Includes abstract. / Includes bibliographical references (p. 85-88). / This study arises out of an awareness of the history of Malawi' s language in education policy from the era of British colonialism to the present multilingual era. English is given a high status in schools despite the fact that many more teachers and pupils speak local languages. Malawi's new language in education model stipulates that "English should be offered as a subject from Standards 1 to 3; English should be offered as medium of instruction from Standards 4 to 8" (MOE. 1996). The Malawi in education bilingual model is thus subtractive, which impacts negatively on second language learning. I discuss various theories that underpin the teaching of literacy in a second language. namely bilingualism and cognition, social learning, and theories with an educational or classroom orientation to establish a framework for my empirical investigation.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/11765 |
| Date | January 2008 |
| Creators | Nthara, Ivy Jeb |
| Contributors | Prinsloo, Mastin, Plüddemann, Peter |
| 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, MEd |
| Format | application/pdf |
Page generated in 0.0021 seconds