High School X, Durbanville, Western Cape, South Africa. The aim of this study was to understand how code-switching to isiXhosa affects learner performance in English short story lessons. Code-switching, which is a change of language that occurs in a conversation, happens most often when bilinguals converse with other bilinguals. Several language experts, and teachers, believe that code-switching assists learners who are taught in a second language. However, some principals do not tolerate code-switching by English language teachers, as they argue that code-switching is evidence of laziness or of a lack of proficiency in English. Based on his experience, the researcher, in contrast, argues that many learners need to be supported when they do not understand English fluently, as was the case in the present study. By using code-switching in an experimental class and only English in a control class, this study attempts to show the benefits of code-switching as a scaffolding tool that can help learners to understand the short story in English better. / AFRIKAANSE OPSOMMING: Hierdie studie doen verslag oor die bevindinge van ’n studie wat gedoen is by High School X, Durbanville, Wes-Kaap, Suid-Afrika. Die doel van hierdie studie is om te verstaan hoe kodewisseling na isiXhosa leerderprestasie kan beïnvloed in Engels-kortverhaallesse. Kodewisseling verwys na die oorslaan van een taal na ’n ander in ’n gesprek, gewoonlik wanneer tweetaliges in gesprek is met ander tweetaliges. Kodewisseling word deur heelwat taalkenners en onderwysers beskou as ’n strategie wat leerders kan help wanneer hulle in ’n tweede taal onderrig word. Sommige skoolhoofde is egter hewig gekant teen kodewisseling deur Engels-taalonderwysers, aangesien hulle van mening is dat kodewisseling luiheid kenmerk of ’n gebrek aan vaardigheid in die taal aandui. In teenstelling hiermee is die navorser se argument egter dat leerders juis gehelp moet word wanneer hulle Engels nie ten volle verstaan nie – soos die geval is met die leerders in hierdie studie. Kodewisseling is gebruik in ’n eksperimentele klas en slegs Engels is in die kontroleklas se lesse gebruik. Die studie toon die voordele van kodewisseling as hulpmiddel vir leerders om die Engelstalige kortverhaal beter te verstaan, aan.

The purpose of this study was to investigate the discourses that author basic writing in Texas and question how instructors of basic writing at a community college are constructed as well as constructive through discursive practices. Elements of Critical Discourse Analysis (Luke, 1995-1996; Faircloth, 2000) were employed to analyze primary source documents, publications, presentations, meeting minutes, public forum transcripts, professional literature and policies pertaining to the practice of developmental English since the adoption of the Texas Academic Skills Program and the Texas Success Initiative. The discourses of failure, economy and science were identified as authoritative systems of conventions and norms that operate through the practice of basic writing. A Foucaultian genealogical lens was then applied both to explore the power relations and categorizations processes that undergird the material consequences (Valle, 2005) of the discourses as well as to identify how the narratives of basic writing faculty intersect with the discourses. Findings suggest that the discourses of failure, economy, and science function in a reciprocal manner to promote distorted truth claims about students and basic coursework that effectively limit possibilities for and lend to increased governmental control over the future practice of developmental education. The instructors’ stories, however, provide critical disruptions to the discourses. Viewing their alternative understandings of basic writing alongside the recurrent statements that have constructed popular understandings of developmental English, this study foregrounds the urgent need for more research from practitioners within the field and better channels of communicating their scholarship and professional experiences in the public arena. / text

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Linguistics / Master / Master of Arts

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics