This research study aims to evaluate how the trilingual policy (Kinyarwanda, French and English) is implemented in Kigali City’s nursery and primary schools in terms of facilitating learners’ cognitive academic language proficiency (CALP) development, in both the pre-2008 and post-2008 language policies. It is an exploratory-qualitative-interpretative research study, which analyses the language preference, the age of change-over and the multilingual models adopted and how they contribute to learners’ CALP development. It also analyses the implications of the post-2008 policy. The findings indicated that initial bilingualism, initial trilingualism, early total immersion and gradual transfer models were implemented in the pre-2008 policy; while the post-2008 policy implements early total immersion. The learners’ CALP in both the MT and the AL could be more developed in public schools under the pre-2008 policy due to exposure to Kinyarwanda instruction from the start but it may not be developed fully under the post-2008 policy, because English is used as MOI from the onset of education. / Linguistics / M.A. (Applied Linguistics)

After independence, in 1990, the government of the Republic of Namibia perceived the need to replace the old Language-in-Education Policy (LiEP) for schools with a new one that promotes the use of the mother tongue alongside English in schools and colleges of education. Consequently, the new Language-in-Education Policy was implemented in all 13 educational regions. The aim of this study is to evaluate the implementation of this policy in the upper primary schools in Oshana Region. The findings of the study were analysed according to relevant literature to determine if they were in line with the theories of language policy evaluation. At least five major findings emerged from this study that are described in relation to relevant themes, namely; home language, language preferences, language practices, policy awareness and government support. The study revealed that the majority of learners in Oshana Region are Oshikwambi speakers, followed by Oshikwanyama speakers. In addition, the majority of teachers who teach Oshindonga are also not Oshindonga speakers. Furthermore, the study revealed that the majority of learners, teachers and principals preferred English as LoLT to Oshiwambo. Another major finding of the study is that despite the fact that English is the LoLT, both teachers and learners are still struggling to communicate in English. In general, successful communication often takes place in Oshiwambo. The study revealed that the majority of teachers, learners and parents are neither aware of the new LiEP nor were they consulted prior to its implementation. In addition, the LiEP related materials are not available in most of the schools. Finally, the study found that there is a serious shortage of textbooks and well qualified teachers in African languages. This shortage of textbooks prevents teachers from giving adequate homework to learners. Consequently, the LiEP cannot be successfully implemented. A number of recommendations are made regarding the shortage of textbooks in Oshiwambo, the use of the mother tongue as LoLT from Grade 1 to Grade 7 and the recognition of other Oshiwambo dialects. Ongoing consultation and awareness should be a vital part of the review process. / Linguistics / M.A. (Sociolinguistics)

This study investigates awareness and use of communicative language teaching methodology (CLT) in a foundation programme at an institution of higher learning in the Sultanate of Oman, where rapid expansion and a reliance on expatriate skills has resulted in the employment of predominantly native English teachers, many with inadequate formal teacher training. The qualitative research methodology employed involved a core of five teachers using three data-gathering instruments and ten additional English language teachers who responded to a questionnaire. The study finds that the majority of teachers have inadequate knowledge of the CLT approach and do not use it in the classroom. The findings suggest that an adapted version of CLT which embraces local contextual and sociocultural conditions may be pedagogically viable. The study draws comparisons between the idea of a hypothetical, “adapted” version of CLT and the notions of “particularity, practicality and possibility” as suggested by Kumaravadivelu (2006). / English Studies / M.A. (Specialisation in Teaching English to Speakers of Other Languages, TESOL)

This study investigates the effects of authentic materials and contextually-developed role-playing activities on the oral proficiency of Thai undergraduate students. The study was conducted at Prince of Songkla University, Thailand during the first semester (June to September) of 2010. The study consisted of four research instruments and the data were analyzed using Independent Samples t-test to determine whether the authentic materials and contextually-developed role-playing activities had improved the students’ oral fluency and accuracy in the target language. The findings indicated statistically significant differences between the two groups wherein the experimental group performed better on both fluency and accuracy than the control group. Therefore, based on the findings of the current study, it can be concluded that authentic materials and contextually-developed role-playing activities involving a series of sequential events are effective in enhancing learners’ oral proficiency in programs of English as a foreign language in the context of Thailand English education. / English Studies / M.A. (TESOL (Teaching English to Speakers of Other Languages))

The purpose of the research was to look critically at the language development of the young second-language learner within their social context, in relation to theory and practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General Comment No 12, 2009). Language and communication were seen by the researcher as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General Comment No 7, 2005) as they engage in meaning-making with others, both at home and at school. The research was conducted as a Case Study within a Pre-Primary School over a three month period, with the lead-researcher involving the teachers as co-researchers. A Participatory Action Research methodology was used, within a praxeological conceptual framework. Parents and their young children (between the ages of 2 – 6 years) were participants in the research. Ways were explored to build ‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data collection techniques were used, including the Persona Doll approach, the Mosaic Approach, Documentation of Learning and Learning Story Books. The results of the research were increased awareness of the value of inclusive practices that place a value on diversity and which actively support and promote the use of the mother tongue, as well as the learning of English as a second language. In the course of the research, it was seen as important for adults (parents or teachers) to support the learning of concepts in the mother tongue or in English by verbalizing for the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the research methodology was seen as an important way to develop ‘critical, reflective practice’ amongst the teachers and to create partnerships with the parents. The aim was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection, the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009). / Psychology of Education / M. Ed. (Educational Psychology)

The senior secondary school learners' limited English proficiency motivated the researcher to investigate the extent to which contextual and learner factors contributed to this problem. The ultimate aim was to recommend guidelines for dealing with the problem. The review of literature and empirical methods of research were used to this effect. The literature review revealed that the learners' societal, home/family and school/classroom contexts contributed to learners' development ofESL proficiency. It further showed that the independent learner factors (i.e. learner factors that are not influenced by the context from which the learner comes and/or in which SLA takes place) and dependent learner factors (i.e. learner factors that are completely or partly subject to the influence of the context from which the learner comes or in which SLA takes place) significantly influenced the development ofESL proficiency. With its focus on language learning strategies, the empirical investigation found a significant relationship between the learners' level ofESL proficiency and use of direct strategies (i.e. strategies that involve the mental processing of the target language, albeit in different ways and for different purposes). The investigation found no significant relationship between the learners' level of ESL proficiency and use of indirect strategies (i.e. strategies that underpin the process of language learning). Several contextual and learner factors were found to influence the relationship between the learner's strategy use and the development ofESL proficiency. These findings formed the basis for recommending specific guidelines for dealing with limited ESL proficiency, as well as recommending possible directions for future research. / Educational Studies / D. Ed. (Didactics)

In South Africa learners do not achieve as well as their international counterparts on tests of literacy, and language proficiency is often blamed for their poor academic performance. In this study, the relationship between English language proficiency, reading ability and the academic performance of Grade 7 students in submersion contexts was investigated using quantitative methods. The participants of the study were Grade 7 students based in a former Model C school in the South African city of Johannesburg. Their English language proficiency and reading ability were measured by means of The Proficiency test English Second Language: Intermediate level and the Neale Analysis of Reading Ability tests respectively. The students’ performance on these tests was correlated with the students’ average summative assessment results using the Pearson-product moment correlation. Results showed that both English language proficiency and reading ability were significantly correlated with academic performance, with language proficiency having the most robust correlation. These findings indicate that teachers should aim at improving language proficiency by using multilingual teaching strategies that support home language as a cognitive tool. / English Studies / M.A. (TESOL)

Text in English / In a quest to identify best practices in teaching courses in English for Specific Purposes (ESP), this study investigated effective teaching of an online English module in an Open Distance Learning (ODL) environment. Although ODL is attractive to both students and lecturers, there are significant problems regarding how learning, teaching, interaction and assessment should be conducted in this context. The problems are exacerbated by the limited knowledge of using the online systems and constraints linked to time spent on tasks. The study adopted the qualitative research approach, using a case study design and data collected from three research instruments, namely online questionnaires, an online observation schedule and a content analysis schedule. The research population in the current study comprised students, lecturers, and e-tutors based at one ODL university. In order to engender best practices of effective teaching in an ODL environment, the Community of Inquiry (Col) framework and Zone of Proximal Development (ZPD) theory were applied to the research findings of the current study. The findings indicate that effective teaching of an online English module in an ODL context could take place when content is effectively structured; assessment reflects course content; there is teamwork and collaboration amongst lecturers; students effectively interact with the material, lecturers/e-tutors, and with each other. The findings of this study add to the volume of research on best practices for effective online ESP teaching in ODL higher learning institutions. / English Studies / D. Litt. et Phil. (English)

The purpose of the research was to look critically at the language development of the young second-language learner within their social context, in relation to theory and practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General Comment No 12, 2009). Language and communication were seen by the researcher as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General Comment No 7, 2005) as they engage in meaning-making with others, both at home and at school. The research was conducted as a Case Study within a Pre-Primary School over a three month period, with the lead-researcher involving the teachers as co-researchers. A Participatory Action Research methodology was used, within a praxeological conceptual framework. Parents and their young children (between the ages of 2 – 6 years) were participants in the research. Ways were explored to build ‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data collection techniques were used, including the Persona Doll approach, the Mosaic Approach, Documentation of Learning and Learning Story Books. The results of the research were increased awareness of the value of inclusive practices that place a value on diversity and which actively support and promote the use of the mother tongue, as well as the learning of English as a second language. In the course of the research, it was seen as important for adults (parents or teachers) to support the learning of concepts in the mother tongue or in English by verbalizing for the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the research methodology was seen as an important way to develop ‘critical, reflective practice’ amongst the teachers and to create partnerships with the parents. The aim was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection, the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009). / Psychology of Education / M. Ed. (Educational Psychology)

The aim of this research was (1) to provide empirical data of learning potential and English language proficiency for work performance; (2) to establish whether race and gender influence work performance; (3) to evaluate practical utility and to propose recommendations for selection purposes. The Learning Potential Computerised Adaptive Test and the English Literacy Skills Assessment were used as measuring instruments to measure learning potential and English language proficiency respectively. Work performance data were obtained from the normal performance data system of the company where the research was conducted. ANOVA results showed differences between race and gender groupings. A regression analysis confirmed the predictive validity of learning potential and English language proficiency on work performance. The Spearman rho correlation coefficient (p < 0.05) showed a significant positive correlation between the investigated variables / Industrial and Organisational Psychology / M. A. (Industrial and Organisational Psychology)