1,720,963 research outputs found
Land-Based Participatory Pedagogical Experiment in Sami Language Distance Teaching:Maintaining Children's Relationships With Land and Nature
Get PDFThis chapter discusses teachers' professional experiments with distance education in Indigenous Sami language with children aged six to seven years in Finland. The three Sami languages spoken in Finland have law-based status in the Sami domicile area. Outside of this area, where 75% of Sami children live, the Sami languages are taught as voluntary subjects online. This challenges teachers' culturally responsible land-based pedagogical practices, which are typical of Sami education. The case study investigates one teacher's professional creative experiment that focused on land-based online pedagogies using a participatory approach. The data consist of simulated recall interviews, a logbook, and Post-it® notes. The results indicate that, as reflective practitioner, the Indigenous teacher was able to maintain culturally and linguistically responsible pedagogies through experiment. This study carries a hopeful message for the future of minority communities: through educational experiments, teachers can provide language and culture survival tools for learners in diverse contexts
The Impact of using Monolingual pedagogies in South African Classrooms on the Academic Performance and Social Inclusion of African Learners who are Learning through an Additional Language
No full textA research study submitted in fulfilment of the requirements for the degree of Masters of Education (M Ed)to the Faculty of Humanities, Wits School of Education, University of the Witwatersrand, Johannesburg, 2024Within the South African educational landscape, a critical challenge arises when transitioning to an additional language as the sole medium of instruction. This hasty embrace often neglects the crucial development of both Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) in the learners' first languages, also known as their mother tongue. This oversight is particularly concerning when implemented as early as grade four, as the pressure of globalization often dictates a swift shift from mother tongues to English as the primary language of instruction. This abrupt linguistic transition exacerbates existing educational disparities, highlighting the urgent need for a critical examination of language policies and their practical implementation within South African schools. This study employed a mixed-methods approach to investigate whether monolingual pedagogies contribute to the academic performance of Grade 4 learners studying in an additional language (English) different from their mother tongues. The research took place in a township school in Kaalfontein, predominantly populated by Black African learners with no prior exposure to English outside the classroom setting. The mixed-method design involved two key data sources: a sample of approximately 140 learners divided into control and experimental groups, and a range of data collection tools. Both groups participated in pre- and post-test assessments to gauge their academic progress in English, while the experimental group received additional interventions employing translanguaging and multilingual pedagogy approaches. These approaches deliberately intertwined learners' home languages with English in the learning process. Data from classroom observations and semi-structured interviews with participants further enriched the study. Quantitative data from the written tests was analysed using R-computing software, while interview responses were analysed through Glaser and Laudel's model of grounded theory. The paired t-test revealed statistically significant differences in post-test performance between the groups, favouring the experimental group. This suggests that the translanguaging and multilingual interventions positively impacted learners' academic performance in English, providing them with a valuable bridge between their home languages and the language of instruction. This study's findings offer compelling evidence that monolingual pedagogies may not be the optimal approach for learners acquiring an additional language. By incorporating translanguaging and multilingual strategies, educators can leverage learners' existing linguistic resources, fostering deeper understanding and ultimately improving academic outcomes in diverse educational settings.Whitemore Richards BursaryMMM202
Teachers’ experiences of giving support and implementing inclusive education in a township school in Kimberley, Northern Cape
No full textA dissertation submitted in fulfilment of the requirements for the degree of Masters of Education, to the Faculty of Humanities, Wits School of Education, University of the Witwatersrand, Johannesburg, 2023.Implementation of an inclusive education policy in South African schools was a major milestone because it corresponded with the advancement of the theory of Ubuntu, which is at the heart of South Africa's educational framework. The policy's implementation in schools was also consistent with the right to education for all, as enshrined in the Republic of South Africa's Constitution of 1996. However, despite the initiatives on inclusive education, the level of implementation is still below expected standards. The study aimed at examining the experiences of teachers in giving support and implementing inclusive education in a selected mainstream township public secondary school in the Frances Baard education district of Kimberley, Northern Cape. The study adopted a case study design within the qualitative research approach. Purposive sampling was used for the selection of 12 teacher participants from one mainstream public secondary school in the township of the Frances Baard education district of Kimberley. Semi-structured individual interviews were used to collect data from the 12 teacher participants, and the collected data was thematically analysed. Bronfenbrenner’s Ecological Systems theory and Social Model of Disability guided the studies. According to the findings of the study, teachers implemented a variety of inclusive practises; however, teachers perceive inclusive practises differently, and how they are implemented varies. Furthermore, the findings revealed that some teachers are unable to implement the inclusive education policy due to barriers related to the teachers themselves, barriers within the school system, and barriers emanating from the community in which a school is located. It was also revealed that teachers used a variety of support strategies to assist students, such as changing seating arrangements, implementing remedial lessons, and allocating extra reading time to struggling students. In contrast, some teachers prefer to work collaboratively with learners' parents to provide needed support, whereas others prefer to work alone. The study concludes that, in terms of implementing inclusive education in South Africa, there is a mismatch between what is happening on the ground and what is supposed to happen in the classroom. Despite this, pockets of success have been recorded in the implementation process. The study recommends that the Department of Education consider retooling teachers, instituting teacher training programmes, raising awareness, investing in the policy, and adopting a collaborative approach.MM202
Investigating the psycho-social challenges of Implementing Inclusive Education among Learning Support Teachers at Metropole East Education District, Western Cape
No full textA dissertation submitted in the fulfilment of the requirements for the degree of Master of Education, to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, 2023.The Implementation of inclusive education in schools is yet to reach expected levels in South African schools. Previous research has focused on teachers but very scanty research has been done among learning support teachers. This study examined psychological and social challenges of implementing inclusive education among South African learning support teachers. The following research questions were addressed in this study: (a) What are the psychological challenges of implementing inclusive education among learning support teachers? (b) What are the social challenges of implementing inclusive education among learning support teachers? (c) What kind of support do learning support teachers require to successfully implement inclusive education? The study adopted a qualitative approach and a multiple case study of five primary schools in the Metropole East Education District, Western Cape, was conducted. Through semi-structured interviews, data from ten participants was gathered. The five criteria of credibility, dependability, confirmability, transferability and authenticity were used to assure the trustworthiness of qualitative data. Thematic analysis was used to analyse the data. The study found that learning support teachers are psychologically and socially challenged when they have to implement inclusive education. The learning support teachers did get some support from the district officials but this was not sufficient to make them fully implement inclusive education in schools. Teachers expressed their deep concern about the lack of parental involvement, as it makes the SIAS policy referral process challenging. Moreover, teachers expressed that they were stressed out and burned out as a result of a variety of events that made their job to be stressful. The study concludes that the learning support teachers’ psychosocial challenges when implementing inclusive education remains a major concern for teachers in the Western Cape province of South Africa. Although the education department has implemented a number of strategies to help manage the psychosocial challenges of teachers, these methods mostly focus on the learners, leaving teachers with ongoing social and mental health issues. The study recommends that social workers, psychologists, and therapists should be stationed in schools, or alternatively, ordinary mainstream schools should be transformed into full-service schools.MM202
Emerging pedagogies in Higher Education: Cutting through ‘either-or’ binaries with a heteroglossic plurilingual lens
Get PDFTechnology use can introduce fundamental pedagogical changes that are integral to achieving significant academic improvements in higher education. When used to support learning, technology permeates higher education with digital learning mechanisms; enlarges course offerings and instructional alternatives; facilitates learning 24 hours a day; develops 21st century skills; enables greater student motivation; and facilitates deeper comprehension of concepts. The use of technology also has the potential to modify learning by instituting a new model of intertwined instruction. Present-day multilingual technology has transcended the debate about language dominating the educational space. Instead, it is now a question of how progressive multilinguals act differently as they take part in current opportunities offered by the various languages on the web. The appreciation and embracing of heteroglossic perspectives in e-learning repudiate inscribed ideologies that posit monolingualism as the default norm in education. Through a sociolinguistic lens focusing on the Funds of Knowledge theory, this article seeks to explore the role language plays in e-learning and how educators can use multilingualism as a teaching/learning resource in higher education. The study presents results from a mixed methods approach in which 42 purposively sampled distance teacher education undergraduate students were taught through English and Shona. Data was collected through focus group interviews and a written assessment activity. Quantitative data suggests an improved performance while qualitative data presents an acknowledgement by students of the efficacy of multilingual pedagogy. The article recommends the use of multilingual approaches in today’s linguistically diverse e-learning higher education classrooms. It further justifies acknowledging that multilingualism is not new, even if the dramatic secularisation of the term seems recent
The TDS model and epistemic justice for bilingual learners
Get PDFThe object of research: Contemporary research suggests the use of an instructional language different from students’ home language as a major contributing factor to academic underachievement. This has also been the case in Gwanda South, Zimbabwe, where Sesotho speaking secondary school learners are taught through English only and have been underperforming. Analysts have suggested the use of a language different from their learners’ home language as the major cause of academic underachievement.
Investigated problem: This study explores how concurrent use of multiple languages can enhance learning in a bilingual community. Results from national examinations show learners from Gwanda South perform comparatively lower than most districts in the country, resulting in calls for transformative pedagogy. This mixed methods study used a descriptive survey design that opted for face-to-face interviews and questionnaires to collect data from 120 secondary school learners, 20 parents, 20 teachers, 10 head teachers and 10 Teachers-in-Charge. Convenience sampling was used to identify participants.
The main scientific results: Results from the study indicate participants’ willingness for pedagogies that acknowledge multiple languages. They also indicate an enhanced academic performance among students when the TDS model is used for pedagogical purposes. As a result, the article introduces a model that is being proposed and recommended for use in bilingual settings, called The Dual System (TDS) Model. The TDS Model has a number of variables that make it operate effectively and efficiently. Its basis is two languages in an environment and community with a keen interest in the successful use of those languages in the classroom. Both teacher and learner ought to be tuned to dual language use and to accept full roles for both languages in the classroom. Translanguaging then is a key element that defines academic activities. Bilingual education where Sesotho and English are key classroom languages is recommended for Gwanda South, Matabeleland South, Zimbabwe.
The area of practical use of the research results: The TDS Model has a number of variables that make it operate effectively and efficiently. Its basis is two languages in an environment and community with a keen interest in the successful use of those languages in the classroom. Both teacher and learner ought to be tuned to dual language use and to accept full roles for both languages in the classroom. Translanguaging then is a key element that defines academic activities. Bilingual education where Sesotho and English are key classroom languages is recommended for Gwanda South, Matabeleland South, Zimbabw
Translanguaging as a disruptive pedagogy in language education : An analysis of metacognitive reflections of second-year undergraduate students
Get PDFDebate on whether the use of translanguaging is disruptive of monolingual ideologies and practices that predominate global tertiary education seem to be still in its infancy. Contemporary research in the area focuses on what appears conflicting though lucid discourses on eliminating boundaries between codes or languages, resulting in no ‘named’ languages. This study adopted a qualitative case study approach in which second year undergraduate students taking a literacy course were purposively sampled. The data was collected through analysing the participants’ course related interactions on the virtual space, WhatsApp. The efficacy of WhatsApp as an instructional tool in the teaching and learning context has escalated the interest among researchers in exploring its potential benefit in a multilingual setting. The paper reports on the crucial role language plays in the comprehension, participation, motivation, and consequent ameliorated academic performance of multilingual students. The findings attest that translanguaging, where languages of input and output are consciously alternated, proves to be an indispensable pedagogy and recommends its incorporation in daily instructional practices
Same yardstick, different results: efficacy of rubrics in science education assessment
Get PDFAssessments have become integral to today's teaching and learning. Within the world of assessments, there are two paramount ideologies at work: assessments for learning and assessments of learning. The latter are typically administered at the end of a unit or grading period and evaluate a student’s understanding by comparing their achievement against a class, nationwide benchmark, or standard. The former assesses a student’s understanding of a skill or lesson during the learning and teaching process. Assessment for learning enables teachers to collect data that will help them adjust their teaching strategies, and students to adjust their learning strategies. In order to achieve this goal, teachers can make use of several assessment tools, such as concept maps, oral presentations, peer review, portfolios, examinations, written reports, and rubrics. The use of rubrics not only makes the teacher’s standards and result grading explicit but can give students a clear sense of what the expectations are for a high level of performance on a given science assignment. In this study, quantitative data were collected from tasks, assessed by 10 teachers who were purposefully sampled; while qualitative data were collected from interview responses of the same teachers to explore the extent of uniformity in the use of rubrics. The researchers compared and analyzed the different scores, allocated by the respective participants, and analyzed the qualitative data using qualitative data analysis. The study suggests that if interpreted and used well, rubrics support learning by enabling an efficient, consistent, objective, and quick way of assessing students’ work thereby facilitating learning
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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