The study investigated the linguistic challenges faced by Setswana-speaking Grade 7 learners when writing Science examinations in English. Learners from rural and township schools are only introduced to English as a language of learning and teaching in Grade 4, which creates problems for the learners because English is foreign to them. Teachers help by translating words or code-switching but it become a problem in the examinations because teachers cannot help the learners during the examination session. Since starting as a Grade 7 Mathematics and Science teacher almost three years ago, I have noticed that Grade 7 Setswana-speaking learners are struggling to understand the language used in formal assessments, which is English. I decided to investigate the linguistic challenges these learners face when writing Science examinations in rural and township schools. The purpose of conducting this research is to help policymakers to meet the linguistic needs of non-native English speakers. The study will also make curriculum development specialists and those who set provincial question papers aware of the linguistic challenges faced by non-native speakers of English in primary schools. Lastly, the study will help readers gain a better understanding of why some teachers prefer to use indigenous languages when they teach over English and why some prefer to use English over indigenous languages. Many literature sources state that non-native English-speaking learners underachieve academically because of learning in a language that is not their first language (O’Connor & Geiger, 2009; Dawber & Jordan, 1999; Ortiz, 1997; Statham, 1997). The participants comprised of four purposively selected Grade7 Natural Science teachers, two SGBs and Grade 7 learners from two primary schools in Hammanskraal, Gauteng. This study followed a qualitative research approach and falls under the interpretive research paradigm. It is a phenomenological study and focuses on the lived experiences of teachers and learners. Methods of data collection used were classroom observations, interviews, questionnaires, and document analysis. Data gathered indicated that Setswana-speaking learners made basic errors such as spelling, sentence construction, grammar, incomplete sentences, mixed languages, using words that do not exist, tenses and understanding instructions. Recommendation to the SGBs is that they should consider these linguistic challenges when they draft language policies for rural and township schools. / Dissertation (MEd)--University of Pretoria, 2020. / Humanities Education / MEd / Unrestricted

The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung. The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted. The study reveals that * community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children * the improvement in learner performance is the co-responsibility of the home and the school * community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors. The study recommends further research into greater representivity and involvement in Education. / Educational Studies / M. Ed (Education Management)

The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung. The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted. The study reveals that * community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children * the improvement in learner performance is the co-responsibility of the home and the school * community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors. The study recommends further research into greater representivity and involvement in Education. / Educational Studies / M. Ed (Education Management)