346 research outputs found
Sobriétés de la pierre : Georg Hüter (D), Johan Parmentier (B), Gerard Van Rooy (NL) = Soberheid in steen : Georg Hüter (D), Johan Parmentier (B), Gerard Van Rooy (NL) = Schlich Theit des Steines : Georg Hüter (D), Johan Parmentier (B), Gerard Van Rooy (NL) = Sobrieties of the Stone : Georg Hüter (D), Johan Parmentier (B), Gerard Van Rooy (NL)
No full textSchmid comments on the formal vocabulary of Hüter's sculpture while Jooris notes Parmentier's consideration of fundamental forms. Van Rooy presents his works and introduces himself as a primary sculptor. Introductory text by Majewski. Biographical notes
The continual conundrum of the "language across the curriculum" issue : lessons from the Bullock report (1975) for South African higher education today
Get PDFCITATION: Van Dyk, T. & Coetzee-Van Rooy, S. 2012. The continual conundrum of the "language across the curriculum" issue : lessons from the Bullock report (1975) for South African higher education today. Journal for Language Teaching, 46(1).The link between language and learning and how to develop language across the curriculum is a persisting theme in education research over time. In this article, the first in a series, we wish to contribute to the current vibrant debate about language issues in higher education - both internationally and locally. It primarily aims at providing a critical historical review of the conundrum of the "language across the curriculum" issue and its implications for the South African higher education sector. This is done by critically comparing current local circumstances to lessons learnt from the original context where the notion of "language across the curriculum" was presented to improve the quality of education in schools in the United Kingdom in the mid-1970's. The premise behind this is that "to interpret the developments within afield competently, one needs a sense of its history" (Weideman, 2011: IX). Adding a very specific historical perspective is thus, and indeed, a necessary point of departure as it may enable South African practitioners and policy makers to: (a) evaluate if all relevant information is considered in decision making today, and (b) situate strands of current thinking in a framework that could clarify assumptions and implications potentially accepted uncritically today.Publisher's versio
Methods in Behavioral Research, McGraw-Hill Education (Australia) Pty Ltd, North Sydney.
No full textVan Rooy, D, Kraloh, C & Lachares, B 2015, Methods in Behavioral Research, McGraw-Hill Education (Australia) Pty Ltd, North Sydney.</a
The language issue and academic performance at a South African University
No full textAcademic performance at universities in South Africa is a cause of concern. It is widely acknowledged that there are a variety of factors that contribute to poor academic performance, but language is regarded as one of the most important issues in this discussion. In this article, the relationship between language and academic performance at a South African university for the first-year group in 2010 (n = 900) is investigated, taking their performance in their second (2011) and third (2012) year into account. The authors review: (a) the relationships between measures of language ability (matric scores, and scores on university placement tests like the NBT and TALL/TAG); and (b) the relationship between these language measures, performance in courses offered by universities to support students and general academic success indicators to investigate the language issue and academic performance at university. The main findings of the study are: (a) matric average results above 65% are useful to predict academic success at university; matric average results below 65% cannot be used with confidence to predict success at university; (b) language measures (e.g. matric language marks, and scores on academic literacy tests used by some universities) are not good predictors of academic success at university; (c) there are strong positive relationships between the academic literacy components in the NBT and TALL/TAG; and (d) scores achieved in academic literacy modules are good predictors of academic success. The implications of these findings are discussed in the context of strategic decisions that academic managers should consider when they reflect on the language issue and its impact on academic performance at South African universities.http://dx.doi.org/10.2989/16073614.2015.1012691http://www.tandfonline.com/doi/abs/10.2989/16073614.2015.101269
Yes/No/Maybe: a boolean attempt at feedback
Get PDFThis paper describes an experiment in which Boolean feedback (a kind of checklist) was used to provide feedback on the paragraph structures of first year students in an Academic Literacy course. We begin by introducing the major problems with feedback on L2 writing and establishing why a focus on paragraph structures in particular is of importance. The experiment conducted was a two-draft assignment in which three different kinds of feedback (technique A: handwritten comments, B: consciousnessraising through generalised Boolean feedback, and C: specific Boolean feedback) were presented to three different groups of students. The results indicate that specific Boolean feedback is more effective than the other two techniques, in small part because a higher proportion of the instances of negative feedback on the first draft was corrected in the second draft (improvements), but much more substantially because in the revision a much lower number of changes to the text resulted in negative feedback on the second draft (regressions). For non-specific feedback, almost as many regressions occurred as improvements. In combination with automatic analytical techniques made possible with software, the results from this study make a case for the use of such checklists in giving feedback on student writin
Ezekiel 33:12-16 in Papyrus 967
Get PDFP967 has had an important effect on the study of the Greek Ezekiel and the relationship of the original Greek to the Masoretic text. This papyrus is often seen as representing the original Greek, together with the Codex Vaticanus. The question to be answered in this paper is whether the original Greek as reconstructed by Ziegler (2006) must be adapted as a result of readings of this papyrus. A second question is whether the parallel passages in Ezekiel 18 have affected the transmission of this passage in the Septuagint. This study has indicated a number of cases where the reading of the original Greek can be reconstructed differently from Ziegler’s work. In other instances, the reading of Papyrus 967 frequently supports the choice made by Ziegler on account of B and some other witnesses.http://reference.sabinet.co.za/webx/access/electronic_journals/semit/semit_v20_n1_a1.pd
Basisteoretiese perspektiewe vir beoordeling van ’n kerklike Psalmboek
Get PDFBasic theoretical perspectives for evaluation of a hymn book. In 2003 the Gereformeerde Kerke in Suid-Afrika (Reformed Churches in South Africa) introduced a new hymn book Psalmboek 2003 (Psalter 2003). For the evaluation of the use of this hymn book as communication medium in a liturgical service, six basic theoretical perspectives were formulated from Scripture, utilising the model of Zerfass (1974). This article discusses these perspectives and the Scriptural data they are based on. Three of them are related to functional aspects of the song, two with form and communication and one with the expansion of the Old Testament Psalter in the New Testament. These three aspects can be used for the evaluation of a hymn book, as well as individual hymns.http://apps.ufs.ac.za/journals/dl/system/docs/5/132/1085/Acta%20Theologica%2031%281%29_2011_Van%20RooyAndDe%20Klerk.pdf ; http://dx.doi.org/10.4314/actat.v31i1.10http://dx.doi.org/10.4314/actat.v31i1.10http://apps.ufs.ac.za/journals/dl/system/docs/5/132/1085/Acta%20Theologica%2031%281%29_2011_Van%20RooyAndDe%20Klerk.pd
Flourishing functional multilingualism: evidence from language repertoires in the Vaal Triangle region
No full textCurrently, there is a debate about the potential language shift among speakers of African languages towards English. Scholars hold conflicting views about this issue and the debates are complicated because of the widespread multilingualism in the South African society. The main aim of this article is to revisit current claims of language shift among speakers of African languages by analyzing relevant data from a larger scale survey of the language repertoires of an identified population. The research method involved the adaptation of language history or experience questionnaires designed by bilingualism researchers to describe the language repertoires of a large population of multilingual students. The main findings of the study are: (a) multilingualism is flourishing among the participants; (b) the multilingual repertoires of the participants are expanding because of the addition of African languages to the repertoires; and (c) the position of English is confined to specific functions. A pattern of flourishing functional multilingualism emerges. The value of adding larger scale quantitative studies to complement smaller, qualitative studies in discussions of language shift and maintenance is confirmed by this study.http://dx.doi.org/10.1515/ijsl-2012-0060degruyter.com/view/j/ijsl.2012.2012.issue-218/ijsl-2012-0060/ijsl-2012-0060.xml?format=IN
The identity issue in bi- and multilingual repertoires in South Africa: Implications of Schneider's dynamic model
No full textIdentity construction drives the development of postcolonial Englishes in Schneider’s Dynamic Model. Contexts like those of South Africa where wide-spread bi- and multilingualism are observed challenge notions of English as sole “identity carrier” postulated in the model. Findings from a questionnaire and interview study reported in this article indicate that: (a) urban participants are bi- and multilingual, (b) the home language is the carrier of ethnic or cultural identity, (c) English is part of the repertoires of the participants, (d) “being multilingual” is the linguistic marker of a South African identity. The refinement of the identity construction in this very useful model indicates that South Africa will probably not progress conclusively past Stage 3 in the Dynamic Model in the near future.http://dx.doi.org/10.1075/veaw.g49.03coehttps://books.google.co.za/books?id=HhViBAAAQBAJ&pg=PA39&lpg=PA39&dq=The+identity+issue+in+bi-+and+multilingual+repertoires+in+South+Africa:++Implications+of+Schneider's+dynamic+model&source=bl&ots=krqVJ-4aMl&sig=k2FQZRT0IbpcnBjnRjtXA-UOeRQ&hl=en&sa=X&ved=0ahUKEwj-1dbQlrDJAhUEfhoKHdnmCNsQ6AEIIDAB#v=onepage&q=The%20identity%20issue%20in%20bi-%20and%20multilingual%20repertoires%20in%20South%20Africa%3A%20%20Implications%20of%20Schneider's%20dynamic%20model&f=fals
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