In this dissertation I attempt to examine “the experience of the perspective” of foreign students introduced into English classrooms in South Africa. I acknowledge the importance of focussing on the individual’s narrative, since it is “only through an unconscious synthetic activity of consciousness” that perspectives are connected together (Carspeken 1996:11), but, along with Freire, I believe that “generative themes” can only be investigated in “man-world relationships”. The researcher needs to examine the phenomenon in context of the world that it originated from, since “historical themes are never isolated , independent, disconnected or static” (Freire 1972: 73). In this dissertation I, therefore, carefully follow the classic phenomenological steps to analyse data from my respondents and then immediately contextualise it in term of literature about the learners background, the educational and political system in which they currently find themselves as well as general literature about the phenomenon of immigrants and learning of a second language. The premise underlying this research is the “taken-for-granted certainty” (Carspeken 1996:11) that there is something unique in the South African situation which results in foreign students experiencing the learning of English in a particular way within this context.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:rhodes/vital:1408 |
| Date | January 2000 |
| Creators | Picard, Michelle Yvette |
| Publisher | Rhodes University, Faculty of Education, Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis, Masters, MA |
| Format | 169 pages, pdf |
| Rights | Picard, Michelle Yvette |
Page generated in 0.002 seconds