Dissertation submitted in fulfilment of the requirements for the Degree in Master of Technology: Education, Durban University of Technology, 2009. / This study investigated key factors impacting on blended learning delivery with particular focus on socio-cultural and human-computer-interface issues, in the hope that the outcome of this enquiry might contribute positively towards the empowerment of learners and facilitators alike. The study involved a group of first year students enrolled in a Communications Skills Course offered by the (then) Department of English and Communication at the Durban University of Technology. The PRINTS Project, a webquest around which the course activities were based, provided an example of a blended delivery course in practice. While the teaching paradigm used in the course was constructivist, the research orientation employed in this project was critical realist. Critical realism focuses on transformation through praxis and also lends itself to modelling, which provides a way to understand the factors at play within a social system. In the preliminary stages of the research, an exploratory empirical (i.e. applied) model of blended learning delivery was formulated from a theoretical model of course delivery in order to assess which factors in blended learning were systemic and which were variables. The investigation then sought to uncover key factors impacting on the blended delivery system, utilising both quantitative and qualitative methodologies. The findings were analysed in terms of the empirical model to gain an understanding of any factors that might be seen to either enhance or inhibit learning in blended delivery mode. The result was that certain core issues in blended learning and teaching could be clarified, including the use, advantages and disadvantages of information and communication technologies (ICTs) in a learning environment. The notion of the digital divide could also be reconceptualised, and the relationship between literacy (be it academic, professional or social), power and culture could be further elucidated, drawing specific attention to the South African educational environment. The notion of iv culture and its relevance in a blended delivery environment was also further clarified, since the findings of this research project suggested how and why certain key socio-cultural factors might impact, as both enhancers and inhibitors, on the blended learning delivery system.

With the move towards multicultural education in South Africa, previously "whites only" schools now face the challenge of educating learners from diverse cultural and linguistic backgrounds. This study examined the extent to which limited English language proficiency impacts on schooling success for learners with Limited English Proficiency (L.E.P.). The study explored how these L.E.P. learners experienced the curriculum at a particular secondary school in Durban, KwaZulu-Natal, and the extent to which this school responded to the challenges of diversity in its learner population. The study used a qualitative research methodology. The sample comprised 24 learners from Grade 10. The data collection techniques used were the focussed group interview, and document analysis of school documents. The findings indicate that the language issue is complex and cannot be explored as an isolated variable. Various other mediating factors interact to impact on schooling success for learners with limited English language proficiency. (Some of these factors are race; class; culture; school ethos; norms and value; the school curriculum; and the socio-economic background of learners). The results also reveal that, although the school policy and ethos at the school reflects a commitment to racial integration and a positive response to cultural diversity among its learners, assimilationist practices still prevail. Attempts to integrate elements of 'other' cultural wordviews have been largely token representation of the diverse cultures. The curriculum continues to reflect the dominant culture with little meaningful affirmation of learners' diverse cultural and linguistic roots. Limited English Proficiency (L.E.P.) learners often experience alienation and marginalisation from the curriculum and the culture of the school. Simply assimilating Limited English Proficiency learners into the curriculum as it is does not guarantee the equalisation of educational opportunities for all learners. Much restructuring of the curriculum is necessary to fulfil the goals of multicultural education. / Thesis (M.Ed.)-University of Natal, 1998.

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Code switching is a widely observed phenomenon in multilingual and multicultural communities. This study focuses on code switching by teachers in multilingual and multicultural high school classrooms in a particular district in the Northern Cape Province of South Africa. The aims of this study were to establish whether teachers in the classrooms concerned do code switch and, if so, what the functions thereof are. With these aims in mind, data were collected from four high schools in the Siyanda District, during 13 lessons in total. These lessons were on the subjects Economic Management Sciences, Business Studies and Accounting. The participants in the study were 296 learners in Grades 8 to 12 and eight teachers. Data were collected by means of researcher observations and audio recordings of lessons. These recordings were orthographically transcribed and then analysed in terms of the functions of code switching in educational settings as identified from the existing literature on this topic as well as in terms of the Markedness Model of Myers-Scotton (1993). The answer to the first research question 1, namely whether teachers made use of code switching during classroom interactions was, perhaps unsurprisingly, “yes”. In terms of the second question, namely to which end teachers code switch, it was found that the teachers used code switching mainly for academic purposes (such as explaining and clarifying subject content) but also frequently for social reasons (maintaining social relationships with learners and also for being humorous) as well as for classroom management purposes (such as reprimanding learners). The teachers in this data set never used code switching solely for the purpose of asserting identity. It appears then that the teachers in this study used code switching for the same reasons as those mentioned in other studies on code switching in the educational setting. The study further indicated that code switching by the teachers was mainly an unmarked choice itself, although at times the sequential switch was triggered by a change in addressee. In very few instances was the code switching a marked choice; when it was, the message was the medium (see Myers-Scotton 1993: 138), code switching functioned as a means of increasing the social distance between the teacher and the learners or, in one instance, of demonstrating affection. Teachers code switched regardless of the language policy of their particular school, i.e. code switching occurred even in classrooms in which English is officially the sole medium of instruction. As code switching was largely used in order to support learning, it can be seen as good educational practice. One of the recommendations of this study is therefore that particular modes of code switching should be encouraged in the classrooms, especially where the medium of instruction is the home language of very few of the learners in that school.

At present, there is an emphasis in South African education on promoting multicultural classrooms in schools. This thesis examines the classroom culture of a South African English-medium school, where the majority of the learners are Second Language English learners. It first describes, in the form of a case-study, how two teachers have constructed the culture of their foundation phase classrooms. It then considers why the two teachers have constructed their classrooms in such ways by exploring their knowledge and understanding of, and attitudes towards, multiculturalism, second language acquisition and multilingualism. The study also briefly considers whether teacher training has sufficiently prepared these teachers for the challenges of a multicultural classroom. The data is discussed in terms of education and second language acquisition theory and South African education and language policies. The results of this study indicate that for the most part the classroom culture is distinctly Western and that the teachers have two fundamental assumptions that underpin their action and classroom construction. The first is that a lack of exposure to English is the primary cause of language problems for L2 learners and the second is that the L1 does not need to be maintained or promoted in the school environment because learners are sufficiently exposed to their L1 in the home. The thesis concludes that shortcomings in training and information encourages these two assumptions to take root and that more in-service training that focuses specifically on the nature of second language acquisition and multiculturalism is necessary.

Summaries in Afrikaans and English / The aim of this study is to investigate the developmental deficits among milieu disadvantaged pre-schoolers in a multicultural learning environment and to identify the cause of these deficits. The availability of school readiness programmes and whether these programmes fulfil in the needs of milieu disadvantaged pre-schoolers are investigated. In the light of the theoretical and empirical research it appears that the profile of milieu disadvantaged pre-schoolers is in a process of change. Developmental shortcomings are experienced with regard to the following developmental aspects: Emotional Physical Cognitive Social, moral and aesthetical development According to the theoretical and empirical research these developmental deficits are caused by factors due to the home environment, the school as well as socio-demographic and socio-economic factors. From the research recommendations regarding the following were generated: The parents The pre-primary school The primary school The Department of Education Further researchSee file / Die doel met die onderhawige studie is om te bepaal watter ontwikkelingstekorte by milieubenadeelde kleuters in 'n multikulturele leeromgewing voorkom en om die faktore te identifiseer waardeur hierdie tekorte veroorsaak word. Daar word 'n breedvoerige blik gewerp op beskikbare leergereedheidsprogramme en in hoe 'n mate dit die ontwikkelingstekorte van milieubenadeelde kleuters aanspreek. Aan die hand van die literatuurstudie en 'n empiriese ondersoek blyk dit dat die beeld van milieubenadeelde kleuters besig is om te verander. Ontwikkelingstekorte word veral ten opsigte van die volgende aspekte ervaar: Emosionele Fisieke Kognitiewe Sosiale, morele en estetiese ontwikkeling Uit die literatuurstudie en die empiriese ondersoek blyk dit dat bogenoemde ontwikkelingstekorte veroorsaak word deur huislike, skolastiese, sosio-demografiese en sosio-ekonomiese faktore. Uit die ondersoek word aanbevelings ten opsigte van die volgende gegenereer: Die ouerhuis Die pre-primere skool Die primere skool Department of Education Verdere navorsing / Psychology of Education / M. Ed. (Sieklundige Opvoedkunde)

The historically black and historically white universities in South Africa were shaped by apartheid policies. Within this socio-political context the project started when I, who was a lecturer at a historically black university (HBU), was confronted by violent interactions between lecturers and students, and a perceived passivity on the part of management when lecturers were threatened by students with violence in social and academic settings. Based on socio-historical factors and my personal experiences, I explored the experiences of lecturers at an HBU, i.e. their relationship with students and management, to form an understanding about how the lecturers’ experiences influenced the unconscious dynamic processes of the intergroup transactions between themselves and the students and management. A qualitative research method was chosen because it allowed for the in-depth analysis and interpretation of the lecturers’ experiences in a particular HBU. Hermeneutic phenomenology, using the systems psychodynamic perspective, allowed for the description and interpretation of the lecturers’ experiences. Data collection entailed hermeneutic conversations with the nine lecturers from an HBU. In the analysis, interpretation and reporting of the findings, the interpretive stance proposed by Shapiro and Carr (1991) was used. This analysis and interpretation entailed a collaborative dimension – the analysed data was sent to the lecturers to ascertain whether the analysis was a reflection of their experiences, as well as to experts in the systems psychodynamic perspective to ascertain whether the interpretations were plausible. The relationship between students, lecturers and management was contradictory, because it was marked by hope for an effective working relationship and by continuing conflict and violence – resulting in the (k)not of relationship based on the (k)not of achievement apparent in the lecturers’ relationship with students, and the (k)not of performance evident in their relationship with management. The intergroup transactions between students, lecturers and management were marked by a reign of terror as threats of violence, or actual physical violence, were directed at lecturers by students with little or no intervention by management. By integrating the findings with systems psychodynamic literature, several working hypotheses and two research hypotheses regarding the (k)not of relationship between the three stakeholders were generated. / Psychology / D.Litt. et Phil. (Psychology)

with the emergence of multiculturalism and the opening up of schools to all races in South Africa, the education system is undergoing enormous changes. Educators and pupils are faced with unfamiliar cultures, languages and backgrounds. This diversity has resulted in a need for schools to evolve I with the changing circumstances. The complexities associated with racial integration necessitates an educational programme suitable to meet the I needs of our culturally diverse society. A change strategy is necessary to provide teachers with a multicultural approach to education which is ultimately aimed at providing pupils o e cultures with equal opportunities to learn and succeed in a multicultural society. It is the concern of this dissertation to examine the role and function of the school guidance counsellor in attempting to meet the needs of educators, and pupils coming from different cultural, ethnic, racial and socio-economic backgrounds. / Psychology of Education / M. Ed. (Psychology of Education)

The influx of Black pupils seeking admission to Indian schools began in 1990 after the Democratic Movement's "all schools for all people" campaign was announced. The medium of instruction in Indian schools is English which is also the mother tongue. Therefore Black pupils who come on transfer from schools in the KwaZulu township are immediately faced with a language problem as they are taught in the mother tongue untii standard three, when they switch to English. This research project arose as a result of the researcher's experience with Black pupils, whom he - felt were severely linguistically underprepared for academic study in the senior primary phase. Furthermore, most present day teachers were trained for monocultural schools and have little or no experience of multicultural education. The main problem that this research focuses on includes the learning problems encountered by Black pupils in Indian primary schools and the concomitant teaching problems their teachers experience. / Educational Studies / M. Ed. (Didactics)

Text in Afrikaans / In hierdie verhandeling word gepoog om teen die agtergrond van multikulturele skoolsituasies in Suid-Afrika 'n oorsig van die problematiek random kommunikasievaardighede te gee. Algemene intra- en interpersoonlike kommunikasievaardighede word uitgelig. In aansluiting by 'n literatuurondersoek is kwalitatiewe data deur middel van onderhoude met skoolhoofde en onderwysers wat by multikulturele skoolsituasies betrokke is, ingesamel. Die wyse waarop mense met mekaar praat is deurslaggewend. Kommunikasieprobleme kan ontstaan wanneer kultuurgroepe met mekaar kommunikeer. Die hantering van misverstande en konflik in multikulturele skoolsituasies is belangrik. Onderwysbestuurders moet verskeie kommunikasievaardighede tydens 'n konfliksituasie aanwend. Die doeltreffende funksionering van 'n skool word grootliks medebepaal deur effektiewe kommunikasievaardighede wat toegepas word om verhoudinge tussen verskillende groepe te verbeter. Onderwysbestuurders behoort opgelei te word om effektief met alle betrokkenes in 'n konfliksituasie te kommunikeer. / This paper endeavours to give a review of the problematic nature of communication skills against the background of multicultural school situations in South Africa. General intra and interpersonal communication skills are highlighted. Further to the literature review, qualitative data has been gathered through interviews with a number of principals and teachers who are involved in multicultural school situations. The manner in which people speak to each other is important. Communication problems can occur when culture groups communicate. The management of misunderstandings and conflict is important in multicultural school situations. Education managers must utilise several communication skills during a conflict situation. The successful functioning of a school is essentially co-determined by the employment of effective communication skills to improve relationships between different groups. Education managers should be trained to communicate effectively with all persons involved in a conflict situation. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

A mini-dissertation submitted in partial fulfilment of the requirements for the Magister Educationis (M Ed) at the Cape Peninsula University of Technology, 2012 / This mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators from 10 schools in Gugulethu. The researcher unpacked the issues of teaching Natural Science in mother tongue instruction, as it was the policy of the Western Cape Education Department (WCED). The researcher looked at the measures put in place by the WCED to pilot schools, such as resources and training of the educators. As a researcher I looked broadly and compared educational policies in other neighbouring countries, such as Mozambique and Swaziland, to South Africa. In a purposive sample, one was likely to get the opinions of one’s target population, but one was also likely to overweight subgroups in one’s population that were more readily accessible. Researcher also consulted some literature such as that of Baker, Alexander, Brock-Utne etc. In conclusion, the researcher used exploratory studies for hypothesis generation, and by researchers interested in obtaining ideas of the range of responses on ideas that people had. However, in this study the researcher used the qualitative methods, with a focus group interview, to gather data on the implementation of mother tongue instruction in a Grade 6 Natural Science classes. The findings of the study seem to indicate that learners understand better if they are taught Natural Science in isiXhosa mother tongue. Therefore, recommendations pose a number of challenges to those committed in the implementation of mother tongue instruction in the Western Cape schools.