Includes bibliographical references (leaves 63-67). / What counts as English depends on the circumstances and where and how it is employed. In classrooms this socio-cultural artefact is constructed through practices in particular ways. Language and literacy practices in schools produce and re-produce certain things that count. In this dissertation I asked what counts as English and what practices were employed in varying contexts to validate what counted in a greater context. I was concerned to find out whether and how English-language resources in different contexts or did not contribute to enhancing students’ (social and economic) mobility. This ethnographically-based study focused on two Grade Six classes in State run Primary schools in Cape Town, one of them being a well-resourced, monolingual, English classroom and school and the other being a poorly-resourced, multilingual, English as an Additional language classroom and school.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/11156 |
| Date | January 2011 |
| Creators | Pietersen, Nicola Aideen |
| Contributors | Prinsloo, Mastin |
| Publisher | University of Cape Town, Faculty of Humanities, Centre for Applied Language and Literacy Studies and Services in Africa |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Master Thesis, Masters, MSc |
| Format | application/pdf |
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