Thesis--Auburn University, 2009. / Abstract. Includes bibliographical references (p. 59-62).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 244-257). Also available via the Internet.

Learning is a process that involves both cognitive and emotional aspects. However, most of the research in education in South Africa tend to focus only on the cognitive side of learning and neglects the very important, emotional side. The consequences of this neglect lie most prominently with migrant learners, especially as the immigration process itself involves high emotional strain, cultural adjustment, and most obvious language barriers. These can negatively influence the learning process. Therefore, if existing teaching practices do not cater for the complexity of a multicultural and multilingual classroom or the emotional needs of migrant learners, the learning process of these learners is likely to be stunted. This thesis is concerned with the role of the emotions in the learning contexts of migrant learners in Cape Town and the strategies used by teachers to manage this. With this in mind, this study looks at the affective aspects of learning in teaching literacy to migrant learners from the Congo in the context of an English-medium school in Cape Town, South Africa. Using a qualitative case study approach, I focused on two layers of the issue. First, I explored the experience of Congolese learners and their emotional needs in an English language and literacy class. With this first layer, I compared the needs between French and English-speaking learners to explore how emotional needs played out in the classroom setting using interviews and observation. I used Krashen's affective filter theory as a lens to understand learners' feelings in the classroom environment. Second, I investigated classroom-teaching styles, in particular, how two Grade 3 teachers incorporated affective strategies in their pedagogy. I conducted this analysis through sociocultural understandings of literacy, using the principles of affective pedagogy. The findings were that English-speaking learners, receiving instructions in English, were less likely to suffer from emotional stress and anxiety in their learning than French-speaking learners learning in English. The French-speaking Congolese learners reported that they experienced emotional distress and anxiety, which affected their literacy learning. Not only were learners experiencing difficulties, but teachers too felt limited in their capacity to deal with learners' emotional needs as the cognitive approach for teaching literacy did not meet the needs nor context of migrant learners. Therefore, teachers felt they were required to go above and beyond what would be considered normal classroom activities to create a holistic learning environment that caters to a learner's emotional challenges, which was not always possible in the context of a prescriptive CAPs curriculum and resources. In this study, I argue that when children learn in a language that is different from their first language, this poses an emotional challenge, which often impacts the learning process. This emotional challenge is likely to be compounded by the circumstances that migrant learners often find themselves in. Therefore, I argue that for children to learn effectively (successfully) in a language that is different from their mother tongue, their emotional needs must be met first. This implies that for literacy learning to be most effective (successful), teachers may take into consideration the emotional aspects of each learner and develop their teaching styles according to the diverse needs of the learners. This study will benefit teachers in multilingual contexts as it takes into consideration the emotional difficulties that come with learning in a language that is not one's primary language, to understand learners' learning styles, and consequently to inform and adjust teaching strategies to fit their needs. The findings suggest a need for teacher training that takes into consideration the affective and cognitive needs of learners from diverse backgrounds, such as migrant learners, for more effective literacy and language education. .

The purpose of this study was to understand the issue of the language of instruction to school literacy learning in rural Haiti. Using a narrative approach, 10 participants who live and work in a rural village in Northern Haiti were involved. I sought to examine their experience and perspectives on the issue as well as their level of awareness and the ways they navigate through the system to succeed in life. The dissertation also investigated their struggle to learn using a language over which they do not have much command and that they do not speak at home and in their community. This dissertation drew from critical pedagogy, as a conceptual framework that advocates for emancipation by providing quality and equitable education for all students as agents of change filled with intellectual potentiality and the ability to address oppressive patterns in society and challenge the status quo. Data from subjects were collected from focus groups, in-class observations, and semi-structured interviews. The analysis of the data was done utilizing three coding cycles and three themes were identified: 1) Students’ production based on the language in use, 2) The importance of the setting for language mastery and literacy learning, and 3) The role of language mastery in students’ success in school and in the workplace. The study suggests implications for future research, parents, and school leaders. The findings identify gaps and purpose to add to the literature given the paucity of research on the issue of the language of instruction as applied to schools in rural Haiti.Keywords: literacy learning, language of instruction, mother tongue, bilingualism, code-switching

<p>The purpose of this paper is to gain insight into how efficient the computer is in support of the pupils literacy learning. Will there be a difference in literacy learning if i compare the pupils who use computers as an aid in relation to those pupils who are educated by synthetic method? Have the puplis felt affected in some way when having the computer as an aid in literacy learning? I have chosen to do a qualitative study with quantitative data. I have observed and interviewed pupils using the Trageton strategy. The interviews were based on a number of key issues. The quantitative data is based on my study that includes a reading development schedule, LUS.</p><p>The results obtained show that pupils who have worked with Trageton strategy are more motivated to read and write than those pupils who have learned to read and write by the traditional method. Most pupils who were interviewed said that it was easier to write on the computer than with pen because they were tired of holding the pen and form letters. They also experienced that it became neat and was easier to read than handwritten text, which strengthen their self-confidence.</p>

The purpose of this paper is to gain insight into how efficient the computer is in support of the pupils literacy learning. Will there be a difference in literacy learning if i compare the pupils who use computers as an aid in relation to those pupils who are educated by synthetic method? Have the puplis felt affected in some way when having the computer as an aid in literacy learning? I have chosen to do a qualitative study with quantitative data. I have observed and interviewed pupils using the Trageton strategy. The interviews were based on a number of key issues. The quantitative data is based on my study that includes a reading development schedule, LUS. The results obtained show that pupils who have worked with Trageton strategy are more motivated to read and write than those pupils who have learned to read and write by the traditional method. Most pupils who were interviewed said that it was easier to write on the computer than with pen because they were tired of holding the pen and form letters. They also experienced that it became neat and was easier to read than handwritten text, which strengthen their self-confidence.

This study centres on learning to read and methods for teaching reading skills. The aim is to provide a survey of the concept reading skills and the methods developed on the basis of different theories and the methods preferred when teaching children in primary school and why. The study is based on interviews with eight teachers who are working on a daily basis teaching Swedish in preschool class or lower primary school. The result of my study is that the majority of teachers do not use a specific method, but rather combine several different methods, thus adapting instruction to each individual pupil.

The aim of this study is to investigate a number of class teachers' thoughts on the use of information and communications technology (ICT) in early literacy learning. The study has been conducted as a qualitative study, interviewing five teachers with the help of an interview guide. Three central questions were posed. What perception do the teachers have about the use of ICT in their tuition? What perception do the teachers have about the pupils' literacy learning in teaching with ICT tools? What perception do the teachets have about teaching and learning by means of ICT when it comes to pupils with reading and writing difficulties/dyslexia? The overall theoretical basis of the study is Vygotskij's sociocultural theory. In conclusion, the result of the study is as follows.Most class teachers feel that the training they have undergone in ICT education was adequate, but they also call for skill development.Most teachers believe that the use of ICT tools provide opportunities to adapt their teaching to pupils' knowledge level. The teachers' opinion is that ICT in teaching is useful for pupils' progress in early literacy learning.Most teachers also believe that ICT tools in teaching can be of some help for pupils with reading and writing difficulties/dyslexia.One obstacle in helping these pupils is lack of time.Therefore, the majority of the teachers hand these pupils over to special education outside the classroom.

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