1,720,961 research outputs found
Exploring the pedagogy of writing in English second language classrooms in the Foundation Phase
Get PDFDissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2022.Effective writing instruction starts with teachers recognising the learners’ background and writing needs. Teachers must plan approaches and strategies that encourage collaboration, interaction, and negotiation of meaning to improve the development of learners’ writing skills. Research has shown that instructions that scaffold learners’ writing development improve learners’ quality of writing and their attitude towards writing. Teachers should teach writing with the prominence it contributes to the development of learners’ literacy skills. The purpose of this study was to qualitatively explore how Foundation Phase teachers teach writing in English second language in their classrooms. Six teachers were purposefully sampled for a multi-case study to explore teacher practices in teaching writing in their English second language writing lessons. Semi-structured interviews, lesson observation, and document analysis were used to gather data. Themes were identified from the six-phase thematic analysis. The findings of the study indicated several factors in Foundation Phase writing instruction practices. First, the findings indicated that through the utilisation of annual teaching plans, teachers neglected learning outcomes and did not plan for the inclusion of writing skills nor did they reflect on their practices. Secondly, the teachers used shared writing to model writing to learners, however, they were not aware that the strategy they used to teach writing was shared writing. Thirdly, the manner in which writing was taught and the kinds of writing activities given to the learners showed that the learners were not exposed to different text types. Lastly, in schools where learners had low English second language proficiency, the teachers faced challenges when teaching this type of learner. The study concludes that the teachers’ limited knowledge of the strategies to teach writing had a negative impact on the way they taught writing, and, as a result, the learners were not exposed to different text types. The study recommends that the Department of Education develops a guideline document on how to teach writing in the early grades. Further research is required to fully understand the implication that teacher practices have on the development of learners’ writing skills.Humanities EducationMEd (Curriculum and Instructional Design and Development)Unrestricte
Probing Beneath the Iceberg: An Exploration of Factors Attributed to Offenders’ School Dropout in South Africa
Get PDFThe high rate of offenders’ school dropout in South Africa and worldwide stresses the need for in-depth studies to explore its causes. While numerous studies highlight adult and juvenile offenders’ exorbitant formal school dropout rate, little has been done to probe beneath this ‘dropout iceberg.’ This paper sought to explore the factor(s) to which offenders’ formal school dropout rate can be attributed. From the interpretivist epistemological stance, qualitative data were collected through semi-structured interviews with five (5) purposively sampled adult offenders to address the question: What factors cause adult offenders’ formal school dropout in South African correctional centre facilities? Framed within the case study research design, the study inferred findings from the thematic approach toward data analysis. Huttler’s (2000) wellness model was used as the framework underpinning the study. Emanating from data collected were four prominent yet intertwined factors to which offender formal school dropout could be attributed, i.e., institutional hurdles to offenders’ formal school, language barrier as the demoralizing factor for offenders who are not competent in the instructional language, correctional officers’ attitudes towards education and unacceptable remarks towards offenders as well as prison situational factors. The researchers recommend using multilingual pedagogies, restructuring the draft transfer policy, and correctional officers’ workshops whose central focus is the importance of correctional education in the rehabilitation process
Intermediate phase teacher and learner perceptions of African and Western fairy tales
Get PDFDissertation (MEd (Humanities Education))--University of Pretoria, 2021.Folktales, including fairy tales, are a mandatory part of the curriculum in the Intermediate Phase in South Africa, and formative assessments are conducted in order to determine if teaching and learning in that area has taken place (Bascom, 1972; Education, 2012). This study aimed to understand the perceptions Intermediate Phase teachers and learners in multiracial and multicultural schools in Pretoria have towards three fairy tales, Cinderella, which is a Western fairy tale, and Natiki, and Chinye, two African Cinderella stories.
The study aimed to understand the reasons behind the attitudes that the teachers and learners have towards the different story elements in the fairy tales, such as their perceptions of the main characters, plot and setting, and the thematic messages that the learners derived from each fairy tale. The purpose of the study was thus to understand the perceptions of the participants with regard to each fairy tale in order to advice teachers which stories to incorporate in their lessons for the learners to engage fully with the content.
This was a qualitative research project, and the methods that were used to collect data included classroom observations of each of the three chosen teachers’ classes, semi-structured interviews with the three teachers, and a WhatsApp focus group discussion with the three teachers, each teaching a different Intermediate Phase grade in a school in Pretoria North. Additionally, data was collected from the learners through a questionnaire and an authentic activity that included writing a personal fairy tale.
From the data that was collected, it became apparent that perceptions are not only individually constructed through personal experiences, but also socially formed and influenced by external factors as much as they are influenced by internal ones. Each participating teacher had their own preference, attitude and overall perceptions of the fairy tales that they used in their classrooms, and chose these fairy tales based on these perceptions.
It also became apparent that fairy tales do have a role to play in how learners view and understand the wider world and their immediate environment. An important finding was that all literature played a significant role in the participants’ responses and perceptions and indicated that there is a place for both Western and African texts in schools.UP Special Education Bursary
Masters Research BursaryHumanities EducationMEd (Humanities Education)Unrestricte
Ucwaningo oluphenya ngokadebona (experiences) kanye namasu okufundisa kothisha bamabanga aphansi ekufundiseni ikhono lokufunda nokubukela esizulwini ulimi lwesibili ezikoleni ezisemaphethelweni eningizimu yeTheku, eningizimu-Afrika.
Get PDFMaster of Education in Education Studies. University of KwaZulu-Natal, Edgewood 2015.Lolu cwaningo lugxile ekutholeni ngokadebona kanye namasu okufundisa kothisha esiZulwini ulimi lwesibili ekufundiseni ikhono lokufunda nokubukela ebangeni lesithupha kanye nelesikhombisa. Lolu ucwaningo lwesimo sobunjalo botho olusebenzise ipharadayimu yomhumusho, kusetshenziswa indlela yokuqoka ababambe iqhaza ngenhloso (purposive sampling) okuyiyona nqubo yokukhetha abahlanganyeli abanganikeza imininingwane ethembekile yesimo esicwaningwayo. Lolu cwaningo lwenziwe ezikoleni ezine ezisesiyingini saseMlazi eningizimu yeTheku.
Lolu cwaningo lusebenzise amathuluzi amabili okuqoqa ulwazi okuyindlela yenhlololwazi esakuhleleka kanye nokuqoqa ulwazi ngokuhlala ubukele. Ucwaningo luphinde lwasebenzisa izindlela zocwaningo lobunjalo besimo ukuhlaziya ulwazi olutholakele. Imiphumela yocwaningo ihlaziywe kusetshenziswa uhlaka lwensizakuhlaziya ka-Krashen yokuthola ulimi lwesibili phecelezi, (Stephen Krashen’s Theory of Second Language Acquisition).
Imiphumela yocwaningo iveze ukuthi othisha babhekene nenkinga yokungabi bikho kwezinsizakusebenza zokufundisa ulimi lwesibili. Othisha bolimi lwesiZulu babhekene nenkinga yomthwalo omningi maqondana nalolu limi. Abafundi abasemabangeni esithupha nelesikhombisa abanalo ulwazi oluyisisekelo lwesiZulu ngenxa yokuthi baqale ukufunda isiZulu ebangeni lesine. Abafundi babhekene nenkinga yokungakwazi ukufunda imibhalo yolimi lwesiZulu ngenxa yomthelela wesiNgisi esiqhakanjiswe kakhulu ezikoleni nasemakhaya. Lolu cwaningo luphinde lwaveza ukuthi othisha abaqeqeshekile kahle emaswini okufundisa ikhono lokufunda nokubukela kwisiZulu ulimi lwesibili
Ukuhlakanishiswa kwezilimi zomdabu Zama-Afrika Enyuvesi yaseFreyistata nomthelela wolwazimfundo kwabalukhulumayo
Get PDFENGLISH TITLE: Intellectualisation of African indigenous language at the University of the Free State and academic implications for the speakers
The University of the Free State Language Policy 2024 takes off from the premise that, firstly, students come from diverse linguistic backgrounds, of which the majority come from a Sesotho language background. Secondly, when our students join the university, they are confronted by English as the medium of instruction which is not their language, thus, it creates a barrier to effective learning. Thirdly, when our students join their specific disciplines, they are also confronted by unfamiliar environments of new disciplinary terminology and concepts which they are expected to learn and master in a foreign language. The language policy made a conscious commitment to develop and intellectualise Sesotho so that it becomes an academic language and a resource for supporting academic access and success for African students, in alignment with the Language Policy Framework for Higher Education 2020. This paper employs a literature-based methodological approach, focusing on a single university as a qualitative case study. Underpinned by the Language Management Theory, we argue that the African indigenous language, Sesotho, requires an effective and conscious process of intellectualisation. Strategies like terminology development are proposed to effectively support the learning of new concepts and theories across disciplines and thus reduce the burden imposed by English instruction among Sesotho speakers. The paper also argues that the intellectualisation of African languages in higher education is critical for ensuring that African students are not provided access without support in the persistent English monolingual higher education fraternity.
IQOQA
INqubomgomo Yolimi YeNyuvesi YaseFreyistata Yowezi-2024 isusela embonweni wokuthi, okokuqala, abafundi baphuma ezizindeni ezahlukene zezilimi, iningi labo liphuma emakhaya okukhulunywa ulimi lweSesotho. Okwesibili, uma abafundi bengena enyuvesi babhekana nesiNgisi njengolimi lokufundisa okungelona ulimi lwabo, ngaleyo ndlela, kudala isithiyo ekufundeni ngempumelelo. Okwesithathu, lapho abafundi bengena emikhakheni yabo ehlukahlukene abazikhethele yona baphinde babhekane nezimo ezingajwayelekile zamagama amasha aqondene nemikhakha yemfundo abakuyo okulindeleke ukuthi bawafunde futhi bawazi kahle ngolimi lwangaphandle. Inqubomgomo yolimi inika isibophezelo ekuthuthukiseni nasekuhlakanishisweni kweSesotho ukuze sibe ulimi lolwazimfundo kanye nensizakusebenza yokweseka abafundi abangama-Afrika ukuba bafinyelele kulwazimfundo ngempumelelo. Le nqubomgomo iyahambisana futhi noHlaka Lwenqubomgomo Yolimi Yemfundo Ephakeme wezi-2020. Ukubukwa kwalezi zinqubomgomo neminye imibhalo yocwaningo kungenye yezindlela zocwaningo ezisetshenzisiwe njengocwaningo lwesimo ngaphansi kwendlelande yocwaningo lobunjalo botho. Leli phepha elisekelwe Injulalwazi Yokulawulwa Kolimi liqakulisa ngokuthi ulimi lomdabu lwase-Afrika, iSesotho, ludinga inqubo esebenzayo neqaphelayo yobuhlakani ngokusebenzisa amasu afana nokwakhiwa kwamagama. Lokhu kusemqoka ukuze kusekele ngempumelelo ukufundwa kwemicabangonzulu nezinjulalwazi ezintsha emikhakheni yemfundo abakuyo abafundi abakhuluma ulimi lweSesotho. Okunye futhi lokhu kuzophinde kunciphise amandla athweswa isiNgisi phakathi kwabakhulumi bolimi lweSesotho. Leli phepha liphinde liphakamise ukuhlakanishiswa kwezilimi zomdabu zase-Afrika emfundweni ephakeme kubalulekile ukuze kuqinisekiswe ukuthi abafundi abangama-Afrika abanikezwa amathuba okufunda ngaphandle kokusekwa kodwa benikwa imfundo yesiNgisi ewubulimibunye
Inzukaziyeki yokufunda nokufundiswa kwesizulu ulimi lwesibili emabangeni akhaphezayo (4-6) ezikoleni ezisesiyingini saseMlazi, KwaZulu-Natali.
Get PDFDoctoral Degree. University of KwaZulu-Natal, Durban.Ukufunda nokufundisa ulimi lwesiZulu ezikoleni zaseNingizimu Afrika kusabukeka
kunezingqinamba eziningi ezidalwa ukuthi siwulimi olwalucindezelwe ngesikhathi
sobandlululo. Ukuhlelwa koHlelo lwezifundo nakho kubukeka kungadlali indima etheni
ekulekeleleni ukuba isiZulu sifundiswe ngendlela ezothuthukisa abafundi futhi baphumelele
ngokwezinga lolwazimfundo. Ngakho-ke lo mqingo wethula ulwazi olutholakele maqondana
nocwaningo oluphenye ngenzukazikeyi yokufunda nokufundiswa kwesiZulu uLimi lwesiBili
ezikoleni ezixube izinhlanga emabangeni akhaphezelayo. Lolu cwaningo lwenziwe ezikoleni
ezixube izinhlanga ngenhloso yokuphenya ngokwenzeka emakilasini esiZulu uLimi lwesiBili
ngesikhathi sokufunda okuholela ekungaphumelelini kwabafundi ngendlela elindelekile.
Ulwazi olutholakele ngiluhlaziye ngisebenzisa uhlaka lwenjulalwazi—iNjulalwazi kaKrashen
(1981) yokuthola uLimi lwesiBili. Ngibe sengiyihlobanisa nohlaka lwemicabango ethinta
ezinye izingxenye zalolu cwaningo ngenhloso yokuhlaziya lonke ulwazi okutholakele.
Umklamo nezindlela zocwaningo ezilandeliwe ngesikhathi kwenziwa lolu cwaningo, yizona
ezikhiqize imiphumela ehlabahlosile. Lolu ucwaningo lobunjalo botho ngoba bengihlose
ukuqoqela ulwazi kubahlanganyeli abahlala kuleso simo nsukuzonke. Ngibe sengilandela
indlelande ye-ethinografikhi ngenhloso yokuthi ngifunda ukuchitha isikhathi esanele ensimini
ukuze ngikhiqize ulwazi olukholekayo ngocwaningo. Ngisebenzise ipharadayimu
yokuhlolisisa ngoba lolu cwaningo belubheka ubuqiniso bokunto nobukhephukhephu
bokufundiswa kwesiZulu uLimi lwesiBili ukuze ngiqhamuke nokungaguqula isimo.
Ngikhiqize ulwazi lwenhlololwazi ezikoleni eziyisikhombisa lapho ngicaphune khona othisha
ababili isikole ngasinye okwenza isamba sothisha abayishumi nane ngaphinda ngayothamela
izifunjwana zabo emakilasini. Ngiphinde ngenza inhlolovo yohlamibuzo ezikoleni ezingamashumi ayisithupha nane ngaphinde ngabheka izincwadi ezisetshenziswa othisha
kanye nemiqulu yoMnyango WezeMfundo.
Lolu cwaningo ludalule ukuthi kunenzukazikeyi yokulahleka kolimi kubafundi besiZulu uLimi
lwesiBili ngenxa yokuthi ekilasini elilodwa kuhlangene abafundi abasemazingeni angalingani
olwazi lwesiZulu. Lokho kwenza othisha bagcine begxile kakhulu kubafundi abanolwazi
oluntengayo okuholela ekutheni abafundi osiZulu ulimi lwabo lwaseKhaya bagcina bezuze
kancane olwazini olusha ngesikhathi sokufunda kanti futhi ikhono lokubhala ilona elisantuleka
kakhulu kubafundi. Kuvelile ukuthi othisha bantula ulwazi ngezinhlotshana zolimi kanti
kunenkinga futhi yokusweleka kwezinsizakusebenza zesiZulu uLimi lwesiBili, lokho okwenza
kube nzima ukusebenza ngempumelelo kothisha. Uma kubhekwa imibhalo kuvele ukuminyana
kohlelo lomsebenzi enqubomgomeni yesiZulu uLimi lwesiBili okuholela ekuxakekeni
kothisha ngohlelo lomsebenzi nesikhathi sokusebenza kanye nokuxakaniseka kothisha
ngemisebenzi yokuhlola okuhlelekile. Lolu cwaningo ludalule ukwentuleka kwamasu
nezindlela zokufundisa isiZulu uLimi lwesiBili kothisha okuholele ekutheni bagcine
sebefundisa ngomphonse wendlela yomhumusho wohlelolimi
Ngakho-ke kulolu cwaningo ngiphakamisa indlela eyisifanekiso esixoxa ngamazinga abafundi
abadlula kuwo ukuze bafinyelele ekuqondeni isiZulu uLimi lwesiBili ngempumelelo.
Engxoxweni yalesi sifanekiso ngibe sengiqondanisa izinga nezinga namabanga ezikole
kusukela enkulisa kuze kufinyelele kumatikuletsheni. Lesi sifanekiso singaba usizo kakhulu
ohlelweni lwezifundo zoMnyango WezeMfundo kanye nendlela othisha abafundisa ngayo
ezikoleni ezixube izinhlanga kanye nezifundisa isiZulu uLimi lwesiBili.English Title translated from Zulu : THE PROGRESS OF ISIZULU LANGUAGE LEARNING AND TEACHING
SECOND GRADE (4-6) IN SCHOOLS IN THE UMLAZI C district, KWAZULU-NATAL
Pedagogical practices in teaching siSwati as a first language in diverse linguistic settings
Get PDFThesis (PhD)--University of Pretoria, 2023Educational research indicates that sound pedagogical practices are essential for learners to achieve positive learning outcomes. This suggests that the success of any learning programme is dependent on the selection and utilisation of relevant and appropriate pedagogical practices. In response to educational research which indicates the vital role played by a learner’s first language in learning, the Eswatini Ministry of Education and Training embarked on an exercise of decolonising the curriculum in 2011 by using siSwati as the medium of instruction and learning in the foundation and middle phases and a core subject throughout primary and senior secondary school. However, arguably, research on African language pedagogy is scanty, let alone teaching of siSwati, as the little available research has been on issues of policy, thus leaving a knowledge gap on the pedagogy in siSwati first language (SL1). Therefore, this study used the sociocultural theory to explore and comprehend pedagogy in SL1 in light of Eswatini’s Language in Education Policy, which provides for siSwati to be a compulsory subject and a vehicle for teaching and learning in early primary, despite the country’s linguistic heterogeneous classrooms in urban schools.
This was a qualitative exploratory case study conducted in two urban schools of Nhlangano in the Shiselweni region of Eswatini. The study sought to respond to three research questions, which were: How are pedagogical practices used in teaching SL1? Why are these pedagogical practices used in the teaching of SL1? How do teachers experience the teaching of SL1? Participants were purposively selected, and they included the teachers who taught siSwati. Data were generated through interviews, a focus group discussion, lesson observations and documentary review. To comprehend the data in this study, I used conventional content analysis, which involved deriving coding categories directly from the text. The findings indicated that teachers’ practices were anchored to the understanding that the teaching of SL1 meant equipping learners with functional language skills, such as productive and receptive skills, which are essential for studying across subject curricula. However, a lack of technological knowledge (TK) and pedagogical knowledge (PK) thwarted teachers’ pedagogical practices. Teachers acknowledged this knowledge gap and attributed it to a lack of training to teach SL1 under the competency based education curriculum, let alone in diverse linguistic settings and to the way they were trained to teach siSwati in colleges. The findings revealed that teacher-centred expository pedagogy dominated SL1 classrooms, as opposed to the requirement of the curriculum that learner-centred pedagogies be used in social practice. Based on these findings, it is recommended that teachers be provided with in-service training on learner-centred and culturally responsive pedagogies appropriate to teach SL1 under the CBE curriculum. Besides, they should be equipped with the technological skills necessary to teach language in the 21st century. Also, the pre-service training offered to SL1 students in colleges be evaluated to comprehend why a first language is taught in a second language.Canon Collins TrustUniversity of PretoriaHumanities EducationPhDUnrestricte
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
Ukusetshenziswa kolimi lwesiZulu njengesu lokuthuthukisa ulwazi lokubala kunzikandaweni wemfundo yasezikhungweni zokuhlunyeleliswa kwezimilo
Get PDFENGLISH TITLE: The use of isiZulu language as the strategy towards developing numerical literacy in correctional centre classrooms
The advent of democracy in South Africa introduced the plethora of transformations in the Correctional Services framework. Amongst these transformations is the infusion of offender education component, economic development through rehabilitation, and the advancement of social cohesion through offender rehabilitation. These transformations are, even though not apparently so, intertwined and coordinated for the purpose of offender holistic rehabilitation. For example, vision for the Department of Correctional Services includes (but it is not limited to) offering formal education to offenders so that they will be pro-active in developing the South African economy and further attain the skill(s) of living in harmony with fellow South African citizens. Preceding research, which sought to reveal offender rehabilitation strategies has centralised and defined offender education as the resource for competing the offender rehabilitation process. However, it is paramount to note that offender formal education has been discussed at a very generic lens, without focusing on the role played by each learning area in completing the rehabilitation process. Furthermore, the language used in the learning, teaching and assessment of offenders has been overlooked, particularily in scholarship that focuses on offender development and care. In this paper, researchers sought to examine the teaching, learning and assesment of quantitative literacy and the impact thereof of using isiZulu language in correctional centre classrooms. From the pragmatic epistemological stance, researchers collected both qualitative and quantitative data through pre-tests, post-tests and semi-structured interviews to address the research question: How can the use of isiZulu as the Language of Learning and Teaching be associated with the developement of quantitative literacy in correctional centre classrooms? The intellectual piece was framed within the QUANT-QUAL explanatory sequential mixed methods design. The Andragogic theoretical ideas were used as lens upon which the study was underpinned. The findings reveal the statistically significant impact of isiZulu in the development of quantitative literacy. Amongst the findings which were inferred from the study is the significant role of isiZulu language in the development of mathematics deeper conceptual understanding. The study further revealed the two-fold role of language use in correctional centre classrooms (that is, the development of mathematics register and the development of isiZulu as a language). IsiZulu language was further distinguished as the tool towards the decolonization of the mathematics curriculum in correctional centre classrooms. Finally, the researchers propose the use of learners’ Home Language in adult correctional centre classrooms.
Iqoqa
Imfundo isetshenziswa ukuphelelisa ukuhlunyeleliswa kwezimilo. Imfundo yeziboshwa iye yadingidwa akwangahlolisiswa iqhaza elibanjwa isifundo ngasinye ekuhlumeleliseni izimilo. Nolimi olusetshenziswa lapho kufundwa, kufundiswa noma kuhlolwa iziboshwa luye lwashaywa indiva. Kuleli phepha, abacwaningi bebehlola umthelela wokusetshenziswa kolimi lwesiZulu lapho kufundwa, kufundiswa futhi kuhlolwa izibalo ezikhungweni zokuhlunyeleliswa kwezimilo. Kusetshenziswe indlelakubuka yokubheka ukwenzeka kwesenzeko simbe. Kuqoqwe ulwazi lobunjalo botho nolobungako botho ngamathuluzi amathathu; isivivinyo sangaphambi kocwaningo, isivivinyo sangemva kocwaningo kanye nenhlolovo esakuhleleka. Lo msebenzi uye wamiswa ngokomdwebomumo wocwaningo oluxube ubungako botho nobunjalo botho, kuqaliswa ngolwazi lobungako botho, kulandeliswa ngolwazi lobunjalo botho. Insizakuhlaziya ebheka isu lokufundiswa kwabantu abadala iye yasetshenziswa lapho kuhlaziywa ulwazi oluveze ukuthi ulimi lwesiZulu luthuthukisa ulwazi lokubala ngobungako obucacile uma luqhathaniswa nesiNgisi. Kuhlaluke iqhaza elidlalwa ulimi lwesiZulu ekuthuthukiseni ulwazi lokubala. Ulimi lwesiZulu luphinde lwahlonzwa njengethuluzi elinqanda ukuqonelwa kohlelo lwesifundo sezibalo. Abacwaningi baphakamisa ukusetshenziswa koLimi lwaseKhaya njengoLimi lokuFunda nokuFundisa konzikandaweni bokufundela ezikhungweni zokuhlunyeleliswa kwezimilo.
 
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