This study investigates different ways of efficiently educating learners to become bi- or multilingual. In the introduction relevant background information concerning the definition of bilingualism is given and related issues are being discussed, such as language learning, language awareness, bilingual instruction and bilingual education models. Human beings are characterised by language, but also by social and cultural tradition. In the context of globalisation pluralism and multiculturalism are common factors affecting even previously isolated communities. Bi- and multilingualism are some of the strategies of adaptation to this reality. It can be assumed, that this development will continue rapidly as the inhabitants of the global village grow in and adapt to this realisation. In countries with a history and tradition of multilingual and bilingual education like South Africa, Canada, Luxembourg and Belgium and also in countries where immigration results in issues of multilingual and bilingual challenging society like in the USA one finds a great variety of answers to these problems posed. The situation in Germany is different, because bilingualism became an issue only fairly recently due to the actual demands brought by the European union. In South Africa the social context determines largely that people are inclined to bi- and multilingualism and the educational system tries to promote this predisposition by means of bi- or multilingual models in schools, so that the learners become efficient facing the bi- and multilingual challenges of their diverse and pluralistic society. In the USA on the other hand the need arises to provide for minority groups, so that they can retain their mother tongue (e.g. Spanish) while becoming fluent in the predominant language (i.e. American). Lastly the new development of the European Union has led Germany to actively promote bi- und multilingual education to aid the integration of Germans in the Union. The various models developed in these countries are studied in the wide variety of their different social and historical contexts. The main part of the study comprises a systematic overview of the various bilingual education models that are being implemented in different countries. These countries include the USA, Canada, Germany, Luxembourg, Belgium and lastly and more detailed, South Africa. A number of different circumstances surrounding bi- or multilingualism in the various countries have given rise to a large variety of models attempting to address the challenges posed by the various issues. A number of different goals have been addressed and the results have been just as varied. This leads to a concluding comparison of the western and European models with those of the South African models. Much research has been done on bi- and multilingualism and specifically bilingual education, as humans since earliest times were concerned with this subject. For my study I have relied mainly on more recent sources (1990 to the present) from the USA, Canada and Germany. However as the academic study of this issue has been going on for quite a time in some countries like South Africa, I have also referred to older books and journals (1945<). Due to the overwhelming information about this subject a drastic limitation of sources was necessary. / Dissertation (MA (German))--University of Pretoria, 2005. / Modern European Languages / unrestricted

This study, which explores the challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools highlights the difficulties that learners encounter in learning and developing scientific concepts and vocabulary. The study was conducted in four township secondary schools. A questionnaire consisting of 25 multiple choice items, as well as a semi-structured interview were used to collect data for this study. Descriptive statistics was used to analyse quantitative data while qualitative protocol was used to analyse qualitative data. The overall percentage mean scores of correct responses in the questionnaire for schools W, X, Y and Z were 47.2%, 56.9%, 55.2% and 57.2% respectively, which indicated that participants in the study have limited knowledge of everyday English words, when used in a science context. There was no significant gender discrepancy in terms of performance. In-depth analysis of the results revealed that the underlying difficulties were as a result of participants’ relative levels of proficiency in the English language, lack of precision in the use of this language, misreading, and confusion in terms of the use of words. Furthermore, the results were consistent with earlier findings from other countries as reported by various authors. The findings will contribute to knowledge about effective classroom instruction and teacher education from the perspective of language in science. / Kulolu cwaningo, kuhlolwa izinselelo zokusebenzisa amagama asetshenziswa nsuku zonke welimi lwesiNgisi ekufundeni iSayensi ezikoleni zezinga lesibili, emalokishini wabantu abaNsundu empumalanga neGauteng. Kuvezwa ubunzima obuhlangabezana nezingane zesikole ekufundeni nokuthuthukisa umqondo weSayensi nesilulumagama. Uphenyo lwenziwe ezikoleni ezine zasemalokishini. Imibuzo yayiquketwe izinhla ezingamashumi amabili nanhlanu lapho obuzwayo ezikhethela impendulo ekuyiyo, kanye nesinga nhlolokhono yasetshenziwa ukuthola ulwazi oluningi mayelana nalolu phenyo. Izibalo ezichazayo zisetshenziswe ukuhlola ubuningi, kanye nobuqotho kulandelwa umgudu wocwaningo wolwazi olutholakele. Kuvelile emva kophenyo ukuthi izimpendulo ezishaye emhlolweni ngokwamaphesenti kuzikole W,X.Y kanye no Z ngu 47%, 56,9%, 55.2%, kanye 57.2% ngokulandelana kwazo. Lokhu kubonisa ukuthi, abantwana banolwazi oluncane kakhulu ekusebenziseni amagama wesiNgisi asentsheziswa nsukuzonke ukufunda iSayensi. Kubuye kwatholakala futhi nokuthi awukho umehluko ohlukanisa ngobulili babafundi ophawulekayo ngokusebenza kwamagama esiNgisi. Kuphinde kuvele futhi ngokuhlaziya okunzulu, ukuthi kukhona ukwentuleka kwekhono elimini lesiNgisi, nokuthi abafundi abakwazi ukusebenzisa amagama ngendlela eqondile, babuye bafunde ekungeyikho, kanye nokudideka uma besebenzisa amagama. Okunye futhi okuvelayo, yikuthi lemiphumela ihambisana ncamashi neminye imiphumela evela kwamanye amazwe njengoba kubikwe abalobi abahlukene. Lokhu okuvelayo kuzosiza ukulungisa ukufunda kanye nokuqeqesha othisha, mayelana nukufundisa iSayensi ngolwimi lwesiNgisi. / Hierdie studie, wat die uitdagings van alledaagse Engelstalige woorde in die leer van Fisiese Wetenskappe in sekondêre skole in informele woonbuurte in Gauteng-Oos verken, beklemtoon die uitdagings wat leerders teëkom in die leer en ontwikkeling van wetenskaplike begrippe en taalgebruik. Die studie is uitgevoer in vier sekondêre skole in informele woonbuurte. ‘n Vraelys bestaande uit 25 veelvuldige-keuse items, tesame met ‘n gedeeltelike-gestruktueerde onderhoudskedule, is gebruik om data in te versamel vir hierdie studie. Beskrywende statistiek is gebruik om kwantitatiewe data te ontleed, terwyl kwalitatiewe protokol aangewend is om kwalitatiewe data te ontleed. Die algehele persentasie gemiddeldes van korrekte response op die vraelys vir skole W, X, Y en Z was 47.2%, 56.9%, 55.2% en 57.2% onderskeidelik, wat aangedui het dat die deelnemers aan die studie beperkte kennis gehad het van alledaagse Engelstalige woorde om in ‘n wetenskaplike konteks te gebruik. Geen noemenswaardige geslagsongelykheid in terme van prestasie is bevind nie. Indiepte ontleding van die bevindinge toon dat die onderliggende uitdagings die resultaat van deelnemers se relatiewe vlakke van taalvaardigheid in Engels, ‘n gebrek aan presiesie in die gebruik van die taal, gebrekkige leesvaardigheid en verwarring rondom die gebruik van woorde weerspiëel. Die resultate was verder in lyn met vroeëre bevindinge van ander lande, soos deur verskeie outeurs gerapporteer. Die bevindinge sal bydra tot kennis rondom effektiewe klasonderrig en onderwysersopleiding uit die oogpunt van wetenskaplike taalgebruik. / Science and Technology Education / M. Ed. (Natural Science Education)

Text in Afrikaans with Abstracts in Afrikaans, English and isiZulu / In hierdie proefskrif word ondersoek ingestel na die parateks as narratiewe strategie vir toeganklikheid in geselekteerde Afrikaanse kinder- en jeugliteratuur. Die kern van hierdie ondersoek is die toeganklikheid van die boodskap binne die paratekstuele en narratiewe kommunikasiesituasie. Vir hierdie ondersoek is die sentrale probleemstelling soos volg geformuleer: hoe word die parateks as narratiewe strategie gebruik om kinder- en jeugliteratuur meer toeganklik vir jong lesers te maak? Gérard Genette se werk oor die parateks (1997a) en die narratologie (1983, 1990) dien as teoretiese basis vir hierdie studie se konseptuele raamwerk, aangevul deur die werk van Mieke Bal (1991, 2009). Jauss (1982) se resepsie-estetika word ook betrek ten einde toeganklikheid ten opsigte van die primêre teikenmark te formuleer. Binne die konteks van hierdie konseptuele raamwerk, word daar afsonderlik ondersoek ingestel na die ontvangers, senders en boodskap van die paratekstuele en narratiewe kommunikasiesituasie. Die ontvangers is die lesers van die parateks as narratiewe strategie vir toeganklikheid en word bespreek as die primêre, dubbele en tweeledige teikenmarkte. Die senders is die verskillende skrywers betrokke by die skepping en implementering van die parateks as narratiewe strategie vir toeganklikheid. Onderskeid word getref tussen die primêre skrywer, die tweede skrywer en die sekondêre skrywer. Laastens word die boodskap ondersoek soos dit met die visuele parateks en die talige parateks verband hou. Aan die hand van die konseptuele raamwerk van hierdie studie, en die verskillende rolspelers en boodskappe binne die paratekstuele en narratiewe kommunikasiesituasie, dui die studie aan hoe die parateks as narratiewe strategie gebruik kan word om kinder- en jeugliteratuur vir veral die primêre teikenmark meer toeganklik te maak. / This thesis sets out to illustrate how the paratext can be used as narrative strategy for accessibility in selected Afrikaans children’s and youth fiction. Central to this study is the accessibility of the message in the paratextual and narrative communication situation. In this regard, the central research question is as follows: how can the paratext be used as a narrative strategy to make children’s and youth literature more accessible for young readers? Gérard Genette’s work on the paratext (1997a) and narratology (1983, 1990) serves as the theoretical basis for this study’s conceptual framework, along with the work of Mieke Bal (1991, 2009). In order to define accessibility in terms of the primary target audience, reference is also made to Jauss’s (1982) reception theory. Within the context of this conceptual framework, focus is placed on the receivers, senders and message of the paratextual and narrative communication situation. The receivers are the readers of the paratext as narrative strategy for accessibility and are discussed as the primary, twofold and dual target audiences. The senders are the different writers involved in the creation and implementation of the paratext as narrative strategy for accessibility. Here a distinction is made between the primary writer, the second writer and the secondary writer. Lastly, the message is discussed as it relates to the visual paratext and textual paratext. Through the conceptual framework of this study, along with the different role players and messages of the paratext as narrative strategy for accessibility, this study shows how the paratext as narrative strategy can be used to make children’s and youth literature more accessible for especially the primary target audience. / Le thisisi ihlose ukuveza ukuthi umbhalo ohunyushiwe ungasetshenziswa kanjani njengesu lokuxoxa emibhalweni ekhethiwe yesiBhunu yezingane kanye naleyo yabantu abasha .Okubalulekile kulesi sifundo socwaningo wukutholakala komlayezo wombhalo ohunyushiwe kanye nesimo sokuxhumana ngengxoxo. Ngalokho-ke, umbuzo oyinsika kulesi sifundo socwaningo ngolandelayo: Ngabe inkulumo ehunyushiwe ingasetshenziswa kanjani njengesu lokuxoxa, elingenza ukuthi imibhalo yobuciko yezingane kanye naleyo yabantu abasha ukuze itholakale kalula kubafundi abasebasha? Umsebenzi kaGérard Genette i-paratext (1997a) kanye ne-narratology (1983, 1990) usebenza njengesisekelo sesakhiwo sebizo salesi sifundo socwaningo, kanti lokhu kuhambisana nomsebenzi ka MiekeBal (1991,2009). Ukuze siphumelele ukuchaza mayelana nokutholakala kwabafundi bezincwadi abahlosiwe, uyanxuswa ukuthi ufunde ithiyori emayelana nokutholakala kwabafundi bomlayezo ka Jauss (1982). Ngaphansi kwesimo sesakhiwo segama, kugxilwe kakhulu kubamukeli, kubathumeli kanye nakumlayezo wombhalo ohunyushiwe kanye nesimo sokuxhumana ngengxoxo. Abamukeli bomlayezo kungabafundi bombhalo ohunyushiwe, okuyisu elisetshenziswa ukuthola umlayezo, kanti la masu axoxwa njengalawo aqonde abafundi bokuqala, abambaxambili futhi anezinhloso ezimbili.. Abathumeli bomlayezo kungabhali abadlala indima yokwakha kanye nokusebenzisa imibhalo ehunyushiwe njengesu lokuxoxa elisetshenziswa ukuthola umlayezo. Lapha, kuvezwa umehluko ophakathi kombhali wokuqala, umbhali wesibili kanye nombhali osezingeni lesibili. Okukugcina, umlayezo uxoxwa njengoba uhlobana nombhalo ohunyushiwe obukelwayo kanye nombhalo ohunyushiwe olotshiwe Ngokusebenzisa uhlelo lwesakhiwo segama salesi sifundo, esisebenzisana ndawonye nabadlali bendima abahlukahlukene kanye nemilayezo yombhalo ohunyushiwe njengesu lokuxoxa elisetshenziswa ukuthola umlayezo, lokhu kukhombisa ukuthi umbhalo ohunyushiwe oyisu lokuxoxa ungasetshenziswa kanjani ukwenza ukuthi imibhalo yobuciko yezingane kanye naleyo yabantu abasha ingatholakala kanjani, ikakhulukazi ngabafundi bokuqala abahlosiwe. / Afrikaans and Theory of Literature / D. Litt et Phil. (Afrikaans)