Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom. This study employed a qualitative research design by making use of classroom observations, focus group interviews with randomly selected Grade 9 learners, and an interview with the Grade 9 teacher to determine how English (FAL) creative writing was taught and the barriers encountered by learners when taught writing in this language. Data was collected in a township school in Cape Town where the majority of learners were isiXhosa home language speakers. Thematic data analysis was used to make sense of the collected data. Ethical considerations were observed throughout the data collection process. One of the key findings of this study is that the Grade 9 English teacher made use of a teacher centred approach and code-switching in the teaching and learning of creative writing through the medium of English FAL. The findings also indicate that learners had limited English proficiency due to limited exposure to this language in their home environment. This study concludes that writing in English is a challenge to Grade 9 English FAL learners, and this could impede their success in other subjects across the curriculum.

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL).

This study reports on the investigation of the educators teaching methods at Grade 4 First Additional Language. The study focused on selected schools in Moretele APO. It took into consideration the teaching methods and the challenges of the environment educators found themselves in teaching FAL. The study used a qualitative method to investigate the teaching of FAL. The experiences and the qualifications of educators were taken into consideration during the empirical study when the observations and the interviews were conducted. The empirical investigation revealed that educators did not know how to teach reading in FAL. They knew less about new approaches to teaching reading and that reading was treated as a separate entity from speaking and writing. The conditions that they found themselves were appalling due to lack of motivation, overcrowding in classes, lack of resources and lack of support from the Department of Education. / Language Education, Arts and Culture / M.Ed. (Curriculum Studies)

Made available in DSpace on 2015-12-04T11:45:32Z (GMT). No. of bitstreams: 1 Regina_Aparecida_Neumann.pdf: 521577 bytes, checksum: 6b75957616ca039cda1a31ecf5f317da (MD5) Previous issue date: 2004-05-03 / In Brazil the Forced Agreement and Bankruptcy institute encloses all types of productive entities, either as a general partnership or as an individual enterprise according to the Decree-Law # 7661 of June 21, 1945. The enterprise survives essentially with the credit mechanism, the latter being one of its own characteristics as it participates directly in the collective economic activity. Even due to a financial unbalanced reason or due to usual reasons in the market, including the globalization advent, the competition becomes fierce. The competence and the entrepreneurial planning are vital factors for the administration performance. Therefore, such an enterprise might have unsatisfactory results. Consequently, even through an enterprise recuperation plan, the reality is very complicated, because at this point several enterprises are already exposed to bankruptcy. Facing this condition the judge will designate an authorized professional to demonstrate the enterprise financial peculiarities. The aim is to maintain the rights and the obligations of the involved parties. Having the accounting several specialties and being one of them the AUDIT EXPERT it is used as one of the tools to clear up situations where there are disputes. When an Audit expert is performed, it should be taken into consideration the social effects resulting from it, mainly because the Auditor Expert is a justice assistant. An empiric research, with a specific questionnaire applied to judges of the civil courts that belong to the great ABC area this project has tried to highlight the fairness among the procedures. They are adopted by using the structure, the veracity through the technical and scientifical knowledge over facts capable of providing to the judge the elements of conviction. So, he can decide with a higher degree of accuracy due to the Audit Expert Report effectiveness. Such a report, attached to the court records, allows the magistrate the knowledge of the facts, which he would hardly have in hands, if it were any other way i.e. to use it as a support tool for taking decisions whenever an enterprise is part of a process of Forced Agreement or Bankruptcy. Based on the answers the final conclusion is reached and becomes evident that the Audit Expert contributes a lot to the magistrate while taking decisions in specific processes of Forced Agreement and Bankruptcy civil courts. / No Brasil o instituto da Fal??ncia e Concordata abrange todos os tipos de entidades produtivas, quer seja em forma de sociedade coletiva ou de firma individual, conforme determinada no Decreto-Lei n?? 7.661, de 21 de junho de 1945. A empresa sobrevive essencialmente por meio do mecanismo de cr??dito, que ?? uma de suas caracter??sticas , pois participa diretamente da atividade econ??mica da coletividade. Seja por um desequil??brio financeiro ou por motivos comuns ao mercado, inclusive com o advento da globaliza????o a concorr??ncia torna-se acirrada, a compet??ncia e o planejamento empresarial, s??o fatores fundamentais ao desempenho da administra????o, poder?? essa empresa ter resultados insatisfat??rios. Consequentemente, mesmo mediante um plano de recupera????o da empresa complicada ?? a realidade, pois neste momento muitas j?? est??o expostas ?? insolv??ncia. Mediante esta realidade o juiz designar?? profissionais habilitados para demonstrarem as particularidades financeiras da empresa, no intuito de valer os direitos e deveres dos envolvidos. A ci??ncia cont??bil por possuir diversas especialidades e sendo uma delas a PER??CIA CONT??BIL, ?? utilizada como uma das ferramentas para dirimir situa????es em que existem controv??rsias. Ao executar-se uma Per??cia Cont??bil, deve-se levar em considera????o os efeitos sociais dela decorrentes, principalmente por se tratar o Perito Cont??bil de um auxiliar da justi??a. Atrav??s de pesquisa emp??rica, com aplica????o de question??rio espec??fico para os juizes dos F??runs C??veis da regi??o do grande ABC, o presente trabalho procurou evidenciar a equidade entre os procedimentos adotados por meio de estrutura????o, da verdade atrav??s de conhecimentos t??cnicos e cient??ficos, sobre fatos capazes de fornecer ao julgador elementos de convic????o para que ele possa decidir com maior propriedade, atrav??s da materializa????o do Laudo Pericial Cont??bil. Elemento este que, juntado aos autos, permite ao magistrado o conhecimento de fatos de que de outra forma dificilmente teria em m??os, ou seja, utiliz??-lo como ferramenta de suporte ?? tomada de decis??es, quando uma empresa encontra-se relacionada a um processo de Fal??ncia ou Concordatas. Mediante as respostas obtidas chegou-se ?? conclus??o de que a Per??cia Cont??bil muito tem contribu??do com os magistrados quando da tomada de decis??es, em se tratando de processos espec??ficos de Fal??ncias e Concordatas das Varas C??veis da Regi??o do Grande ABC.

This study reports on the investigation of the educators teaching methods at Grade 4 First Additional Language. The study focused on selected schools in Moretele APO. It took into consideration the teaching methods and the challenges of the environment educators found themselves in teaching FAL. The study used a qualitative method to investigate the teaching of FAL. The experiences and the qualifications of educators were taken into consideration during the empirical study when the observations and the interviews were conducted. The empirical investigation revealed that educators did not know how to teach reading in FAL. They knew less about new approaches to teaching reading and that reading was treated as a separate entity from speaking and writing. The conditions that they found themselves were appalling due to lack of motivation, overcrowding in classes, lack of resources and lack of support from the Department of Education. / Language Education, Arts and Culture / M.Ed. (Curriculum Studies)

MA (ELT) / Department of Engliish / Learning English as a second language by the South African learners of English First Additional Language (FAL) causes many challenges, such as committing errors in concord as there are differences between the learners’ mother tongue and the target language. Even at Grade 12 level, which is the exit point to institutions of higher learning or to the workplace, learners still display some deficiencies in the mastery of the English concord. This happens despite the fact that, in many South African schools, English is used as a medium of instruction and learnt as a First Additional Language (FAL) especially at high schools. Through the analysis of the written concord errors committed by the 72 of the 720 sampled Grade 12 English FAL learners in Vhembe District, the study answered to two questions which formed its cornerstone which are: what are the most common types of written concord/ subject-verb agreement errors which are committed by Grade 12 FAL learners and what are the causes thereof? The study employed both the quantitative and the qualitative methods to pursue the primary question. Learners responded to the questionnaires and the researcher also analysed their teacher-marked English FAL composition scripts with the focus on concord/subject-verb agreement usage. The findings were that concord/subject-verb agreement was a challenge to the majority of the participants. There was not even a single question which recorded a 100% correct entry. The question on collective nouns was found to be the hardest to the participants while comparatively, the singular indefinite pronoun question recorded the best results. The learners’ written compositions were also found to have been marred by concord/subject-verb agreement errors. In most instances, the learners had resorted to simple sentences avoiding the complex sentence construction as those would have required complicated application of concord/ subject-verb agreement usage. Based on the findings, the following recommendations were made: teaching of grammar should be intensified, and that teachers of English should be retrained even if it will be through the in-service programmes

This study, which explores the challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools highlights the difficulties that learners encounter in learning and developing scientific concepts and vocabulary. The study was conducted in four township secondary schools. A questionnaire consisting of 25 multiple choice items, as well as a semi-structured interview were used to collect data for this study. Descriptive statistics was used to analyse quantitative data while qualitative protocol was used to analyse qualitative data. The overall percentage mean scores of correct responses in the questionnaire for schools W, X, Y and Z were 47.2%, 56.9%, 55.2% and 57.2% respectively, which indicated that participants in the study have limited knowledge of everyday English words, when used in a science context. There was no significant gender discrepancy in terms of performance. In-depth analysis of the results revealed that the underlying difficulties were as a result of participants’ relative levels of proficiency in the English language, lack of precision in the use of this language, misreading, and confusion in terms of the use of words. Furthermore, the results were consistent with earlier findings from other countries as reported by various authors. The findings will contribute to knowledge about effective classroom instruction and teacher education from the perspective of language in science. / Kulolu cwaningo, kuhlolwa izinselelo zokusebenzisa amagama asetshenziswa nsuku zonke welimi lwesiNgisi ekufundeni iSayensi ezikoleni zezinga lesibili, emalokishini wabantu abaNsundu empumalanga neGauteng. Kuvezwa ubunzima obuhlangabezana nezingane zesikole ekufundeni nokuthuthukisa umqondo weSayensi nesilulumagama. Uphenyo lwenziwe ezikoleni ezine zasemalokishini. Imibuzo yayiquketwe izinhla ezingamashumi amabili nanhlanu lapho obuzwayo ezikhethela impendulo ekuyiyo, kanye nesinga nhlolokhono yasetshenziwa ukuthola ulwazi oluningi mayelana nalolu phenyo. Izibalo ezichazayo zisetshenziswe ukuhlola ubuningi, kanye nobuqotho kulandelwa umgudu wocwaningo wolwazi olutholakele. Kuvelile emva kophenyo ukuthi izimpendulo ezishaye emhlolweni ngokwamaphesenti kuzikole W,X.Y kanye no Z ngu 47%, 56,9%, 55.2%, kanye 57.2% ngokulandelana kwazo. Lokhu kubonisa ukuthi, abantwana banolwazi oluncane kakhulu ekusebenziseni amagama wesiNgisi asentsheziswa nsukuzonke ukufunda iSayensi. Kubuye kwatholakala futhi nokuthi awukho umehluko ohlukanisa ngobulili babafundi ophawulekayo ngokusebenza kwamagama esiNgisi. Kuphinde kuvele futhi ngokuhlaziya okunzulu, ukuthi kukhona ukwentuleka kwekhono elimini lesiNgisi, nokuthi abafundi abakwazi ukusebenzisa amagama ngendlela eqondile, babuye bafunde ekungeyikho, kanye nokudideka uma besebenzisa amagama. Okunye futhi okuvelayo, yikuthi lemiphumela ihambisana ncamashi neminye imiphumela evela kwamanye amazwe njengoba kubikwe abalobi abahlukene. Lokhu okuvelayo kuzosiza ukulungisa ukufunda kanye nokuqeqesha othisha, mayelana nukufundisa iSayensi ngolwimi lwesiNgisi. / Hierdie studie, wat die uitdagings van alledaagse Engelstalige woorde in die leer van Fisiese Wetenskappe in sekondêre skole in informele woonbuurte in Gauteng-Oos verken, beklemtoon die uitdagings wat leerders teëkom in die leer en ontwikkeling van wetenskaplike begrippe en taalgebruik. Die studie is uitgevoer in vier sekondêre skole in informele woonbuurte. ‘n Vraelys bestaande uit 25 veelvuldige-keuse items, tesame met ‘n gedeeltelike-gestruktueerde onderhoudskedule, is gebruik om data in te versamel vir hierdie studie. Beskrywende statistiek is gebruik om kwantitatiewe data te ontleed, terwyl kwalitatiewe protokol aangewend is om kwalitatiewe data te ontleed. Die algehele persentasie gemiddeldes van korrekte response op die vraelys vir skole W, X, Y en Z was 47.2%, 56.9%, 55.2% en 57.2% onderskeidelik, wat aangedui het dat die deelnemers aan die studie beperkte kennis gehad het van alledaagse Engelstalige woorde om in ‘n wetenskaplike konteks te gebruik. Geen noemenswaardige geslagsongelykheid in terme van prestasie is bevind nie. Indiepte ontleding van die bevindinge toon dat die onderliggende uitdagings die resultaat van deelnemers se relatiewe vlakke van taalvaardigheid in Engels, ‘n gebrek aan presiesie in die gebruik van die taal, gebrekkige leesvaardigheid en verwarring rondom die gebruik van woorde weerspiëel. Die resultate was verder in lyn met vroeëre bevindinge van ander lande, soos deur verskeie outeurs gerapporteer. Die bevindinge sal bydra tot kennis rondom effektiewe klasonderrig en onderwysersopleiding uit die oogpunt van wetenskaplike taalgebruik. / Science and Technology Education / M. Ed. (Natural Science Education)