1. Background and Objectives of the Study The purpose of this research was to assess the interpersonal and inter-group trust levels of a group of students at the University of Pretoria. Furthermore, the relationship between the diversity variables of gender, home language, field of study and previous experience of cultural diversity in high school, and interpersonal and inter-group trust was explored. The demographic composition of South African tertiary institution campuses has changed considerably in the last thirteen years. Historically Afrikaans institutions in particular have had to adapt to an increasingly culturally diverse student body. Students share the common goal, inter alia, of obtaining a degree. Contributing, albeit peripheral, factors such as a violence-free campus, adequate facilities and harmonious relationships, provide a supporting academic environment. Trust is the basis of human relationships, and it supports the ethical norms of human behaviour and, if present, assists in creating the macro-environment conducive to academic performance. Cooperating and co-habiting often involves interdependence, and it implies that people must depend on others in various ways to help them accomplish their personal goals and to obtain the outcomes they value. Trust has been identified as a key element of enhanced cooperation, information sharing and problem solving. Diversity variables such as gender, home language and cultural background may also influence the interpersonal trust between individuals. Furthermore, people who share the same cultural background are more likely to be attracted to one another and form positive relationships on the basis of ‘sameness’ or homogeneity bias. Increasing diversity, if not managed effectively, will have a negative influence on outcomes such as relationships in the group, identification with the group, and group integration. The research comprised of a literature study, covering the theoretical aspects of the different topics related to the study, as well as of a quantitative investigation. 2. Literature Study This part of the research covered themes related to the concept of trust and the development of interpersonal and inter-group trust. People diversity and the impact of different diversities on interpersonal and inter-group relationships were also researched, using authoritative publications on the subject. In the last instance the relationship between people diversity, interpersonal and inter-group trust, and cooperation was explored. 3. Quantitative Research A quantitative study was conducted. Questionnaires were used that are designed to measure the following: <ul> <li>Interpersonal trust levels between students;</li> <li>Their acceptance of others;</li> <li>Their perceived acceptance by others;</li> <li>Their trust levels towards persons from cultures other than their own.</li> </ul> A convenience sample of ± 500 students was recruited from the first year groups of pre-determined university residences; all the students chosen in leadership positions in residences at the University of Pretoria; and also non-residential students enrolled as Human Resource Management students in their second year at the University of Pretoria. The trust levels of the students were then analysed in terms of their group relationship as is defined by different diversities such as gender, national culture, school background and home environment. The results indicate that females generally tend to be more trusting than males. Respondents from urban areas also tend to be more trusting than those from rural areas. A difference was also found between the levels of inter-group trust in Afrocentric and Eurocentric subjects. / Dissertation (MPhil)--University of Pretoria, 2008. / Human Resource Management / unrestricted

According to the Constitution of South Africa (1996), as well as the Schools Act of South Africa (1996), everyone has the right to education in the language of their choice. The advantage of being educated in one’s home language is a well-known and accepted as a demonstrated fact (Oosthuizen, Rossouw & De Wet, 2004:22). Unfortunately, Oosthuizen et al. (2004:22) remark that the biggest problem in education today, is that home language education cannot be given to everyone in South Africa. As a result many parents choose English as the Language of Learning and Teaching (LOLT) for their children, since they believe English is the language of empowerment. Although English Second Language (ESL) learners pose a challenge to educators in the class, they still have a right to quality education. Therefore, thorough planning is essential to ensure that these learners are taught according to their needs. The primary aim of this research study was to determine if primary school educators designed their lesson planning to accommodate ESL learners with a limited English proficiency. The primary aim could only be determined if the following sub-aims were successfully analysed: *To determine through a literature investigation which specific language barriers ESL learners, with limited English language proficiency, experience during a lesson. *To determine through a literature investigation why lesson planning is important; *To determine to what extent educators accommodate language barriers to learning of ESL learners, with a limited English language proficiency, in their lesson plans. *To determine how educators reflect on their lesson plan, in order to determine whether ESL learners, with limited English language proficiency, coped with the lesson. *To establish which modifications, if any, educators make after reflection to accommodate ESL learners with limited English language proficiency in the follow lesson planning? A Qualitative research method was followed during the study. Data was collected for the research study by doing a document analysis and semi-structured interviews with primary school educators who are currently in the teaching profession and have ESL learners in their class. A convenience sample was used, where the nearest parallel medium school was chosen with participants readily available. The following findings emerged from the study: According to the literature study, the most common specific language barriers which ESL learners with limited English proficiency experience in the classroom are: *Experience it difficult to express themselves in English; *Educators disparity in language between learners and educators; *a limited English vocabulary; and *struggling with comprehension of English. Findings of the empirical study showed that the participants do not plan for accommodations for ESL learners who may experience barriers to learning. They indicated that since English is the LOLT of the school and because they feel that the learners should be proficient in the language they do not need to plan for possible misunderstandings or communication problems that could occur because of a language barrier. However, they did acknowledge that a limited vocabulary and ways of expression can cause communication problems. / MEd, Learner Support, North-West University, Vaal Triangle Campus, 2012

This Research Report critiques the English Home Language Literature setwork selection for the period 2009-2011 in terms of the National Curriculum Statement for English Home Language for Grades 10- 12 to establish whether there is consonance between policy and practice in this section of the syllabus and to determine whether the new national syllabus offers a traditional or a transformational approach to the subject. In order to do this, the National Curriculum Statement is analysed in terms of the principles and outcomes which it intends to be actualised in the study of English and selects those that seem applicable to literature studies. Questions are formulated encapsulating these principles and used as the tools to critique the new national literature syllabus both as regards its individual constituent parts and as regards the syllabus as a whole. A brief comparison between the current prescribed literature selection and setworks set from 1942 to the present day establishes whether the new syllabus has departed from old syllabus designs, whether it acknowledges the new target group of pupils in multiracial English Home Language classrooms by offering a revised, wider and more inclusive selection of novels, dramas, poems and other genres such as short stories, or whether it remains traditionally Anglocentric in conception. The conclusions reached are that although the setworks conform to the letter of the requirements set down in the NCS, the underlying spirit of transformation is not realised. The inclusion of some poets from Africa and South Africa is merely content addition to a Eurocentric core curriculum, a form of tokenism which does not reorientate the syllabus significantly or move it away from its traditional trajectory. The report suggests that literature of merit from both Africa and South Africa be included in every part of the syllabus so that it reflects in some degree the contributions that the continent makes to English literature, in this way including in its scope the interests and identities of the wide range of learners studying English Home Language in the South African context.

This study uses a mixed methods approach to investigate an achievement gap observed in the reading of Canadian-born students with a first language other than English. Quantitative analyses of large-scale reading assessment data identified characteristics of these students and showed a relationship between reading levels and students’ home language environments. This relationship was further explored using a case study approach based on interviews with students and parents. Interviews revealed the role that parental language learning can play in children’s reading. The study revealed the relative invisibility of Canadian-born English language learners, and the consequent difficulties educators have responding to their English language learning needs. School registration data was shown to be an inaccurate indication of students’ home language use. The study’s findings point to the need for policies that support the systematic identification of Canadian-born English language learners and a deeper understanding of the language learning needs of these students-at-risk.

This study uses a mixed methods approach to investigate an achievement gap observed in the reading of Canadian-born students with a first language other than English. Quantitative analyses of large-scale reading assessment data identified characteristics of these students and showed a relationship between reading levels and students’ home language environments. This relationship was further explored using a case study approach based on interviews with students and parents. Interviews revealed the role that parental language learning can play in children’s reading. The study revealed the relative invisibility of Canadian-born English language learners, and the consequent difficulties educators have responding to their English language learning needs. School registration data was shown to be an inaccurate indication of students’ home language use. The study’s findings point to the need for policies that support the systematic identification of Canadian-born English language learners and a deeper understanding of the language learning needs of these students-at-risk.

According to the Constitution of South Africa (1996), as well as the Schools Act of South Africa (1996), everyone has the right to education in the language of their choice. The advantage of being educated in one’s home language is a well-known and accepted as a demonstrated fact (Oosthuizen, Rossouw & De Wet, 2004:22). Unfortunately, Oosthuizen et al. (2004:22) remark that the biggest problem in education today, is that home language education cannot be given to everyone in South Africa. As a result many parents choose English as the Language of Learning and Teaching (LOLT) for their children, since they believe English is the language of empowerment. Although English Second Language (ESL) learners pose a challenge to educators in the class, they still have a right to quality education. Therefore, thorough planning is essential to ensure that these learners are taught according to their needs. The primary aim of this research study was to determine if primary school educators designed their lesson planning to accommodate ESL learners with a limited English proficiency. The primary aim could only be determined if the following sub-aims were successfully analysed: *To determine through a literature investigation which specific language barriers ESL learners, with limited English language proficiency, experience during a lesson. *To determine through a literature investigation why lesson planning is important; *To determine to what extent educators accommodate language barriers to learning of ESL learners, with a limited English language proficiency, in their lesson plans. *To determine how educators reflect on their lesson plan, in order to determine whether ESL learners, with limited English language proficiency, coped with the lesson. *To establish which modifications, if any, educators make after reflection to accommodate ESL learners with limited English language proficiency in the follow lesson planning? A Qualitative research method was followed during the study. Data was collected for the research study by doing a document analysis and semi-structured interviews with primary school educators who are currently in the teaching profession and have ESL learners in their class. A convenience sample was used, where the nearest parallel medium school was chosen with participants readily available. The following findings emerged from the study: According to the literature study, the most common specific language barriers which ESL learners with limited English proficiency experience in the classroom are: *Experience it difficult to express themselves in English; *Educators disparity in language between learners and educators; *a limited English vocabulary; and *struggling with comprehension of English. Findings of the empirical study showed that the participants do not plan for accommodations for ESL learners who may experience barriers to learning. They indicated that since English is the LOLT of the school and because they feel that the learners should be proficient in the language they do not need to plan for possible misunderstandings or communication problems that could occur because of a language barrier. However, they did acknowledge that a limited vocabulary and ways of expression can cause communication problems. / MEd, Learner Support, North-West University, Vaal Triangle Campus, 2012

This thesis investigates the command 8th-graders in Arabic home language instruction have of written Modern Standard Arabic and if the type of instruction they have received and/or contact with written Arabic affect their performance. Background chapters discuss variables connected to the Arabic language (diglossia, research on reading and writing in Arabic) and variables connected to HLI in Sweden (set-up, steering documents).  The testing material consisted of a translation test from Swedish to Arabic combined with a questionnaire that addressed various factors of relevance to language acquisition.  The translations were analysed on three levels: (1) handwriting, (2) spelling and (3) morphosyntax. The main result of the analysis was that the participants were highly heterogeneous: some participants produced incomplete translations in handwriting that was barely legible, whereas others had good results for all measures. Many of the participants relied on a phonological strategy for spelling. For example, even short, high-frequency words such as personal pronouns and prepositions had not been spelled correctly.  The results for handwriting, spelling and morphosyntax were checked against the variables (1) years of HLI, (2) extra instruction in Arabic outside of HLI and (3) contact with written Arabic in the free time. The results for the effect of participation in HLI were inconclusive. However, many, but not all, of the participants with good results on the translation test had received extra instruction in Arabic, either in Sweden or prior to coming to Sweden. Reading Arabic in the free time was not in all cases connected to good results, but not reading Arabic in the free time was in most cases connected to a low command of written Arabic. Regarding these results, it is suggested that additional factors (motivation, support from the family, etc.) could be at play.  Previous research has addressed the question of heterogeneity in HLI classes. The findings of this thesis illustrate how great the heterogeneity can in fact be, and thus have implications for the set-up of Arabic HLI in Sweden.

Magister Educationis - MEd / Abstract The aim of this study was to investigate the use of Information and Communication Technologies (ICTs), through the use of iPads in English Home Language in the Intermediate Phase, with a special focus on Grade six, at one primary school in the Western Cape. Through the lens of the Sociocultural and Constructivist theories, the study investigated how iPads were used for language and literacy development in the Grade six classroom where English was the main medium of instruction. The study was purely a qualitative single case study involving one teacher and one class of 28 learners at a well-resourced former-white school in Cape Town. Data was collected through classroom observations and interviews. The interviews were conducted with six selected learners, one Grade six teacher, the Head of Department (HOD) and the Principal. The analysis of the transcribed interviews, video recordings and documents was done through the Atlast.Ti 7 software package. The findings of the study show that Grade six learners had good access to ICTs, and had no difficulties in using iPads for language and literacy learning. Their competence was associated with their high socio-economic backgrounds as most of them were from middle class families. The findings also indicated that teacher disposition had a positive impact on ICT implementation in the English lessons. Another interesting finding was that while the school had successfully adopted ICT as a teaching and learning resource, the Grade six teacher’s pedagogical strategies did not enhance learners’ comprehension of certain language (English) aspects such as grammar because there was no special training for integrating ICTs in language teaching. Overall, the results showed that the iPad is an extremely potential tool for literacy development and it encourages not only learners’ active engagement and collaboration as directed by the teacher, but also learner initiated engagement and collaboration. The study concludes that while many well-resourced schools seem to do well with regard to access to ICT and its integration in teaching and learning, technology cannot completely replace the role of the teacher in the classroom. There is a need for teacher development to enhance their own understanding of ICTs and how to use it for effective language and literacy teaching and learning.

In the South African context, it is currently assumed by most role players in education that teacher graduates are proficient in the medium of instruction they will use once they start their careers. This may be a reason why currently there is no mandatory testing of teachers‟ language proficiency. Due to social, economic and historical factors, English has become the medium of instruction at most educational institutions in South Africa, yet less than 10% of the population speak English as a home language. Consequently, an overwhelming number of learners are being taught in a language other than their home language and often by teachers not adequately prepared to teach through the medium of English. In the absence of mandatory testing and with the complex language situation in South African classrooms, this case study aimed to determine the perceptions held by pre-service teachers and their mentors regarding their English proficiency at entry to the teaching profession. This was done by answering the following research question: What is the perceived Classroom English proficiency of final year pre-service teachers prior to graduating? The conceptual framework was grounded in Uys‟s (2006) model of Classroom English proficiency and the methodology employed was quantitative in nature. Instruments used to collect data included an observation schedule completed by mentor teachers observing pre-service teachers presenting the fifth lesson of their first internship period, and a questionnaire completed by the pre-service teacher directly after the observed lesson. Both instruments were adapted from Elder‟s Classroom Language Assessment Schedule (1993, 2001), and each included 42 items related to various language proficiency variables rated on a four-point Likert scale. Data were analysed using various statistical measures comparing groups and subgroups within the sample. Key findings included a significant statistical difference between how English Home Language (EHL) pre-service teachers perceived their language proficiency and those who are English Additional Language (EAL) preservice teachers. EHL pre-service teachers perceived their Classroom English proficiency better than EAL pre-service teachers. The same trend was evident among the perceptions of mentor teachers. Pedagogical language and voice skills emerged as areas in which additional support was required by EAL pre-service teachers. Further research avenues to explore relate to the feasibility of administering refined instruments among teachers to determine not only what the perceptions would be on a national level but also to assess their Classroom English proficiency, followed by possible interventions. / Dissertation (MEd)--University of Pretoria, 2014. / lk2014 / Social Studies Education / MEd / Unrestricted

In South Africa, the medium-of-instruction (MOI) debate has continued to demand the attention of educators and academics, particularly after the promulgation of the 1997 multilingual language-in-education (LIE) policy and the introduction of the OBE-NCS curriculum in the schools. Using a survey questionnaire, classroom observations and focused interviews, this study aims at establishing how teachers in selected urban and rural high schools in the Mthatha District understand, interpret and implement MOI policies within their practice. It also seeks to establish reasons for implementing the MOI policies in the ways they do. The study utilizes Phillipson’s English Linguistic Imperialism Theory, Brock-Utne’s Qualification Analysis, and Vygotsky’s Social Constructivism to explain the findings. The main findings of the study are that MOI policies are not implemented uniformly in urban and rural contexts or within each context. Learner linguistic profiles, mismatch between a teacher’s home language (HL) and that of his/her learners, the subject being offered, the need to promote understanding of content, teachers’ understandings, misconceptions and beliefs about the role of language in education: all these were found to be factors which may influence a teacher’s language choice during lesson delivery. Generally, teachers endorse the use of English as a language of learning and teaching (LOLT) at high school, together with the learners’ HL. Although some teachers believe that they use English mainly for teaching, indigenous languages are also used extensively, especially in rural and township schools; code-switching, code-mixing, translation, repetition, and township lingo all make the curriculum more accessible to learners. The anomaly is that assessments are conducted only in English, even in contexts in which teaching has been mainly in code-switching mode. An English-only policy was employed in the following situations: in a desegregated urban school; in a rural high school where there was a mismatch between the teacher’s HL and that of his learners; and also in a rural high school where English was offered as a subject. The most cited reasons for using English only as an LOLT were: school language policy, teachers seeing themselves as language role models, the use of English as a LOLT at tertiary level, and past teacher training experiences. The study concludes that the major factors influencing school language policies in a multilingual country such as South Africa are the school context and the teacher and learner profiles. In addition, teaching and assessing learners in languages with which they are familiar, as well as using interactive teaching strategies, would develop learner proficiency, adaptability and creative qualifications, resulting in an improved quality of education. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted