The Junior primary teachers have the task of catering for the needs of pupils of varying
abilities in their charge. With the admission of culturally different groups of children (many
of them from disadvantaged communities) to schools previously accustomed to having one
cultural group, this task of catering for the needs of pupils presents a problem as teachers
are not trained to deal with disadvantaged children.
The aim of this study was to formulate scientifically sound guidelines according to which
class teachers can plan and implement language programmes for disadvantaged learners.
In order to formulate such guidelines, a theoretical investigation was undertaken on normal
language development and on the effects of disadvantagement on the scholastic and
language performance of the child. Various programmes available for disadvantaged
learners which are being implemented in other countries were evaluated.
On the basis of these findings guidelines were suggested to class teachers for planning
language programmes for disadvantaged learners. / Teacher Education / M. Ed. (Orthopedagogics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/17031 |
| Date | 06 1900 |
| Creators | Joshua, Jennifer Joy |
| Contributors | Du Toit, L. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (v, 256 leaves) |
Page generated in 0.0027 seconds