Thesis (MEd)--Stellenbosch University, 2013. / Includes glossary of terms / ENGLISH ABSTRACT: In the study presented, two English curriculum documents were analysed, one from
South Africa and the other from Lesotho. The analysis was focused on English first
additional language curriculum documents for what is known as Grade 12 in South
Africa and Form E in Lesotho. The two curricula are both informed by
Communicative Language Teaching (CLT), with the concept
of
communicative
competence, which is the ability to use the linguistic system effectively and
appropriately, at its core. The two curricula are distinguished from each other
as
being locally developed (South Africa) and internationally developed (Lesotho)
curriculum documents.
Research contributions on the role that English plays in today‟s language learning
and teaching context introduce the study
.
An overview is provided of the
CLT
appr
oach
and the
essentials and difficulties perceived
in CLT
introduction in
Africa
and
particularly
Southern Africa.
Jacobs and Farrell‟s (2003) evaluative framework
for CLT is proposed as an indication of the extent to which CLT is evident in
curricula.
Ag
ainst this background, the question arises of how CLT is realised in English first
additional language curriculum documents for Grade 12 in South Africa
and
for Form
E
in Lesotho
.
In answering the question, a qualitative content analysis method that
sets in interpretivist paradigm is employed for analysis of the curricula, and coding is
applied using the evaluative framework proposed by Jacobs and Farrell (2003). The
analysis attempts
to
evaluate the two English first additional language curriculum
documents (curricula plans
). First,
an
exploration of the structures of the two
curriculum documents was done. Second, the evaluation of the curricula against
Jacobs and Farrell‟s (2003
:10
)
“
eight changes in language teaching and learning
”
followed. Third, the comparison of the two curricula was carried out. Evaluation and
comparison processes were carried out for the purpose of determining which of the
two curricula best realises CLT.
Reflecting on what is needed in the choice of English first additional language
curricula, the conclusion is reached that (a) curricula need to be explicit in describing
texts for language teaching, (b) they need to include oral and listening proficiency,
and (c) a locally developed curriculum realises the CLT elements better than
an internationally developed curriculum document. This means that learners‟ needs are
be
tter accommodated when local context and situations are in use. With this,
learners bring their learning experiences as close as possible to their own real-life
situations
and thereby contribute towards language development. / AFRIKAANSE OPSOMMING: Hierdie studie analiseer twee kurrikulumdokumente vir die onderrig van Engels: een
Suid-Afrikaans en die ander van Lesotho. Die analise fokus op Engels as eerste
addisionele taal kurrikula vir wat as Graad 12 bekend staan in Suid-Afrika en as
Vorm E in Lesotho. Beide kurrikula is in die Kommunikatiewe Taalonderrigtradisie
ontwikkel; ʼn tradisie wat vereis dat die taalstruktuur effektief in realistiese situasies
gebruik word. Die twee kurrikula word onderskei deur die feit dat die Suid-Afrikaanse
een plaaslik ontwikkel is en die Lesotho onderwyssisteem gebruik ʼn internasionaal
-
ontwikkelde kurrikulum, die Cambridge Overseas English Certificate.
Die studie word ingelei deur ʼn bespreking oor die r
ol wat Engels speel in die huidige
leer-
en onderrigkonteks. ʼn Oorsig word gegee van Kommunikatiewe Taalonderrig
(KTO), gevolg deur ʼn bespreking van die elemente en probleme wat ervaar word
met KTO in Afrika en in Suider-
Afrika in die besonder. ʼn Raamwerk,
voorgestel deur
Jacobs en Farrell (2003) vir die evaluering van KTO, word voorgestel as ʼn
aanduiding van die mate waartoe kurrikula die beginsels en praktyke van KTO
insluit.
Die probleem wat hierdie studie bestudeer is die mate waartoe KTO manifesteer in
die Graad 12 Engels Eerste Addisionele Taal kurrikulum in Suid-Afrika en in die
Vorm E kurrikulum, die Cambridge Overseas English Certificate, in Lesotho. Die
navorsingsbenadering is interpretatief en kwalitatiewe inhoudsanalise word gebruik
om die kurrikula te analiseer. Deur die raamwerk van Jacobs en Farrell (2003) te
gebruik, word dit moontlik om die twee kurrikulum dokumente te analiseer en te
vergelyk
. As ʼn eerste stap word die struktuur van beide dokumente bespreek, gevolg
deur ʼn evaluering van elke kurrikulum in terme van die agt veranderings in onderrig
en leer wat veronderstel is om KTO te karakteriseer (Jacobs en Farrell 2003:10).
Hierdie twee stappe is nodig om die finale vergelyking van die twee kurrikula te kan
doen sodat die mate waartoe hulle KTO manifesteer, aangedui kan word.
Hierdie analise kom tot die gevolgtrekking dat die Engels eerste addisionele
taalkurrikulum in Lesotho (a) duideliker riglyne moet verskaf vir die aard van tekste
wat vir Engels taalonderrig gebruik kan word, (b) dat hierdie kurrikulum mondelinge-
en luistervaardighede moet insluit en (c) dat die plaaslik-ontwerpte, Suid-Afrikaanse
kurrikulum beter rekenskap gee van KTO as die Cambridge Overseas English Certificate, die internasionaal-ontwikkelde dokument wat in Lesotho gebruik word. As
gevolg van die vergelyking met die Jacobs en Farrell raamwerk, blyk dit dat leerders
se behoeftes beter ondervang kan word wanneer plaaslike kontekste en situasies
gebruik word omdat leerders op hulle eie leerervarings kan staatmaak om hulle
taalvermoë te ontwikkel.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/80370 |
| Date | 03 1900 |
| Creators | Kobo, Mamorapeli Justinah |
| Contributors | Van der Walt, Christa, 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 | English |
| Type | Thesis |
| Format | xiii, 91 p. : ill. |
| Rights | Stellenbosch University |
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