11613 research outputs found
Sort by
Continuity and change in China's foreign policy towards Africa: the cases of the two Sudans, the DRC and Nigeria
Get PDFDissertation (MGT (Governance and Political Transformation))--University of the Free State, 2018The relationship between China and the African continent dates back to the Ming Dynasty (1368-1644) but has grown rapidly and intensely from the early 1990s. This study provides significant insight to the relationship between China and the two Sudans, the DRC and Nigeria. Specifically, this study explores aspects of continuity and change in China’s foreign policy towards African states using these countries as case studies. The dynamics of China’s changing foreign policy are based on the problem statement that there is evident change in China’s foreign policy, despite China’s refusal to admit this. This study uses primary and secondary sources for deductive reasoning on foreign policy approaches, and the case study approach to establish the consistency of China’s foreign policy in a constantly changing world. Finally, the study concludes that despite notable changes in China’s foreign policy towards Africa, specifically in the two Sudans, the Democratic Republic of the Congo and Nigeria, continuity largely prevails. At the same time, it should be noted that the findings emanate from only three case studies, China’s foreign policy behaviour in other cases could differ to some extent from the discoveries on the African context in this study
Belastingverligting as moontlike aansporingsmaatreël in die grondhervormingsproses
No full textEnglish: Many policies have been developed, programmes launched and legislation proclaimed since 1994 to promote land reform in South Africa. The need for land reform is clear from studying its history.
Despite a number of policies and legislative decisions over the past 24 years, land reform in South Africa has not been successful thus far. Radical pronouncements and proposed legislation currently circulating show the urgent need for successful land reform. The ruling ANC adopted an official policy of land expropriation without compensation in December 2017, which raises concern if the possible consequences of this policy is analysed. It is, therefore, important that government’s current tax regime is not a hindrance to land reform. To this day, the implications of tax measures on the land reform process has not been investigated.
The purpose of this study is to investigate the role that taxation plays in the land reform process in South Africa. Before considering potential tax relief, the factors that are preventing successful land reform, first had to be determined. These factors should be addressed in order to eliminate obstacles in the way of successful land reform. Tax relief, that could possibly address some of these factors, were identified in this study.
A literature study was undertaken to identify the factors preventing the success of land reform. The degree to which tax relief supports or inhibits these factors was used as a conceptual framework against which current tax relief was measured. It appears that current tax legislation pertaining to land reform is lacking and there are opportunities for improvement. This study makes recommendations with regard to amendments to existing tax legislation on land reform, as well as general tax lexislation in order to advance the land reform process. A legal doctrinal research methodology is used.Afrikaans: Sedert 1994 is ʼn wye verskeidenheid beleide ontwikkel, programme geloods en wetgewing geproklameer ten einde grondhervorming in Suid-Afrika te bevorder. Die noodsaaklikheid vir grondhervorming blyk duidelik uit die bestudering van die geskiedenis.
Ten spyte van ʼn verskeidenheid beleide en wetgewing, wat in die laaste 24 jaar toegepas is, is grondhervorming in Suid-Afrika tot dusver glad nie geslaagd nie. Die dringendheid van suksesvolle grondhervorming blyk duidelik uit onlangse radikale uitsprake deur politici en voorgestelde wetgewing wat afgekondig is. Die regerende African National Congress (ANC) se amptelike beleid van onteiening sonder vergoeding, wat in Desember 2017 aangeneem is, is kommerwekkend as moontlike gevolge daarvan bestudeer word. Dit is dus belangrik dat die regering se huidige belastingstelsel nie grondhervorming terughou nie. Tot op hede is die invloed van belastingmaatreëls op die grondhervormingsproses nog nie ondersoek nie.
Hierdie studie het ten doel om die rol wat belasting in die grondhervormingsproses in Suid-Afrika speel, te ondersoek. Alvorens moontlike belastingverligting ondersoek kon word, moes die faktore wat in die pad van suksesvolle grondhervorming staan, vasgestel word. Ten einde die sukses van grondhervorming in die toekoms te bevorder, sal hierdie faktore aangespreek moet word om sodoende struikelblokke uit die weg te ruim. Belastingverligting, wat moontlik van die faktore kan aanspreek, is dus geïdentifiseer.
ʼn Literatuurstudie is onderneem ten einde die faktore, wat die sukses van grondhervorming verhoed, te identifiseer. Die mate waartoe belastingwetgewing die geïdentifiseerde faktore ondersteun, al dan nie, is gebruik as ʼn konseptuele raamwerk waarteen huidige belastingwetgewing gemeet is. Daaruit blyk dat huidige belastingwetgewing ten opsigte van grondhervorming tekort skiet, en dat daar geleenthede vir verbetering bestaan. Die studie maak aanbevelings rondom wysigings aan bestaande belastingwetgewing aangaande grondhervorming, sowel as algemene belastingwetgewing, ten einde die grondhervormingsproses te bevorder. Daar word hoofsaaklik van ʼn regsdoktrinale navorsingsmetodologie gebruik gemaak
STRAUSS, Jacobus Gideon Nel Inventory of documents
No full textCOVERAGE 1921-1957; 449 Files; 6,22 Metres.
AUDIO CASSETTES IN ARCA COLLECTION = 2Private papers of J.G.N. Strauss, South African Party MPC Transvaal [1929-1932], South African Party MP Germiston [1932-1934], United Party MP Germiston [1934-1938], Germiston South [1938-1943], Germiston District [1943-1957], Minister of Agriculture and Forestry [1944-1948], succeeded General Smuts as Leader of the Opposition [1950]
Mobile health devices used to support a complaint lifestyle in patients with chronic diseases: a systematic review
No full textIncreased urbanisation and the unhealthy habits individuals adopt have caused chronic diseases to approach endemic proportions; chronic diseases play the dominant role in mortality globally. Mobile devices can be used to support compliant lifestyles in patients with chronic diseases by helping patients with chronic diseases control their symptoms and manage their treatment, thereby ensuring self-efficacy. The purpose of the study was to present a critical synthesis of the best evidence, published between 2012 and 2018, that mobile health devices can support a compliant lifestyles in patients with chronic diseases. The research design was a systematic review. A focused review question was compiled based on the PICO principle (Population, Intervention, Comparison intervention and Outcome), and the PICO format directed the review process. Several search methods and databases were utilised to find relevant studies applicable to the review question. The systematic search identified 1 106 studies, though only 27 studies were selected for critical appraisal after the filtering process. Standardised critical appraisal tools were used by three researchers to critically appraise the selected studies during round-table discussions, after which eight of the 27 studies were excluded, and 19 studies were found to be methodologically sufficient for analysis. The 19 studies comprised 15 randomised controlled trials, two systematic reviews, one qualitative review and one survey. After the analysis, the following concluding statements were formulated in relation to the review question. The researcher also provided recommendations. Concluding statement 1:Cell phones were used to support compliant lifestyles for patients with various chronic diseases, and had positive results. Concluding statement 2:Messages addressing specific information, such as lifestyle changes, reminders, self-monitoring and education, were communicated to patients with chronic diseases, and had positive results in managing chronic diseases. Concluding statement 3: Frequency of messages varied in the synthesised studies, from 24 hours a day to 3 times monthly having positive outcomes and effectively managing patients’ chronic diseases. Concluding statement 4: Messages originated from researchers, healthcare workers, automated messages and a centralised server and accomplished effective management of the chronic disease. Concluding statement 5: Positive outcomes were achieved regardless of the varied intervention periods, which lasted from 4 weeks to 3 years. Concluding statement 6:Compliant lifestyle was evident in all the synthesised studies, as a result of the intervention, although some results measured showed a small impact. Self-efficacy was evident is all synthesised studies, with improvement in chronic disease management. The researcher made several recommendations. Upon concluding that compliant lifestyles were evident in patients with chronic diseases who were being supported via mobile health devices, the accessibility of this technology should be investigated and infrastructure should be developed to manage chronic diseases better. Second, messages should be adapted according to the conditions and needs of the patients concerned. Patients should be provided with the tools to self-monitor their symptoms and receive support from the staff to manage the symptoms. Third, researchers should consider the frequency of the information needed by patients, and adapt the frequency of messages according to the needs of patients. Another recommendation relates to the necessity of training the staff involved in interventions thoroughly in relation to using mobile technology for interventions. The study recommends that researchers determine the best intervention period to achieve the best results, considering patients’ knowledge of the intervention and mobile devices. More studies are needed to determine which components in the study rendered positive results, and what can be discarded or be improved. The thorough synthesis of the studies included in the research created new information and added great value to future research. This study can form part of the theoretical underpinning of the development of mobile health applications for supporting patients with chronic diseases
Preparation and characterisation of biodegradable polymer nanocomposites with magnesium hydroxide (Mg(OH)2) and functionalized titania (f-TiO2) nanoparticles as fillers
No full textMagnesium hydroxide (Mg(OH)2) (1, 3, 5 and 10 wt.%) and (3-aminopropyl)-trimethoxysilane functionalized titania (APTMS-TiO2) (1, 3 and 5 wt.%) nanoparticles were added to PLA, PCL and their blends (70/30, 50/50 and 30/70) to improve their morphology, thermal and thermomechanical properties. The nanocomposites were prepared via melt mixing, and various techniques were employed to investigate the effect of blending of the two polymers and the influence of the nanoparticles on those properties. The confirmation of the functionalization of titania was done using Fourier transform infrared (FTIR) and thermogravimetric analysis (TGA)-FTIR. The morphology of the blend nanocomposites, the dispersion and localization of the Mg(OH)2 nanorods and APTMS-TiO2 nanoparticles were investigated using scanning electron microscopy (SEM), transmission electron microscopy (TEM), with help of melt flow tester for viscosities (melt flow indices (MFI)) of the polymers, and surface energy properties by surface energy evaluation system (SEES). With differential scanning calorimetry (DSC), the glass transition, cold crystallization, melting temperatures, melting and crystallization enthalpies of all the samples were studied. The effectiveness of these fillers as nucleating agents for crystallization was assessed and any other changes with the presence of both Mg(OH)2 and APTMS-TiO2 nanoparticles were noted. Through TGA, the thermal stabilities of PLA, PCL, their blends and nanocomposites were obtained, and their thermal degradation volatilization was studied using TGA-FTIR. The thermomechanical properties (storage modulus, loss modulus and damping factor (tan δ)) of the materials were determined via dynamic mechanical analysis (DMA).
The functionalized TiO2 nanoparticles showed presence of a Si-O-Ti stretching vibration band at 919 cm-1 on an FTIR spectrum which was absent in neat TiO2 and the APTMS functionalizing agent, this indicated a newly formed bond between TiO2 and APTMS. A degradation step between 480.39 and 600 °C which was absent in the neat TiO2 was observed in functionalized TiO2. This indicated that the TiO2 nanoparticles were successfully functionalized, and the mass loss was due to the oxidative thermal decomposition of APTMS. A dispersion of Mg(OH)2 nanoparticles in both polymers was observed. Cracks/crevices were present at the interface of the filler with both polymers and within the agglomerates. In the APTMS-TiO2 nanocomposites, a good dispersion of the filler was seen, but agglomeration and a preferential location in the PLA phase was also observed. This was attributed to the surface energy, viscosity and degree of crystallinities of the polymers and fillers. Both Mg(OH)2 and APTMS-TiO2 nanoparticles acted as nucleating agents in the individual polymers and in some blend ratios. Decreased degrees of crystallinity were experienced in some nanocomposites due to poor dispersion and/or agglomeration of the nanoparticles especially at a higher content with both fillers. PLA and PCL were determined to be immiscible and the presence of the nanoparticles improved their miscibility slightly.
Mg(OH)2 had an autocatalytic effect on the degradation of PLA, PCL and their blends. At lower temperatures (below 300 oC), the rate of degradation was faster and a shift to lower temperatures on the thermal degradation of the polymers was observed, due to the loss of water which is known to catalyse the thermal degradation of biodegradable polyesters. At temperatures above 300 oC, where only the stable MgO of Mg(OH)2 was left, the improvement in the degradation temperatures of the polymers was noticed. In the APTMS-TiO2 nanocomposites, an increase in the thermal stability of all the samples was observed even at low temperatures. Both fillers suppressed the release of the degradation volatiles which was seen with reduced intensities of the peaks on the FTIR spectra at different temperatures. In both single and blend nanocomposites with Mg(OH)2 and APTMS-TiO2, there was generally a decrease in the highest thermal degradation volatilization of PLA and PCL. Mg(OH)2 nanocomposites mostly had storage modulus between those of the neat polymers. However, a decrease was observed with the addition APTMS-TiO2 to PLA, PCL and their blends. Miscibility was improved between PLA and PCL in the presence of both Mg(OH)2 and APTMS-TiO2 nanoparticles. This was seen with the decrease in the temperature difference between the glass transition temperatures in the loss modulus curves. The loss factor (tan δ) was decreased in the presence of Mg(OH)2 nanorods and increased with APTMS-TiO2 in the single and blend nanocomposites of both Mg(OH)2 and APTMS-TiO2. This indicated that APTMS-TiO2 nanoparticles had a less restricting/stiffening effect than the Mg(OH)2 nanorods
OULD, C.R. Articles
No full textCOVERAGE: 1913/1922; 0.10 metresTwo articles regarding the strike in 1922 and the resignation of Minister H.C. Hull (1913
STRAUSS, A.F. Inventory of documents
No full textCOVERAGE: 0.02 metresTwo publications and a photograph
Improving professionalism in South African local government
No full textIt is assumed that public sector organisations will act in a professional way in the execution of their daily tasks. However, the contrary is experienced when assessing the performance of local government in South Africa. Municipal service delivery is often plagued by alleged
financial irregularities, maladministration, corruption, mismanagement, service delivery protests and lack of trust by citizens. To improve this situation, it is proposed that particular competencies and capabilities be acquired by employees to promote more professional
conduct; that an environment of more responsiveness, high performance and clear accountability be created; a culture of really putting people first be inculcated; financial sustainability and management be ensured; and that institutional capacity be improved through direct and indirect support interventions.Publisher's versio
WENDT, G Inventory of documents
No full textCOVERAGE 1955-1965; 0.02 metreMusic teacher at Murraysburg. Documents pertaining to conditions in South Afric
Literacy development and self-concept of English second language learners: an exploratory study
No full textEnglish: This work comprises an exploratory study concerning the literacy development of English
Second Language (ESL) learners and the influence of their literacy skills on their self-concept.
The present state of affairs concerning the poor quality of the literacy skills of especially the
ESL learners in South Africa formed the starting point of this study. A review of theoretical
perspectives underlying literacy development and self-concept provided the basis for the
study. An empirical examination regarding the challenges faced by primary school ESL
teachers assisted in identifying some of the important factors countering well-developed
literacy skills of ESL learners. The research involved Grade 4 ESL learners in the Intermediate
Phase who experience literacy backlogs. An intervention in the form of interactive storybook
reading was developed and administered to an experimental group of Grade 4 ESL learners.
Lastly, the interplay between self-concept and literacy achievement was examined. The
summary and findings of each article are discussed in the following paragraphs:
Article 1 explored the interrelationship between the intrinsic and extrinsic barriers to the
development of adequate literacy skills of ESL learners. This article explored how
Bronfenbrenner’s ecological systems theory relates to the plight of the ESL learner within the
South African education context. Scholastic and socioeconomic challenges characteristic of
the scenario of the average learner in South Africa were discussed. In the light of the interplay
between the different systems in the individual ESL learner’s life, the implications of Cummins’s
Interdependence Theory on the literacy development of ESL learners were considered. The
effect of ESL learning without a well-developed mother-tongue basis was scrutinized. The
influence of the interaction between different intrinsic and extrinsic factors in the various
systems surrounding a learner was addressed, in combination with the poor literacy in L2 due
to the implications of Cummins’s Linguistic Interdependence Theory on the self-concept of ESL
learners in South Africa. The Reciprocal Effects Model (REM) of self-concept posits that
academic self-concept and achievement reinforce each other. The literature examined show
strong interactions between Bronfenbrenner’s Bioecological Systems Theory, the Linguistic
Interdependence Theory proposed by Cummins and the status of a person’s self-concept. The
researcher thus argues that the interaction of intrinsic and extrinsic factors within the different
systems wherein the ESL learner functions, in combination with the implications of Cummins’s
theory, is likely to have an impact on the self-concept of ESL learners in South Africa.
Article 2 determined and described the challenges that ESL teachers experience in their quest
to create responsive literacy environments for ESL learners. The qualitative research design
enabled the researcher to identify five overall themes posing as obstacles preventing ESL
learners from optimal academic progression. It included the LOLT that is not the mother tongue
of the learners, the gap between the curriculum of the language of learning and teaching in
Grade 3 and Grade 4; disciplinary problems; self-concept and emotional problems; and the
lack of time and structure to provide essential individual support to learners. English, as the
LOLT for learners with another mother tongue proved to be not only a major challenge for
teachers teaching ESL learners, but it also seemed to be the underlying cause for the poor
literacy quality of many of South Africa’s ESL learners. The participating teachers agreed that
literacy and associated academic problems had a negative effect on the self-concept and
motivation of ESL learners. In this article, the importance of mother tongue education was
emphasized by a theoretical study and verified by qualitative research. In the light of the variety
of mother-tongue speakers in classrooms in South Africa, it is recommended that language
supportive learning and translanguaging as teaching strategies in classrooms where the LOLT
is not the mother tongue of the learners must be examined.
In exploring the challenges ESL learners in South Africa face regarding literacy skills, Article 3
sought to determine the development of the literacy skills of an individual. The importance of
emergent literacy skills in literacy development was highlighted. Phonology, morphology,
syntax, semantics and pragmatics as components of language form the underlying structure
of any language. Forthcoming from this foundation are the skills essential for the development
of reading skills, including phonological awareness, fluency, vocabulary and comprehension.
Based on the Sociocultural Learning Theory, a literacy intervention incorporating a wholelanguage
approach in the form of storybook reading was applied to support the literacy
development of the participating ESL learners. Literacy exercises accompanied the story
reading to improve the word reading, reading fluency, vocabulary, reading comprehension and
spelling of these learners. Utilising an experimental pre-test/post-test research design, the
results emphasize the value of interactive storybook reading in creating responsive literacy
environments to develop the literacy skills of ESL learners. The findings from this study
indicated a significant improvement in the literacy skills of the experimental group by taking the
pre-test and the post-test measures into account. The scores for speed-reading improved from
56.57(pre-test) to 74.71 (post-test); for word reading it improved from 29.5 to 41.8; spelling
scores improved from 17.33 to 23.90; the average scores for vocabulary improved from 12.54
to 17.19; and reading comprehension scores improved from 9.61 to 13.23.
Article 4 explored the interplay between self-concept and literacy achievement. The selfconcept
of an individual includes the perception of one’s abilities in a certain context. In the
context of the ESL learner’s literacy skills, it indicates the learner’s academic self-concept. The
literacy ability of a person plays an important role in academic success. The practice
concerning a large part of ESL learners in South Africa learning through a LOLT that is not
their mother tongue largely has a negative effect on their literacy skills.
In Article 4, the impact of a literacy intervention programme on the self-concept development
of Grade 4 ESL learners was examined. Secondly, possible correlations between global selfconcept
and the following self-concept dimensions Behavioural Adjustment (BEH), Intellectual
and School Status (INT), Physical Appearance and Attributes (PHY), Freedom from Anxiety
(FRE), Popularity (POP), and Happiness and Satisfaction (HAP) were established. Thirdly, the
possible relationship between literacy abilities and self-concept of these learners was explored.
The Piers Harris Self-concept scale was administered prior to and after the literacy intervention
programme to establish the relationship between ESL learners’ literacy abilities and their selfconcept
development. With regard to the first aim, pre-test/post-test results yielded small, but
significant improvements in the total self-concept score (p = 0.000), as well as four of the six
domains as measured with the Piers-Harris self-concept scale, namely for BEH (p = 0.007),
PHY (p = 0. 000), POP (p = 0.000) and HAP (p = 0.03). Pearson Product Moment correlation
analyses were performed to investigate the second and third aims. With regard to the second
aim, the results have shown a significantly positive correlation between the Piers-Harris selfconcept
scale’s Total (TOT) scale and self-concept before and after the intervention (r = 0.61),
as well as yielded significant positive correlations between global self-concept and all six selfconcept
domains. The results further show that the correlation coefficients show an increase
from the pre-test to the post-test occasion. Results pertaining to the third aim demonstrated
significantly positive correlations between self-concept and the following literacy measures:
Reading comprehension (r = 0.67); Vocabulary (r = 0.58); Word reading (r = 0.55); Reading
fluency (r = 0.55) and Spelling (r = 0.50). The effect of the intervention on the self-concept of
ESL learners thus indicated noteworthy improvement.
Concluding the interplay between the different systems - as described by Bronfenbrenner's’
Bioecological Systems Theory, in combination with the consequences of Cummins’s Linguistic
Interdependence Theory on the literacy acquisition of a person, resulting in a negative
influence on the academic self-concept of the ESL learner - was confirmed. The Reciprocal
Effects Model self-concept, which proposes that academic self-concept both affects and is
affected by academic achievement was considered as a contributing factor to the self-concept
of the individual. The quality of an individual’s literacy skills as a prerequisite for academic
success and future socio-economic independence stands central in the formation of one’s
academic self-concept. The plight of many ESL learners, who have a LOLT other than their
mother tongue, in combination with the effect of the interaction of different systems within which
they function, resulting in poor literacy skills, is emphasized by the results of this mixed-method
study. Emanating from the study, a literacy intervention in the form of storybook reading with
accompanying literacy development exercises was developed and applied with positive
results.Afrikaans: Hierdie werk behels ’n ondersoekende studie insake die geletterdheidsontwikkeling van
Engels Tweedetaal (ESL)-leerders en die invloed van hulle geletterdheidsvaardighede op hulle
selfkonsep.
Die uitgangspunt van hierdie studie is die huidige stand van sake rakende die swak gehalte
van die geletterdheidsvaardighede van veral ESL-leerders in Suid-Afrika. ’n Oorsig van
teoretiese perspektiewe grondliggend tot geletterdheidsontwikkeling en selfkonsep het die
basis vir die studie verskaf. ’n Empiriese ondersoek rakende die uitdagings waarvoor primêre
skool (ESL)-leerders te staan kom, het gehelp om sommige van die belangrike faktore te
identifiseer wat goed ontwikkelde geletterdheidsvaardighede van ESL-leerders teenwerk. Die
navorsing het graad 4 ESL-leerders in die intermediêre fase wat ’n agterstand in geletterdheid
toon, betrek. ’n Intervensie in die vorm van interaktiewe lees van storieboeke is ontwikkel en
op ’n eksperimentele groep graad 4 ESL-leerders toegepas. Laastens is die interaksie tussen
selfkonsep en geletterdheidsprestasie ondersoek. Die opsomming en bevindings van elke
artikel word in die volgende paragrawe bespreek:
Artikel 1 het die onderlinge verhouding tussen die intrinsieke en ekstrinsieke struikelblokke in
die ontwikkeling van toereikende geletterdheidsvaardighede van ESL-leerders ondersoek.
Hierdie artikel het ondersoek ingestel hoe Bronfenbrenner se ekologiese sisteemteorie
verband hou met die posisie van die ESL-leerder in die Suid-Afrikaanse onderwyskonteks.
Skolastiese en sosio-ekonomiese uitdagings kenmerkend van die scenario van die
gemiddelde Suid-Afrikaanse leerder is bespreek. In die lig van die interaksie tussen die
verskillende sisteme in die individuele ESL-leerder se lewe is die implikasies van Cummins se
Interafhanklikheidsteorie vir die geletterdheidsontwikkeling van ESL-leerders oorweeg. Die
effek van ESL-leer sonder ’n goed ontwikkelde moedertaalbasis is van naderby beskou. Die
invloed van die interaksie tussen verskillende intrinsieke en ekstrinsieke faktore in die
onderskeie sisteme waarbinne ’n leerder hom- of haar bevind, is aangespreek, in kombinasie
met die swak geletterdheid in L2 as gevolg van die implikasies van Cummins se Linguistieke
Interafhanklikheidsteorie vir die selfkonsep van ESL-leerders in Suid-Afrika. Die Resiproke-
Effekte-Model (REM) van selfkonsep en prestasie het mekaar versterk. Die literatuur wat
ondersoek is, toon ’n sterk verwantskap tussen Bronfenbrenner se Bio-ekologiese
Sistemeteorie, die Linguistiese Interafhanklikheidsteorie soos deur Cummins voorgestel en die
status van ’n persoon se selfkonsep. Die navorser redeneer daarom dat die interaksie van
intrinsieke en ekstrinsieke faktore binne die verskillende stelsels waarbinne die ESL-leerder
funksioneer, gekombineer met die implikasies van Cummins se teorie, waarskynlik ’n impak
op die selfkonsep van ESL-leerders in Suid-Afrika sal hê.
Artikel 2 bepaal en beskryf die uitdagings wat ESL-opvoeders ervaar in hulle soeke daarna om
responsiewe geletterdheidsomgewings vir ESL-leerders te skep. Die kwalitatiewe
navorsingsontwerpe het die navorser in staat gestel om vyf oorkoepelende temas te
identifiseer as struikelblokke wat ESL-leerders verhoed om optimaal akademies te vorder. Dit
sluit die TVOL (LOLT) in wat nie die moedertaal van die leerders is nie, die gaping tussen die
kurrikulum van die taal van onderrig en leer in graad 3 en graad 4; dissiplinêre probleme;
selfkonsep en emosionele probleme en die gebrek aan tyd en struktuur om noodsaaklike
individuele steun aan leerders te bied. Engels as die TVOL vir leerders met ’n ander
moedertaal het geblyk nie alleen ’n reuse uitdaging vir opvoeders te wees wat ESL-leerders
onderrig nie, maar dit skyn ook die onderliggende oorsaak vir die swak geletterdheidsgehalte
van talle Suid-Afrikaanse ESL-leerders te wees. Die deelnemende onderwysers het
saamgestem dat geletterdheid en meegaande akademiese probleme ’n negatiewe uitwerking
op die selfkonsep en motivering van ESL-leerders gehad het. In hierdie artikel is die
belangrikheid van moedertaalonderrig deur ’n teoretiese studie beklemtoon en deur
kwalitatiewe navorsing geverifieer. In die lig van die groot verskeidenheid moedertaalsprekers
in klaskamers in Suid-Afrika is aanbeveel dat taal-ondersteunde leer en transtaligheid as
onderrigstrategieë ondersoek moet word in klaskamers waar die TVOL nie die moedertaal van
die leerders is nie.
Deur die uitdaging te ondersoek waarvoor ESL-leerders in Suid-Afrika te staan kom wat
geletterdheidsvaardighede betref, het Artikel 3 gepoog om die ontwikkeling van die
geletterdheidsvaardighede van ’n individu te bepaal. Die belangrikheid van opkomende
geletterdheidsvaardighede in geletterdheidsontwikkeling is van naderby beskou. Fonologie,
morfologie, sintaks, semantiek en pragmatiek as komponente van taal maak die onderliggende
struktuur van enige taal. Voortspruitend uit hierdie basis is die vaardighede wat noodsaaklik is
vir die ontwikkeling van leesvaardighede, insluitende ’n fonologiese bewustheid, vlotheid,
woordeskat en begrip. Gebaseer op die Sosio-kulturele leer teorie, is ’n
geletterdheidsintervensie wat ’n heeltaalbenadering inkorporeer, toegepas om die
geletterdheidsontwikkeling van die deelnemende ESL-leerders te ondersteun.
Geletterdheidsoefeninge is saam met die lees van stories gebruik om die woordlees,
leesvlotheid, woordeskat, leesbegrip en spelvermoë van hierdie leerders te verbeter. Deur
gebruik te maak van ’n eksperimentele voor-/na-toets navorsingsontwerp, beklemtoon die
resultate die waarde van interaktiewe storieboeklees by die skep van responsiewe
geletterdheidsomgewings om die geletterdheidsvaardighede van ESL-leerders te ontwikkel.
Die bevindings van hierdie studie dui ’n betekenisvolle verbetering van die
geletterdheidsvaardighede van die eksperimentele groep aan deur die voor- en na-toetsmetings
in aanmerking te neem. Die tellings vir spoedlees het verbeter vanaf 56.57 (voortoets)
tot 74.71 (natoets); vir woordlees het dié van 29.5 tot 41.8 verbeter; speluitslae het van 17.33
tot 23.90 verbeter; die gemiddelde uitslae vir woordeskat het van 12.54 tot 17.19 verbeter; en
leesbegripuitslae het van 9.61 tot 13.23 verbeter.
Artikel 4 het die wisselwerking tussen selfkonsep en geletterdheidsprestasie ondersoek. Die
selfkonsep van ’n individu sluit die persepsie van ’n persoon se vermoë binne ’n sekere konteks
in. In die konteks van die ESL-leerder se geletterdheidsvaardighede, dui dit die leerder se
akademiese selfkonsep aan. Die geletterdheidsvermoë van ’n persoon speel ’n belangrike rol
in akademiese sukses. Die praktyk insake ’n groot deel van ESL-leerders in Suid-Afrika wat
deur ’n TVOL leer wat nie hulle moedertaal is nie, het grootliks ’n negatiewe effek op hulle
geletterdheidsvaardighede.
In Artikel 4 is die impak van ’n geletterdheidsintervensieprogram op die selfkonsepontwikkeling
van graad 4 ESL-leerders ondersoek. Tweedens is moontlike korrelasies tussen
globale selfkonsep en die volgende dimensies van selfkonsep, naamlik Gedragsaanpassing
(BEH), Intellektuele en skoolstatus (INT), Fisiese Voorkoms en Eienskappe (PHY), Vryheid
van Angstigheid (FRE), Gewildheid (POP) en Geluk en Tevredenheid (HAP) bepaal. Derdens
is die moontlike verhouding tussen die geletterdheidsvermoë en selfkonsep van hierdie
leerders ondersoek. Die Piers Harris Selfkonsepskaal is voor en na die
geletterdheidsintervensieprogram toegepas om die verhouding tussen ESL-leerders se
vermoëns en hulle selfkonsep-ontwikkeling te bepaal. Wat betref die eerste oogmerk, het voor-
/na-toetsresultate klein, maar betekenisvolle verbeterings in die totale selfkonseptelling (p =
0.000) opgelewer, asook vier van die ses domeine soos bepaal met die Piers-Harris
selfkonsepskaal, naamlik vir BEH (p = 0.007), PHY (p = 0. 000), POP (p = 0.000) en HAP (p =
0.03). Pearson Produk-Moment korrelasieanalises is uitgevoer om die tweede en derde
oogmerke te ondersoek. Wat die tweede oogmerk betref, toon die resultate ’n betekenisvol
positiewe korrelasie tussen die Piers-Harris selfkonsepskaal se Totale (TOT) skaal en
selfkonsep voor en na die intervensie (r = 0.61), sowel as betekenisvol positiewe korrelasies
tussen globale selfkonsep en al ses selfkonsepdomeine. Die resultate toon verder aan dat die
korrelasiekoeffisiënte ’n toename vanaf die voortoets na die natoetsgeleentheid toon.
Resultate wat betref die derde oogmerk toon betekenisvol positiewe korrelasies tussen
selfkonsep en die volgende geletterdheidsmetings: Leesbegrip (r = 0.67); Woordeskat (r =
0.58); Woordlees (r = 0.55); Leesvlotheid (r = 0.55) en Spelling (r = 0.50). Die effek van die
intervensie op die selfkonsep van ESL-leerders het gevolglik ’n betekenisvolle verbetering
getoon.
Ter afsluiting is bevestig dat die wisselwerking tussen die verskillende sisteme, soos beskryf
deur Bronfenbrenner se Bio-ekologiese Sisteemteorie, gekombineer met die gevolge van
Cummins se Linguistiese Onafhanklikheidsteorie op die geletterdheidsverwerwing van ’n
persoon, lei tot ’n negatiewe invloed op die akademiese selfkonsep van die ESL-leerder. Die
Resiprokale Effekte-Model-selfkonsep, wat voorstel dat akademiese selfkonsep akademiese
prestasie affekteer en daardeur geaffekteer word, is oorweeg as ’n bydraende faktor tot die
selfkonsep van die individu. Die gehalte van ’n individu se geletterdheidsvaardighede as ’n
voorvereiste vir akademiese sukses en toekomstige sosio-ekonomiese onafhanklikheid staan
sentraal tot die vorming van ’n persoon se akademiese selfkonsep. Die posisie van talle ESLleerders
wat ’n ander TVOL as hulle moedertaal het, gekombineer met die effek van die
interaksie van verskillende sisteme waarbinne hulle funksioneer, en wat lei tot swak
geletterdheidsvaardighede, word beklemtoon deur die resultate van hierdie gemengde metode
studie. Voortspruitend uit die studie is ’n geletterdheidsintervensie in die vorm van
storieboeklees, gepaardgaande met oefeninge wat geletterdheidsontwikkelings-oefeninge met
positiewe resultate ontwikkel en toegepas.ARO