Includes bibliographical references (leaves 94-99). / Includes abstract. / The foundation for academic success in formal education is based on the language and literacy proficiency of the learner. In addition, the relationship between the home language and the language of learning and teaching at school also influences the level of success the learner attains. This dissertation, a single case study, is an investigation into the factors that influence the language and literacy proficiency of learners at grade 7 level. The following have been identified as key factors in this study: the language policy of the school, the language awareness of the teachers, the teachers' interpretation of the school's language policy, and the role of language attitudes in gaining literacy proficiency. The research design was qualitative in nature and framed within an Interpretivist paradigm. My role as participant-observer allowed me easy access to the research participants, and the gathering of data using questionnaires and semi-structured interviews, where necessary. One finding of the study revealed evidence of the ongoing shift from Afrikaans to English in predominantly Afrikaans-speaking communities on the Cape Flats. In other words, the stigma of Afrikaans, and more specifically of Kaaps Afrikaans, as an under-valued language persists in the attitude of parents and, through them, the learners. The dissertation concludes by highlighting the teaching strategy of code-switching and codemixing to scaffold the teaching-learning process of learners not learning through their mother tongue, as an area for further research.

Bibliography: leaves 110-123. / This study, undertaken over a two-year period (2001/2) concerns the appropriate content for teaching communicative competence to contemporary graduates. It comprised two parts, phase one and phase two. Phase one set out to gauge the "fit" between the respective perceptions of Commerce students, staff and graduates in the field. Based on the findings of phase one, phase two then evaluated the extent to which students at the University of Cape Town (UCT) are being prepared for the commercial needs of their profession.

Bibliography: leaves 93-99. / This dissertation deals with me and my practice as a mathematics teacher in a high school in Cape Town. Through the lens of my teaching in an Ad (advanced, accelerated and enriched) mathematics programme I re-cognise the teaching and learning opportunities that have presented themselves over a three year period. I attempt an understanding of these opportunities through building a theoretical research space that blends quantitative and qualitative aspects by drawing on the new holistic theories of cognition inherent in enactivism. This is a piece of work which attempts to foreground my voice as a teacher and draws data, both quantitative and qualitative from my practice in a continual feedback loop of questioning leading to data, leading to interpretation, leading to action, leading to questioning. I lean heavily on the research method known as the Discipline of Noticing which attempts to give practising teachers a means of interrogating their practice and of building theory from within that practice. The statistical technique of regression discontinuity analysis is employed to contrast the results of those who have been in the Ad programme with those who have been in regular classes. Threads from pupil and teacher reflections are used to investigate more deeply the questions raised by this quantitative data. Video material and short response questionnaires are used to open up perceptions by my pupils of my teaching in a number of classes.

Includes bibliographical references (leaves 127-132). / In trying to establish how teachers use assessment for learning, researchers have drawn on findings from questionnaires or interviews and/or classroom observations but, have usually only been able to describe what teachers say they do. With this problem in mind, the researcher set out to design a questionnaire that would allow them to demonstrate and comment on their current assessment practice.

Bibliography: leaves 84-88. / This dissertation looks at the early learning of algebra from a classroom teacher's perspective. There are three aspects that inform the topic: the actual classroom, the literature on beginning algebra and a sample of some of the current textbooks used in South Africa. From my reflections on my own teaching of a Grade 8 class, I was able to identify those definitions and beliefs about algebra which were shaping my teaching. Based on the literature I classified the approach to algebra that I was foregrounding in my classroom. I saw that this traditional methodology was limiting the scope of my students' outlook on algebra. I discovered more approaches to the early learning of algebra which could broaden my students' view of the subject This dissertation presents the followmg four approaches to introducing algebra: generalisation; problem solving; modeling and functions. The traditional approach is discussed as a part of generalisation. My research shows that elements of all of these approaches need to be included when introducing algebra. Often the approach to algebra is largely determined by the choice of textbook used. My analysis shows that many widely used textbooks tend to emphasise only one of the above four approaches. The dissertation notes the mistakes that are typically made by following each approach in addition to the haphazard errors made by students who are starting to learn algebra. Further light on the mistakes made by students is given by looking at how standard algebraic symbols developed over centunes of time. A teacher who is aware of the processes of her students learning algebra should be able to see beyond the mistakes that are made. She should encourage the learning of algebra as giving a broad conception of its disciplines and applications, and not as a narrow set of prescribed learned manipulations.

Includes bibliographical references (leaves 95-105). / Literacy research in South Africa and other developing countries has for the most part focused on poorly resourced environments and literacy practices in lower socio-economic communities. The purpose of this study is to examine the role of parents in early literacy development in well-resourced homes in South Africa. The study was aimed at investigating parents' roles and perceptions of early literacy development in well-resourced home environments The study presents survey data from a large cohort of parents as well as observations and in-depth interviews with a smaller group of eight families. This study was conducted in a peri-urban area in the Western Cape and engaged parents whose children were in reception year classrooms. The research evidence shows that reading success does not necessarily occur through the use of a variety of resources but that it needs to be mediated and modelled by parents in the home to have significant outcomes. The study finds that the parents' perceptions and approaches only partially reflect what is envisaged to be good reading habits. The time constraints and pressures on parents today impact on literacy practices and restrict them from spending sufficient quality time engaged in these practices with their children. Finally the study shows that although children are exposed to books, television and computers in the home environment it does not necessarily ensure proficient and interested readers.

Includes abstract.|Includes bibliographical references. / This thesis stories the journey of a teacher who teaches teachers. On this journey, this teacher sets out to examine a mathematics inservice course that she teaches on at the University of Cape Town. The journey starts in frustration as the teacher questions the purpose and intent of the course and its curriculum. As she travels through the thesis, the teacher stops to enter into a conversation with four of her students. While she pays attention to the voices of her students, the teacher examines her assumptions, prejudices and habits of practice. The teacher tells her story in different voices and shows her connectedness to the research journey by her use of linguistic play and narrative style. The research journey becomes more than just an investigation. It is the expression of who the teacher/researcher is and who she eventually becomes as she journeys through the research.

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