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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 361 to 370 of 371 (0.05 seconds)Spelling suggestions: "subject:"nonmothers tongue"" "subject:"bondmother tongue""
| 361 |
A historical review of the assessment of English Home Language at senior secondary school level in KwaZulu-NatalBlumfield, Brian Alfred 30 June 2008 (has links)
The National Curriculum Statement (NCS) heralds the beginning of a new curriculum for Grades 10 to
12 in South Africa. Underpinned by the South African Constitution, and based on the tenets of
Outcomes-based Education, the NCS seeks to provide contextually-relevant education for all South
African learners, so that they are able to embrace inevitable change. Although the NCS highlights the
importance of assessment, an analysis of the English Home Language (EHL) NCS reveals tensions
between policy and practice. This study attempts to contextualise the role of relevant assessment for the
21st century. It then proceeds to engage in a historical evaluation of assessment within the NSC in terms
of how assessment was conducted in the former Natal Education Department, a liberal education
department within former apartheid South Africa. The conclusions drawn from the evaluation are used
to provide recommendations to relieve the tensions identified within the EHL NSC. / Educational Studies / M.Ed.
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| 362 |
A historical review of the assessment of English Home Language at senior secondary school level in KwaZulu-NatalBlumfield, Brian Alfred 30 June 2008 (has links)
The National Curriculum Statement (NCS) heralds the beginning of a new curriculum for Grades 10 to
12 in South Africa. Underpinned by the South African Constitution, and based on the tenets of
Outcomes-based Education, the NCS seeks to provide contextually-relevant education for all South
African learners, so that they are able to embrace inevitable change. Although the NCS highlights the
importance of assessment, an analysis of the English Home Language (EHL) NCS reveals tensions
between policy and practice. This study attempts to contextualise the role of relevant assessment for the
21st century. It then proceeds to engage in a historical evaluation of assessment within the NSC in terms
of how assessment was conducted in the former Natal Education Department, a liberal education
department within former apartheid South Africa. The conclusions drawn from the evaluation are used
to provide recommendations to relieve the tensions identified within the EHL NSC. / Educational Studies / M.Ed.
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| 363 |
Barriers in acquiring basic english reading and spelling skills by Zulu-speaking foundation phase learnersMahabeer, Sandhya D. 11 1900 (has links)
This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers.
The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling)
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| 364 |
Challenges in teaching IsiXhosa home language in rural Eastern Cape secondary schoolsKafu, Hazel Bukiwe 30 September 2020 (has links)
The purpose of this study was to investigate the challenges in teaching IsiXhosa home language in rural secondary schools. Learners from Grades 8 to 12 perform poorly in IsiXhosa grammar, essay writing, literature and oral work. The researcher sampled 40 learners from each of two senior secondary schools, eight parents and eight IsiXhosa subject specialists (two district based and six school based) to take part in the research. Data for this study were collected during cluster moderations in one of the secondary schools by using document analysis, interviews and questionnaires.
Qualitative and quantitative methods were used by the researcher to analyse IsiXhosa results from Grade 8 to Grade 12. Analysis of documents such as mark schedules and marks for formal and informal tasks gave evidence that learners perform poorly in grammar, literature, oral work and essay writing. Scarcity or non-availability of distinctions (levels 6 and 7) in Grade 12 final exams as well as in Grades 8 to 11 proves that the language demands special attention for its teaching and learning in the secondary classroom situation; the conclusions were therefore drawn and recommendations made. / Curriculum and Instructional Studies / D. Ed. (Curriculum Design and Development)
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| 365 |
A child’s right to a basic education: a comparative studyChürr, Chrizell 04 February 2013 (has links)
Education is since the inception of the world regarded as the formal process by which
society conveys its accumulated knowledge, skills, customs and values from one generation to another. Today, education is a human right and the right to education and specifically the right to (a) basic education is acknowledged and emphasised worldwide.
In South Africa, the right to a basic education is entrenched in the Constitution and is
regarded as one of the most crucial constitutional rights, particularly because it promotes economical and social well-being. The protection of a child’s right to a basic education in terms of the South African Constitution together with the most important
international instruments pertaining to education will be extensively discussed and the
most important similarities and differences between, and challenges in the legal systems of South Africa, New Zealand and Namibia regarding a child’s right to (a) basic
education will be addressed with due consideration of factors such as early childhood
development and education, mother tongue education and HIV/AIDS which may affect a child’s right to (a) basic education. It is submitted that the success of any country, whether it is social, financial or economic success, depends on how its citizens are educated. Moreover, a good education system is crucial, not only for ensuring that its
populace are well educated, but also for optimal human development and for the maintenance and preservation of socially responsive economic and political systems.
Education is a life-long process and in order to give effect to the right to (a) basic
education, the adoption and implementation of the recommendations made throughout
this study are proposed. / Private Law / LL.D.
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| 366 |
Specifika češtiny ruských studentů (se zaměřením na vybrané fonetické a morfosyntaktické jevy) / Characteristics of the Czech language of Russian students(with a focus on selected phonetic and morphosyntactic phenomena)Ramasheuskaya, Katsiaryna January 2015 (has links)
Language adaptation of foreigners is always accompanied by a number of problems connected to the acquisition and the use of the language which becomes the primary communicative tool in the new environment. Ignoring and underestimating these problems typical of a particular language community can result in a failure to master the target language and consequently in the unsuccessful integration in the new society. This thesis is aimed at specific problems in the area of morphosyntax and phonetics, characteristic of Russian-speaking students of Czech. At the same time, it warns about the danger of overestimating positive transfer from Russian and emphasizes the necessity of using special didactic approach in teaching this group of foreign-language speakers. The analysis of the chosen language phenomena is based on the data from the Database of the voice recordings of spoken Czech by native speakers of Russian and the Database of language mistakes in Czech made by speakers whose native language is another Slavic language, which were created, among others, for the purpose of this thesis. The attention is specifically focused on the use of the reflexive se/si, forms of the auxiliary verb to be in the past tense, short forms of personal pronouns in spoken and written production of Russian-speaking...
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| 367 |
Exploring the challenges of mother-tongue-based multilingual education in primary schools in selected minority language areas in southern EthiopiaMesfin Derash Zeme 04 1900 (has links)
Mother-Tongue-Based Multilingual Education (MTB MLE) has become an important concept in the field of primary education in many parts of the world. MTB MLE is a form of education that deals with the bridging of learning in the mother tongue to using one or more languages as languages of instruction in schools.
This study took place in the Southern Nation and Nationality Peoples Regional State of Ethiopia (SNNPRS) to investigate the implementation challenges faced by two sample minority languages, namely Dawuro and Kontaatho, that use the mother tongue as both medium of instruction and as a subject in primary schools. The study focused on the drawbacks that hindered the proper implementation of the education and training policy regarding mother-tongue education in minority language areas.
To conduct the study, the qualitative research method was employed. Representatives from the Ministry of Education, Colleges of Teacher Education, primary school directors and teachers of mother tongue as a subject and as a medium of instruction, parents and relevant community representatives took part.
From the Ministry of Education, two experts from the Curriculum Design and Implementation Directorate and two participants from Mother tongue and English Language development directorate were purposively invited to participate in individual interviews. Similarly, three instructors from one of the Colleges of Teacher Education and 32 mother-tongue teachers drawn from eight schools of the target area were also individually interviewed. In addition, three heterogenous focus group discussions were conducted with stakeholders comprising community and parents’ representatives, schoolteachers’ representative, students’ representatives and school directors.
The study was based on the social constructivist and Vygotsky’s Zone of Proximal Development theoretical assumptions. The findings of the study indicated that MTB MLE is not being successfully implemented in the minority language areas in the SNNPRS because of the deficits in awareness raising, proper teacher training, readiness of the languages in relation to orthography and scientific terminology to be used as medium of instruction, availability and quality of teaching and learning materials, standardised orthography, availability of guidelines and a strategy to carry out the MTB MLE programme, support and follow up of the implementation of the MTB MLE programme. / Curriculum and Instructional Studies / Ph. D. (Curriculum and Instructional Studies)
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| 368 |
A child’s right to a basic education: a comparative studyChurr, Chrizell 04 February 2013 (has links)
Education is since the inception of the world regarded as the formal process by which
society conveys its accumulated knowledge, skills, customs and values from one generation to another. Today, education is a human right and the right to education and specifically the right to (a) basic education is acknowledged and emphasised worldwide.
In South Africa, the right to a basic education is entrenched in the Constitution and is
regarded as one of the most crucial constitutional rights, particularly because it promotes economical and social well-being. The protection of a child’s right to a basic education in terms of the South African Constitution together with the most important
international instruments pertaining to education will be extensively discussed and the
most important similarities and differences between, and challenges in the legal systems of South Africa, New Zealand and Namibia regarding a child’s right to (a) basic
education will be addressed with due consideration of factors such as early childhood
development and education, mother tongue education and HIV/AIDS which may affect a child’s right to (a) basic education. It is submitted that the success of any country, whether it is social, financial or economic success, depends on how its citizens are educated. Moreover, a good education system is crucial, not only for ensuring that its
populace are well educated, but also for optimal human development and for the maintenance and preservation of socially responsive economic and political systems.
Education is a life-long process and in order to give effect to the right to (a) basic
education, the adoption and implementation of the recommendations made throughout
this study are proposed. / Private Law / LL. D.
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| 369 |
Developing Skills for Successful LearningSwersky, Liz 20 March 2012 (has links) (PDF)
No description available.
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| 370 |
Developing Skills for Successful LearningSwersky, Liz 20 March 2012 (has links)
No description available.
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