Thesis(MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Traditionally, schools for Deaf learners taught the language arts within a
behaviouristic model with the result that language was broken down into parts and
sub-skills and presented in a de-contextualised way. This approach to teaching was
sequentially building from the simplest to the most complex form. In contrast to this,
the Whole Language approach focuses on a holistic and integrated approach where
all language forms are contextualised. Deaf learners need to acquire language as
well as develop language before actively engaging in oracy and literacy.
With the acceptance of Sign Language as part of the Total Communication
philosophy, the medium of instruction is English/Afrikaans/Xhosa in the printed and
written form. This necessitates a move towards an approach in which the teaching
and learning of language is meaningful, as well as functional such as the Whole
Language approach which includes aspects of constructivist theory, appropriate
beliefs and effective practice.
This research focused on the factors influencing teachers' acceptance and problems
experienced as well as the literacy development of the Deaf learner during
implementation and facilitation of the Whole language approach. The qualitative
design accommodated the exploratory contextual nature of this type of research. The
research methodology was a qualitative case study, consisting of three experienced
teachers of the Deaf and twenty Deaf learners with varying degrees of hearing
losses and mixed language abilities.
The methods used during data collection were interviews, journal entries,
workshops, and observations. Data analysis was done by using the procedure of
open coding where manageable units of data were coded into categories and
themes. These themes and categories were interpreted and correlated with the
literature.
The researcher facilitated the implementation of the Whole Language approach by
providing the resource material, building trusting relationships and continuously
consulting with the teachers involved in the study. The findings of the study shows
that learners abilities such as confidence, risk taking, interest, power sharing, trust,
motivation and active learning contributed to learners engaging in the language
system - oracy and literacy whilst it extended and enriched the teachers' practices
and teaching strategies. / AFRIKAANSE OPSOMMING: Tradisioneel het skole vir Dowe leerders taal binne 'n behaviouristiese raamwerk
onderrig wat tot gevolg gehad het dat taal in kleiner eenhede en subvaardighede,
sonder 'n bekende konteks, aangebied is. Hierdie benadering is stapsgewys
aangebied vanaf die eenvoudigste tot die mees ingewikkelde vorm. Hierteenoor
staan die Geheeltaalbenadering waar klem geplaas word op 'n holistiese,
geïntegreerde benadering waar alle taalfasette gekontekstualiseer word. Die
verwerwing en ontwikkeling van taal is 'n voorvereiste vir die Dowe leerder se
kommunikasie ("oracy") - en geletterdheidsvaardighede (lees en skryf).
Met die aanvaarding van Gebaretaal as deel van die Totale kommunikasie filosofie,
word Engels/Afrikaans/Xhosa die onderrigmedium ten opsigte van lees en skryf.
Gevolglik is dit noodsaaklik om 'n benadering te volg waar klem gelê word op
betekenis om sodoende aan die taalbehoeftes van die Dowe leerder te voldoen. Die
Geheeltaalbenadering voldoen aan hierdie vereistes ten opsigte van die teoretiese
begronding, die konstruktivistiese filosofie, toepaslike geloofsisteme asook die
effektiewe praktyk.
Hierdie navorsing is toegespits op die geletterdheidsontwikkeling van die Dowe
leerder en die faktore wat die onderwysers se aanvaarding tydens implementering
en fasilitering van die Geheeltaalbenadering 'n rol gespeel het. Die kwalitatiewe aard
van die navorsingsontwerp het In verkennende en kontekstueel-beskrywende vorm
aangeneem. Die navorsingsmetodologie het gebruik gemaak van 'n enkel
gevallestudie waaraan drie ervare onderwysers en twintig Dowe leerders
deelgeneem het en verskillende grade van gehoorverlies en taalvaardigheidsvlakke
openbaarhet.
Die metode van data-insameling wat gebruik is, is onderhoude, joernaalinskrywings,
werkswinkels en observasie. Die data-ontleding was gedoen deur gebruik te maak
van 'n cop koderingsprosedure, waar hanteerbare data-eenhede gekodeer is in
temas en kategorieë. Laasgenoemde is met behulp van literatuur geïnterpreteer en
gekorreleer.
Die navorser het die Geheeltaalbenadering geïmplementeer en gefasiliteer, deur
hulpmiddels te voorsien, sowel as om betroubare verhoudings en effektiewe
samewerking tussen kollegas te bewerkstellig. Die bevindinge van hierdie studie het
gedui dat leerders se vaardighede soos motivering, bereidheid om te waag,
belangstelling, wedywering en vertroue 'n bydrae gelewer het tot h/sy inskakeling as
aktiewe leerder ten opsigte van die taalsisteem (kommunikasie en geletterdheid)
terwyl die onderwysers se onderwyspraktyk en onderrigstrategieë uitgebrei en verryk
is.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53647 |
| Date | 03 1900 |
| Creators | Rutter, Lucinda |
| Contributors | Rossouw, Wilma, Hall, Riana, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 119 p. : ill. |
| Rights | Stellenbosch University |
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