Global ETD Search

61	A model for a non-native ELT teacher education programme Kasule, Daniel 30 June 2003 (has links) The problem this study addresses is the continuing ineffective teaching of English as a Second Language (ESL) despite the popularity of in-service (INSET) programmes. As a means of situational analysis, ethnographic approaches were used to investigate the INSET participants in the four-year degree programme at the University of Botswana. Responses to one inventory containing second language teaching activities showed that the activities respondents know to characterize ESL classrooms do not facilitate much verbal teacher-pupil/pupil-pupil interaction. Responses to another inventory containing idealised course content showed evidence of needs the preparation programme was ignoring. This confirmed one of two study hypotheses that: there are specific second language teaching needs being ignored by preparation programmes for primary school language teachers. Document analysis verified the assumptions about what classroom English Language Teaching (ELT) was expected to achieve. However, lesson observation revealed that the products of the programme still taught and perceived English as a mental exercise, with the following results: the lessons were complicated, uninspiring, unenjoyable, restrictive, and ineffective. Questionnaire and interview results confirmed the second study hypothesis that: the confidence of non-native English-speaking teachers (non-NESTs) with regard to competence in English, which affects the effectiveness and efficiency of their teaching, is low. As a solution a model specifying the essential programme components for preparing ELT specialists in the primary school is proposed. The proposed model is however not prescriptive and the proposed content is neither exhaustive nor limiting, but only broadly suggestive of the content of each instructional component. It is hoped that the product of the proposed model will become not only a well-educated person in the arts but also a highly proficient and self-confident person in ELT. / Educational Studies / D. Ed. (Didactics) English language competence Second language teaching competence Communicative language teaching Target language Second language First language Initial teacher education Non-native English-Speaking Teachers Native English-speaking teachers In-Service education and training English as a second language English language teaching Medium of instruction Language teacher education 370.711096883 Teachers -- Botswana -- Training of
62	An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City Niyibizi, Epimaque 06 1900 (has links) 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) Language policy Mother tongue Bilingualism Medium of instruction Cognitive Academic Language Proficiency Additional languages Basic Interpersonal Communicative Skills Trilingualism Multilingualism Rwanda 370.11750967571
63	Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province Hlabane, Alfred Sipho 02 1900 (has links) This study investigated the effects of incorporating English language teaching in Physical Sciences education. The sample was selected from Physical Sciences Grade 10 learners in a school in Mpumalanga Province and comprised an experimental group who were taught through a workbook that incorporated language teaching in science lessons and a control group who were taught via the normal textbook prescribed by the Department of Basic Education. Pre- and post-tests were administered to both groups and a sample of learners participated in a focus group interview. Two educators were also individually interviewed. The results revealed that incorporating language teaching in science lessons not only improves learners’ academic performance but also their comprehension skills, and encouraged the application of learner-centred methods of teaching. The study recommends that Physical Sciences textbooks include English language activities with the view of incorporating language teaching in Physical Sciences content lessons. / Science and Technology Education / M. Ed. (Natural Science Education) Science education Language of science First additional language English language Second language Physical sciences Language of learning Teaching Medium of instruction 500.207126827
64	Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province Hlabane, Alfred Sipho 02 1900 (has links) This study investigated the effects of incorporating English language teaching in Physical Sciences education. The sample was selected from Physical Sciences Grade 10 learners in a school in Mpumalanga Province and comprised an experimental group who were taught through a workbook that incorporated language teaching in science lessons and a control group who were taught via the normal textbook prescribed by the Department of Basic Education. Pre- and post-tests were administered to both groups and a sample of learners participated in a focus group interview. Two educators were also individually interviewed. The results revealed that incorporating language teaching in science lessons not only improves learners’ academic performance but also their comprehension skills, and encouraged the application of learner-centred methods of teaching. The study recommends that Physical Sciences textbooks include English language activities with the view of incorporating language teaching in Physical Sciences content lessons. / Science and Technology Education / M. Ed. (Natural Science Education) Science education Language of science First additional language English language Second language Physical sciences Language of learning Teaching Medium of instruction 500.207126827
65	The diglossic relationship between Shona and English languages in Zimbabwean secondary schools Chivhanga, Ester 29 February 2008 (has links) The research highlights the problems of the diglossic relationship between Shona and English in the teaching-learning situation in Zimbabwe secondary schools. It focuses on how English as a high variety language adversely affects the performance of learners writing 'O' level Shona examinations in secondary schools. The research also confirms that teachers and learners of Shona in Zimbabwean secondary schools have a negative attitude towards Shona. Finally, the use of English in the teaching of Shona, the less hours allocated to Shona, the low esteem of Shona vis-à-vis the dominance of English and the association of English with social mobility impact on the attitude of students towards Shona as a subject. This linguistic attitude coupled with orthographic problems causes low passes in Shona at 'O' level. Hence, one proposes, language awareness campaigns and the use of Shona in the teaching of practical criticism and grammar. / African Languages / M.A. (African Languages) Diglossia Sociolinguistics African languages Medium of instruction Underdevelopment of indigenous language Word division in Shona High variety language Low variety language Diglossic relationships Triglossia Code switching Bilingualism Multilingualism 428.007126891 Diglossia (Linguistics) Bilingualism -- Social aspects Students -- Attitudes
66	A model for a non-native ELT teacher education programme Kasule, Daniel 30 June 2003 (has links) The problem this study addresses is the continuing ineffective teaching of English as a Second Language (ESL) despite the popularity of in-service (INSET) programmes. As a means of situational analysis, ethnographic approaches were used to investigate the INSET participants in the four-year degree programme at the University of Botswana. Responses to one inventory containing second language teaching activities showed that the activities respondents know to characterize ESL classrooms do not facilitate much verbal teacher-pupil/pupil-pupil interaction. Responses to another inventory containing idealised course content showed evidence of needs the preparation programme was ignoring. This confirmed one of two study hypotheses that: there are specific second language teaching needs being ignored by preparation programmes for primary school language teachers. Document analysis verified the assumptions about what classroom English Language Teaching (ELT) was expected to achieve. However, lesson observation revealed that the products of the programme still taught and perceived English as a mental exercise, with the following results: the lessons were complicated, uninspiring, unenjoyable, restrictive, and ineffective. Questionnaire and interview results confirmed the second study hypothesis that: the confidence of non-native English-speaking teachers (non-NESTs) with regard to competence in English, which affects the effectiveness and efficiency of their teaching, is low. As a solution a model specifying the essential programme components for preparing ELT specialists in the primary school is proposed. The proposed model is however not prescriptive and the proposed content is neither exhaustive nor limiting, but only broadly suggestive of the content of each instructional component. It is hoped that the product of the proposed model will become not only a well-educated person in the arts but also a highly proficient and self-confident person in ELT. / Educational Studies / D. Ed. (Didactics) English language competence Second language teaching competence Communicative language teaching Target language Second language First language Initial teacher education Non-native English-Speaking Teachers Native English-speaking teachers In-Service education and training English as a second language English language teaching Medium of instruction Language teacher education 370.711096883 Teachers -- Botswana -- Training of
67	An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City Niyibizi, Epimaque 06 1900 (has links) 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 and Modern Languages / M.A. (Applied Linguistics) Language policy Mother tongue Bilingualism Medium of instruction Cognitive Academic Language Proficiency Additional languages Basic Interpersonal Communicative Skills Trilingualism Multilingualism Rwanda 370.11750967571
68	Determining reasons for learners' poor communication skills in English in some Lesotho primary schools Nkome, Mamothimkhulu 06 1900 (has links) Learners in Lesotho Primary Schools struggle to communicate in English as a second language. The effect of this problem is observed in schools, national tests and examinations. This study focused on determining reasons for learners’ failure to communicate through English in Lesotho Primary Schools. The study was conducted in three Primary Schools in Berea District. Grade six learners and grade six educators were purposively selected as an appropriate sample as they are the senior grades who have experience in primary level. A combination of quantitative and qualitative research methods was employed in this research. The purpose of using these two methods was to allow the responses from quantitative research to be illuminated by the qualitative research. The data was gathered by a questionnaire for learners and interviews for educators. The study showed that some of the factors that contribute to learners’ failure to communicate in English are: non-implementation of English as a medium of instruction; failure to use variety of materials and methods; insufficient time to practice English components as educators teach less than six periods per week while they are expected to teach six periods per week; insufficient skills and techniques used to motivate learners to learn English as a second language; and inadequate interaction between the school and parents. / Inclusive Education / M. Ed. (Inclusive Education) English as a medium of instruction English as a second language Grade 6 educators Grade 6 learners Lesotho primary schools Communication Inadequate materials and methods Time management Motivation 372.6521096885
69	Challenging the hegemony of English in post-independence Africa : an evolutionist approach Charamba, Tyanai 02 1900 (has links) This study discusses the evolutionist approach to African history as an action plan for challenging the hegemony of English in university education and in the teaching and writing of literature in post-independence Africa. The researcher selected Zimbabwe’s university education and literary practice as the microcosm case studies whilst Africa’s university education and literary practice in general, were used as macrocosmic case studies for the study. Some two universities: the Midlands State University and the Great Zimbabwe State University and some six academic departments from the two universities were on target. The researcher used questionnaires to access data from university students and lecturers and he used interviews to gather data from university departmental Chairpersons, scholars, fiction writers and stakeholders in organizations that deal with language growth and development in Zimbabwe. Data from questionnaires was analysed on the basis of numerical scores and percentage of responses. By virtue of its not being easily quantified, data from interviews was presented through capturing what each of the thirteen key informants said and was then analysed on the basis of the hegemonic theory that is proposed in this study. The research findings were discussed using: the evolutionist approach to the history of Africa; data from document analysis; information gathered through the use of the participant and observer technique and using examples from what happened and/or is still happening in the different African countries. The study established that the approaches which have so far been used to challenge the hegemony of English in post-independence Africa are not effective. The approaches are six in total. They are the essentialist, the assimilationist, the developmentalist, the code-switch, the multilingualist and the syncretic. They are ineffective since they are used in a wrong era: That era, is the era of Neocolonialism (Americanization of the world). Therefore, the researcher has recommended the use of the evolutionist approach to African history as a strategy for challenging the hegemony in question. The approach lobbies that, for Africa to successfully challenge that hegemony, she should first of all move her history from the era of Neocolonialism as she enters the era of Nationalism. / African Languages / D. Lit. et Phil. (African Languages) Hegemonic theory Essentialist approach Multilingualist approach Developmentalist approach Postnationalism Hegemony of English Superpower Superpower politics Medium of instruction Medium of academic essay writing Standard English Non-standard forms of English Code-switching Code-mixing Indigenous Zimbabwean languages Assimilationist approach The code-switch/switch-code approach Syncretist approach Pre-national/pre-colonial era Colonial era Neocolonial era Era of Nationalism Era of Postnationalism Transnationalism Internationalism Globalization 808.04207116891 Authorship Hegemony Scholarly publishing College students -- Zimbabwe -- Language Multilingualism -- Zimbabwe

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