M.Ed. (Educational Linguistics) / The construct of this study consists of the perceptions and experiences of the teachers and students of initial reading at Sizwile School for the Deaf in urban South Africa. This investigation focuses on a Sub B class, in which Sign Language is the means of communication. The research design is exploratory and descriptive as it aims to explore, describe and clarify the children's apprehension of reading. This could yield new knowledge which is rooted in a specific and complex context. The process is conducted by means of a case study (monographic study) design which includes mostly qualitative methods for data collection. The rationale for this study is that respondents' personal (ernic) views, obtained from a "bottom-up" research mode could bring more light to the body of knowledge of deaf education in South Africa. Insufficient rigorous research, the lack of educational policy, lack of more input in South African curriculum for the deaf and limited cohesive instructional theory in South African deaf education motivated the researcher to initiate this investigation. The rationale of this stidy thus circulated from the theoretical and physical context of deaf education in South Africa, as well as the researcher's personal experiential knowledge as a teacher in the only school for the deaf around Soweto (a Black Township). The research question in this inquiry has been conceptualised in a maze of conflicting opinions and practices regarding the education of the deaf and the teaching of initial reading. The experiences, activities and perceptions of a single class within a school for the deaf was explored and described argumentatively in the light of contemporary theories on language, learning, reading and deaf education. Perspectives on learning to read are discussed in order to contextualise the individual's learning to read. Also included are theories of language and of learning, presented to provide a backdrop against which the practices in deaf education will be discussed. Language is subsequently discussed as medium of communication in the education process, with a closer focus on instruction in the first language (Sign Language) of the deaf child. The other part of the conceptual framework covers reading across the curriculum. The theoretical framework is presented as support structure for the research construct and also to problematise the research question (problem) from complementary angles.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:11350 |
| Date | 04 June 2014 |
| Creators | Mokgobu, Biah Refiloe Dikonletso |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
Page generated in 0.0017 seconds