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Auswahl der wissenschaftlichen Literatur zum Thema „English home language-South Africa“
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Zeitschriftenartikel zum Thema "English home language-South Africa"
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Posel, Dorrit, und Jochen Zeller. „Home language and English language ability in South Africa: Insights from new data“. Southern African Linguistics and Applied Language Studies 29, Nr. 2 (Juni 2011): 115–26. http://dx.doi.org/10.2989/16073614.2011.633360.
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Spaull, Nicholas. „Disentangling the language effect in South African schools: Measuring the impact of ‘language of assessment’ in grade 3 literacy and numeracy“. South African Journal of Childhood Education 6, Nr. 1 (03.12.2016): 20. http://dx.doi.org/10.4102/sajce.v6i1.475.
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The aim of this article is to exploit an unusual occurrence whereby a large group of South African grade 3 students were tested twice, 1 month apart, on the same test in different languages. Using a simplified difference-in-difference methodology, it becomes possible to identify the causal impact of writing a test in English when English is not a student’s home language for 3402 students. The article aims to address the extent to which language factors (relative to non- language factors) can explain the high levels of underperformance in reading and mathematics in South Africa. I find that the language of assessment effect is between 0.3 and 0.7 standard deviations in literacy and 0 and 0.3 standard deviations in numeracy. This is approximately 1–2 years worth of learning in literacy and 0–1 year worth of learning in numeracy. By contrast, the size of the composite effect of home background and school quality is roughly 4 years worth of learning for both numeracy (1.2 standard deviations) and literacy (1.15 standard deviations). These results clearly show that the ‘language effect’ should be seen within the broader context of a generally dysfunctional schooling system. They further stress the importance of the quality of instruction, not only the language of learning and assessment. The fact that the literacy and numeracy achievement of South African children is so low in grade 3 (prior to any language switch to English in grade 4) should give pause to those who argue that language is the most important factor in determining achievement, or lack thereof, in South Africa.
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Klop, Daleen, und Monique Visser. „Using MAIN in South Africa“. ZAS Papers in Linguistics 64 (31.08.2020): 207–10. http://dx.doi.org/10.21248/zaspil.64.2020.575.
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South Africa is a country marked by cultural and linguistic diversity with 11 official languages. The majority of school children do not receive their formal schooling in their home language. There is a need for language assessment tools in education and rehabilitation contexts to distinguish between children with language learning problems and/or SLI, and language delay as a result of limited exposure to the language of learning. The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) provides clinicians and researchers with an appropriate and culturally relevant tool to assess bilingual children in both languages. So far MAIN has been widely used in Afrikaans- English bilingual children. However, translating and adapting MAIN to our other nine official languages to achieve functional and cultural equivalence is more challenging.
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van Wyk, Barry. „Networking a quiet community: South African Chinese news reporting and networking“. Journal of African Media Studies 12, Nr. 2 (01.06.2020): 189–221. http://dx.doi.org/10.1386/jams_00019_3.
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Half of all Chinese people living in Africa reside in South Africa, a community with a long history. On the surface, the South African Chinese community resembles a quiet community, yet it is actually a highly networked community that has developed networks and support structures to protect itself and to maintain its unique and vibrant identity in a dangerous environment. At the forefront of this is a community organization called the South African Chinese Community and Police Cooperation Centre. This community has also developed a home-grown South African Chinese language media to tell its own story. The South African Chinese media has been all but neglected by researchers and is analysed in depth here in English for the first time. This article examines six months of content, January‐July 2017, produced by South African Chinese media, lifting the veil on news reporting and networking in the South African Chinese community.
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Wildsmith, Rosemary. „The African languages in South African education 2009–2011“. Language Teaching 46, Nr. 1 (28.11.2012): 120–24. http://dx.doi.org/10.1017/s0261444812000420.
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South African National Language Education policy (South Africa, DoE 2002) enshrines multilingualism (ML) as one of its major goals. The implementation of such a policy is a slow process, however, particularly in the educational domain, where parents, teachers and students favour the dominant, ex-colonial language (English) for both historic and instrumental reasons (Dalvit & de Klerk 2005). However, results of the National Benchmarking Test (NBMT Report 2009) conducted at selected South African universities show that most non-English speaking students in higher education have underdeveloped language and numeracy skills for study at this level, one of the main barriers to access being that of language (Council on Higher Education 2007: 2). Efforts have thus intensified in South African institutions to introduce the home languages of learners into the educational domain, either as learning support alongside the main medium of instruction or as alternative languages of instruction, working towards the development of a bilingual education model. This report documents developments in research in the promotion and use of the African languages in education in South Africa in recent years, particularly since the publication of the previous report (Wildsmith-Cromarty 2009), which discussed various initiatives in the teaching, development and use of the African languages in South African education during the period 2005–2008. This report considers further developments in the use of the African languages for academic purposes in the following areas: the learning and teaching of these languages as additional languages and for professional purposes in selected disciplines for specialist programmes, and their intellectualization, which includes their use as languages of instruction, in the translation of materials and other learning resources, and development of terminology.
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Van Staden, Surette, Roel Bosker und Annika Bergbauer. „Differences in achievement between home language and language of learning in South Africa: Evidence from prePIRLS 2011“. South African Journal of Childhood Education 6, Nr. 1 (29.11.2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.441.
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This study utilised regression methods to explain Grade 4 reading literacy achievement taking into account discrepancies between the language of the test and home language for learners who participated in the South African preProgress in International Reading Literacy Study (prePIRLS) 2011. Grade 4 learners were tested across all 11 official languages. The language of testing did not always coincide with the learner’s home language; therefore, prePIRLS 2011 test results reveal achievement for learners who in many cases did the test in a second or third language. Results from the current analyses show that testing in African languages predicts significantly lower results as compared to English, but that exponentially worse results by as much as 0.29 points lower of a standard deviation can be expected when the African language of the test did not coincide with the learners’ home language. Findings from the current study provide evidence that African children stand to be disadvantaged the most when a strong mother tongue base has not been developed and when education for children between Grade 1 and 3 is only available through a medium of instruction other than the mother tongue. Evidence that exposure to a language that at least shares linguistic similarities to the home language could have a positive effect.
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Kamfer, L., D. Venter und A. B. Boshoff. „The portability of American job involvement and job satisfaction scales to non-English speaking South Africans“. South African Journal of Economic and Management Sciences 1, Nr. 1 (31.03.1998): 85–107. http://dx.doi.org/10.4102/sajems.v1i1.1870.
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The scales discussed in Boshoff and Hoole (above) were applied to a sample of non-English mother tongue speakers in South Africa to test their "portability" between America and South Africa. Where more than one possible structure was obtained, they were compared by means of confirmatory factor analysis. To reduce error variance and improve goodness of fit indices, items were aggregated by taking the mean of random item clusters, and the confirmatory factor analyses repeated. The best fit solution for each of the scales was identified and discussed. Indications are that both the Minnesota Satisfaction Questionnaire and the Kanungo Job Involvement Scale can be used with confidence in South Africa, even on respondents who are not home language English speakers.
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Sekhukhune, C. D. „THE NARRATIVE OF DUAL MEDIUM IN A MULTILINGUAL CONTEXT OF A BLACK URBAN AREA IN GRADE R“. International Journal of Educational Development in Africa 2, Nr. 1 (28.10.2015): 70–83. http://dx.doi.org/10.25159/2312-3540/128.
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This article is a critical analysis of how a black urban primary school in South Africa used dual medium in two Grade R (Reception year or kindergarten) classes. An ethnographic inquiry was conducted in a township primary school, informed by sociocultural theory. The sample comprised children, teachers and parents of classes divided by the school according to the learners’ home languages. Data collection included interviews, observations, artefacts and a reflective journal, analysed using Atlas.ti software and Brewer’s steps of analysis. Language code-switching and translation were mainly employed by teachers to address language complexity emanating from internal and external factors affecting the school. Having to learn in a dual medium of one African language or home language and English highlighted the need to revisit the crucial area of language development and acquisition in early childhood development and foundation phase learners.
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Anthonissen, Christine. „‘With English the world is more open to you’ – language shift as marker of social transformation“. English Today 29, Nr. 1 (27.02.2013): 28–35. http://dx.doi.org/10.1017/s0266078412000545.
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This article gives an appraisal of bilingualism in Afrikaans and English among the Cape ‘Coloured’ community and of shifting patterns within it. It has become customary to use quotation marks around the termColouredand lower case to signal that this and other race-based terms are contested ones in South Africa (see Erasmus, 2001; Ruiters, 2009). On the advice of the ET editor for this issue, however, I will use the term with the capital and without quotation marks, since he argues – conversely – that the use of lower case and scare quotes in print can also be misconstrued as disrespect for a community. In this community it appears that a shift is underway from Afrikaans as first and as home language to English as the dominant family language. However, this shift does not follow a straightforward linear trajectory, and while some speakers appear to have abandoned Afrikaans in favour of English, in many families the language has not been jettisoned. Before citing studies that explore this complexity, including current work by the author, it is necessary to give a brief overview of the background to Afrikaans and English in South Africa and their place in the country's overall multilingualism.
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Harries, Jim. „Mission in a Post Modern World: Issues of Language and Dependency in Post-Colonial Africa“. Exchange 39, Nr. 4 (2010): 309–30. http://dx.doi.org/10.1163/157254310x537007.
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AbstractThe communication revolution has made texts and languages available to people who, it is here suggested, might not have the cultural components needed to use them in the same way as native speakers. Introduced languages have in much of Africa eclipsed indigenous knowledge from opportunity for home grown development. Africans flocking to Western languages supported by numerous Western subsidies, leaves African ways of life concealed from the West. Western languages can be used to undermine the West. The inadequacy of English in Africa is illustrated by the contrast between the holistic and dualistic worldviews; English being dualistic is a poor means for expressing African holism. This makes the use of English in and for Africa inherently confusing. It is proposed that indigenous development be encouraged through challenging and encouraging African theology on its own terms, by encouraging some Western missionaries to use African languages and resources in their task.
Dissertationen zum Thema "English home language-South Africa"
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Fulani, Ntombekhaya Cynthia. „An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study“. Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018914.
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The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner
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Pitt, Joe Harrison. „The acquisition of reading skills in English by coloured primary school children whose home language is Afrikaans : a developmental study conducted in a specific South African community“. Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1002020.
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This research studies the acquisition and development of specific reading skills in English by "Coloured" primary school children for whom English is a second language. This study involves both oral and silent reading research. Developmental trends in both modes of reading are compared with those established for reading in Afrikaans in order to ascertain whether any transfer takes place from Afrikaans to English. For analysis of data obtained from oral reading, this researcher adopted an error analysis method devised by Kenneth Goodman (1973), viz. Miscue Analysis (MA). Readers read a passage and their miscues were recorded. From the miscues this researcher established, for the different standards: the frequencies of miscues; readers' ability to associate sound and symbol; sensitivity to grammar; meaning access; and correction strategies. In the silent reading research, readers' performances in a test battery of eight sub-tests provide insights into the presence or absence of information processing skills. Readability levels (Singer and Donlan (1980), discrimination index and facility value (Heaton 1975), and Chi-Square Statistics (Roscoe 1969) determine the development of specific reading skills, viz.: utilization of textual cues; understanding cause and effect relationships and sequence; previewing and anticipation; scanning, referring and synthesizing; understanding text structure and coherence; understanding propositional development; understanding synonymy and antonimy; and understanding communicative value. Grellet (1981), Kennedy (1981), and Harri-Augstein (1982), inter alia, regard these skills as crucial to efficient text processing. Analyses of data show there are developmental patterns, but skills emerge 1 - 3 years late when compared with results obtained by Kennedy (1981 ) and develop at a retarded and erratic pace. The readers in all the standards have not mastered the skills sufficiently to process text efficiently. This research shows that Std 3 is a cut-off level where a transition takes place from lower-order to higher-order skills processing. In addition, Chi-Square Statistics show little transfer from Afrikaans to English; the skills develop independently in the two languages. Enquiry has identified various factors that influence skills deficiencies, viz.: syllabus prescriptions and problems of interpretation; teachers' understanding of the reading process and the methods employed; teacher-training progresses; materials prescribed for reading; and reading in the society. This research recommends ways in which short comings can be remedied
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Wood, Tahir Muhammed. „Perceptions of, and attitudes towards, varieties of English in the Cape Peninsula, with particular reference to the ʾcoloured communityʾ“. Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1002018.
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This study set out to analyse the concept of the ʾcoloured communityʾ and to describe the linguistic phenomena associated with it. It was found that the community was characterized by division and an overt rejection of 'coloured' identity. A satisfactory definition of the community could only be arrived at by exploring social psychological and anthropological concepts, particularly that of the social network, and a covert identification was postulated. This in turn was used to explain the linguistic phenomena which were found to be associated with the community. The latter included a vernacular dialect consisting of non-standard Afrikaans blended with English, as well as a stratification of particular items in the English spoken by community members . This stratification was analysed in terms of the social distribution of the items, enabling comparisons to be made with the English spoken by ʾwhitesʾ. A fieldwork study was embarked on with the intention of discovering the nature of the perceptions of, and attitudes towards, the idiolects of certain speakers. These idiolects were considered to be typical and representative of the forms of English normally encountered in the Cape Peninsula, and were described in terms of the co-occurrences of linguistic items which they contained. Tape recordings of the speech of this group of speakers were presented in a series of controlled experiments to subjects from various class and community backgrounds who were required to respond by completing questionnaires. It was found that those lects which contained items and co-occurrences of items peculiar to 'coloured' speakers were associated with lower status than those containing items and co-occurrences of items peculiar to 'white' speakers. Attitudes towards speakers were found to be more complex and depended upon the styles and paralanguage behaviours of the speakers, as well as accent, and also the psychological dispositions of the subjects who participated
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Frank, Mark. „Common barriers to learning in the grade 10 English home language classroom and informed (innovative) ways in dealing with them in high school“. University of the Western Cape, 2015. http://hdl.handle.net/11394/4942.
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Magister Educationis - MEdThe purpose of this study was to explore informed ways of teaching when confronted with the kind of common barriers in grade 10 visible both in and out of the classroom. This qualitative study describes the innovative methods that teachers use. The theoretical framework undergirding this study is effective teacher research. The research design involved interviews of twelve Grade 10 learners, focus group and observations of two teachers. In addition, two student teachers in their final year were also observed. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed “the ability from the learner to recreate, imagine and empower their understanding of the world they live in” (CAPS). The findings of the study reveal that creative ways of teaching has the ability to bring about the essential improvement of learner achievement. This falls in line with the South African Education comprehensive programme, which is referred to as Action Plan 2014: Towards the Realization of Schooling 2025.
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Moore, Colleen Patricia. „Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012“. Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13353.
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Includes bibliographical references.Post-apartheid curriculum reform in South Africa has impacted the constitution and organisation of English language knowledge, including grammatical knowledge and its pedagogy. Additionally, changes in theoretical viewpoints on grammar instruction and early literacy instruction have influenced the conceptualisation and teaching of English grammar. This study aims to determine how grammar and its pedagogy have been constituted and explicated in the South African Intermediate Phase (IP) English Home Language (HL) curricula through curriculum reforms after 1997. It also seeks to explore how the constitution of grammar within Curriculum 2005 (C2005), the Revised National Curriculum Statements (RNCS), and the Curriculum and Assessment Policy Statements (CAPS) have been influenced by changing grammar and early literacy instruction theories and language teaching methodologies. The study analyses and compares the organisation and structure of grammatical knowledge and its suggested pedagogy in the three curriculum documents using Bernstein’s concepts of classification and framing. Grammar instruction theories and conceptualisations of grammar types as prescriptive, descriptive and rhetorical (drawn from a variety of grammar instruction commentators including Lefstein, Thornbury and Hudson & Walmsley) are identified in teacher guides and other supporting literature accompanying the three curricula. These documents are also analysed to identify the predominant early literacy instruction theories - skills/phonics-based, whole language, and balanced language approaches – underpinning curriculum development. The analysis shows that through the curriculum reforms, grammatical knowledge has been more strongly classified and framed resulting in a more explicit constitution of grammar as a skill to be acquired by learners for the development of an English meta-language. The CAPS English HL IP syllabus has returned to a contents- or knowledge-based curriculum. This clearer constitution of grammatical knowledge mirrors the re-emergence of explicit grammar instruction internationally, most notably in the UK. The analysis also shows that indistinct progression requirements, pertaining to the acquisition of specific grammatical knowledge, with an arbitrary basis between grades are a consistent concern in all three curricula. It also finds that conceptual ambiguity, regarding early literacy instruction approaches in curricula and accompanying guides, present since the inception of the RNCS and continuing in the CAPS, makes the task of curriculum interpretation difficult. The study concludes with some possible implications the areas of concern may have for teacher training and suggestions on grammatical knowledge organisation for clearer curriculum interpretation and implementation.
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Dommisse, Anne. „Criteria in English language assessment : a South African perspective“. Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17078.
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Bibliography: pages 181-186.The study recorded in this dissertation was undertaken in the School of Education at the University of Cape Town (UCT) during the period 1986-1990. It was motivated by perceived anomalies in the administration of State regulations for endorsement of teachers' diplomas in respect of ability in English (E/e). The study commences with an analysis of the relevant requirements of the regulations for teacher bilingualism, as set out in sections 10 and 11 of Criteria for the Evaluation of South African Qualifications for Employment in Education, 1988. Theoretical and practical problems of evaluation and endorsement identified at UCT are considered in relation to the concept of test failure, as opposed to testee failure. Responses to a questionnaire sent to other teacher training centres indicate similar concerns elsewhere. Arising from a review of recent literature on language testing, and against the background of the multilingual target groups tested at UCT, a proposition is put forward for a distinction between communicative competence and language proficiency as criteria in language assessment, depending on whether English is the medium (communicative competence), or the subject (proficiency), of instruction. Assuming that English will remain a medium of instruction in a changing socio-political dispensation, at least in the short and medium terms, the study then focuses on test design, construction and scoring, where the objective is to test communicative competence in English, rather than proficiency. The role of English in the curriculum in a future South Africa is discussed briefly. It is concluded that current regulations for language endorsement are in urgent need of review. The following recommendations are made in this regard: that the relevant requirements for teachers in State schools be reformulated to account for one level, rather than two, of endorsement in English as the medium of instruction; that such endorsement be required only in the case of non-English medium graduates, thereby recognising the integrity of the English medium teachers' diploma itself; that procedures for assessment for the purpose of diploma endorsement be standardised; and that the State support further research in this area.
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Butler, Ian. „'People's English' in South Africa : theory and practice“. Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003574.
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Communicative Language Teaching, an approach to language teaching currently widely prescribed, has been criticised for its unquestioning acceptance of the cultural and political norms of the target language. People's English (an aspect of the larger People's Education movement), on the other hand, offers a philosophy and methodology that takes an actively critical view of language and its relationship to power. In the context of South African society, this stance has had clear political implications. Although still imprecisely defined , the concepts of People's Education and People's English have been debated and discussed by various ant-apartheid movements in recent years. Attempts have also been made to translate the evolving theory into practice through the development of materials and methodologies. This has been achieved on a relatively small scale, with varying degrees of success. Recent reform measures by the South African government have, however, prompted the proponents of People's Education to reassess their position. This thesis presents a historical overview and critical assessment of the development of People's English in South Africa.
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Krause, Lara-Stephanie. „Relanguaging language in English(ing) classrooms in Khayelitsha South Africa“. Doctoral thesis, Faculty of Humanities, 2019. https://hdl.handle.net/11427/31726.
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Institutional language teaching is built on the assumption that languages exist as homogeneous entities and is aimed at the mastery of standardised codes. In this view, English teaching in South African township schools is failing. Learners (and teachers) underperform in standardised English tests and are repeatedly described – by stakeholders in schooling and by scholars of language in education – as ‘ cut off’ from standard linguistic norms needed for success beyond the township. But is linguistic deficit all we can find in township English classrooms, given that the day-to-day language practices in these settings are known to be heterogeneous, flexible and creative? I begin here by taking this local linguistic heterogeneity seriously, asking: What does language education in Khayelitsha look like through a lens that is not a priori structured by separate, homogenised languages? In the first part of this thesis I develop such an analytical lens. I begin by committing not to use some key linguistic terms that imply a view of languages as discrete, homogeneous entities. I then engage with (trans)languaging literature and the inchoative sociolinguistic notion of ‘spatial repertoires’, conceptualising ‘languaging’ for my purposes as a spatial practice, with which speakers draw on and transform elements of spatial repertoires. This spatial perspective doesn’t allow for surface-level categorisation of linguistic phenomena. It demands instead fine-grained, situated analyses that I conduct with tools from Bantu linguistics, conversation analysis and ethnography, on data from participant observation, recorded classroom talk, a learners’ writing task and teacher interviews. Rather than training the spotlight on the alleged lack of Standard English, I show the Khayelitshan English classroom to be a space of specific linguistic possibilities, ordered by teachers through a linguistic sorting practice I call relanguaging. This practice instantiates teachers’ negotiations of Khayelitshan heterogeneous linguistic realities, and the demands of a centralised curriculum and testing system, in the classroom. Learners are also shown to be ‘relanguagers’, who display complex linguistic sorting processes in their writing, juggling what I find to be an oversupply rather than an undersupply of standard linguistic norms. My empirical findings and my conceptualisation of relanguaging, which develops and complexifies throughout this thesis, allow me to systematically unsettle a construction of linguistic hetero- and homogeneity as mutually exclusive. This comes with a theoretical critique of ‘translanguaging’ as a linguistic descriptor that, in my view, reifies a dichotomy between fluid languaging and fixed standard languages. As a result, it makes us overlook the relationality in practice regarding these two dimensions of language and the complexities that result therefrom. With the dichotomy between languaging and languages dissolved, I end by proposing ways of testing for Standard English beyond its own confines, i.e. to test for increasingly sophisticated linguistic sorting skills instantiated in emergent englishing.
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Distiller, Natasha. „Shakespeare in South Africa : literary theory and practice“. Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10346.
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Bibliography: leaves 237-256.This thesis explores the development of a "South African Shakespeare". Relying on post-colonial theory as primary framework, it views colonised culture not as secondary and responsive, but as primary and creative. The main work of the thesis is to trace the role played by "Shakespeare", as a set of texts and as an icon, in a particular trajectory of writing in English in South Africa in the first half of the twentieth century.
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Van, Vuuren Kathrine. „A study of indigenous children's literature in South Africa“. Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/21491.
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Bibliography: pages 151-159.Whilst an accepted area of investigation in most other English speaking countries, indigenous children's literature is a relatively new area of academic study in South Africa. Traditionally, South Africa children's literature has been targeted for a white middle class audience. In addition, most of the fiction for children that was available in South Africa, with the exception of fiction in Afrikaans, tended to be imported children's literature, which meant that there was little by way of indigenous children's literature being produced. However, since the mid-1970s there has been a considerable increase in the local production of children's literature, much of which in the last five years has been intended for a wider and more comprehensive audience and market. This study considers various issues relevant to the field of children's literature in South Africa, through both traditional means of research as well as through a series of interviews with people involved in the field itself The focus of this dissertation is a sociological study of the process whereby children's literature is disseminated in South Africa. International theories of children's literature are briefly considered in sq far as they relate to indigenous children's literature. Of particular interest to this study are current thoughts about racial and gender stereotypes in children's literature, as well as the recently developed theory of 'antibias' children's literature. The manner in which people's attitudes to and about children's literature are shaped is explored in detail. Traditional methods of publishing and distributing children's literature, as well as the current and uniquely South African award system are considered. The need to broaden the scope of current publishing methods is highlighted and the ways in which publishers foresee themselves doing this is considered. The limitations of current methods of distribution are highlighted, and some more innovative approaches, some of which are currently being used in other parts of Southern Africa, are suggested. The gap between the 'black' and the 'white' markets are considered, and possible methods of overcoming this divide are considered. The indigenous award system is considered in relation to international award systems, and criticisms of the South African award system are discussed. The issue of whether or not children should read indigenous children's literature is considered. The debate about this issue centres around a belief in the importance of children having something with which to identify when they read, as opposed to a belief in the culturally and ideologically isolating effects of providing children with mainly indigenous children's literature to read. Finally, the current belief in children's literature as a means of bridging gaps in South African society is considered through a study of three socially aware genres- namely, folktales, historical fiction and socially aware youth fiction. By way of conclusion, some of the issues raised in the body of this study are highlighted and discussed.
Bücher zum Thema "English home language-South Africa"
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Shabangu, Thos M. Isihlathululimezwi: An English-South Ndebele dictionary. Cape Town: Maskew Miller Longman, 1989.
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Jenkins, Elwyn. South Africa in English-language children's literature, 1814-1912. Jefferson, N.C: McFarland, 2002.
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Durbach, Renée. Kipling's South Africa. Plumstead: Chameleon Press, 1988.
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Levinsohn, James Alan. Globalization and the returns to speaking English in South Africa. Cambridge, MA: National Bureau of Economic Research, 2004.
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Smit, Ute. A new English for a new South Africa?: Language attitudes, language planning and education. Wien: Braumüller, 1996.
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Pama, C. British families in South Africa: Their surnames and origins. Cape Town: Human & Rousseau, 1992.
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Learn Zulu in the new South Africa: 12 introductory lessons. Centurion: G. Poulos, 1999.
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Nadine, Gordimer. Reflections of South Africa: Short stories. Herning: Systime, 1986.
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Moyra, Evans, Hrsg. Gayle: The language of kinks and queens : a history and dictionary of gay language in South Africa. Houghton, South Africa: Jacana, 2003.
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Kenny, Ray. South Africans. Sutton Coldfield [England]: Newmark Editions, 1990.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "English home language-South Africa"
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Land, Sandra. „11. English Language as Siren Song: Hope and Hazard in Post-Apartheid South Africa“. In English Language as Hydra, herausgegeben von Vaughan Rapatahana und Pauline Bunce, 191–207. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697516-017.
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Webb, Victor. „English and Language Planning for South Africa“. In Varieties of English Around the World, 175. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/veaw.g15.12web.
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Pascoe, Michelle, Olebeng Mahura, Jane Le Roux, Emily Danvers, Aimée de Jager, Natania Esterhuizen, Chané Naidoo, Juliette Reynders, Savannah Senior und Amy van der Merwe. „1. Speech Development in Three-year-old Children Acquiring isiXhosa and English in South Africa“. In Crosslinguistic Encounters in Language Acquisition, herausgegeben von Elena Babatsouli, David Ingram und Nicole Müller, 3–26. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099092-005.
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Alexander, Neville. „Chapter 4. The Impact of the Hegemony of English on Access to and Quality of Education with Special Reference to South Africa“. In Language and Poverty, herausgegeben von Wayne Harbert, Sally McConnell-Ginet, Amanda Miller und John Whitman, 53–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847691200-006.
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Makalela, Leketi. „Rethinking the Role of the Native Language in Learning to Read in English as a Foreign Language: Insights from a Reading Intervention Study in a Rural Primary School in South Africa“. In International Perspectives on Teaching English to Young Learners, 141–55. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023230_8.
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DeWinter, Alun, und Reinout Klamer. „Can COIL be effective in using diversity to contribute to equality? Experiences of iKudu, a European-South African consortium operating via a decolonised approach to project delivery“. In Virtual exchange: towards digital equity in internationalisation, 29–40. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.53.1287.
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The iKudu project is a north-south collaboration between five universities in South Africa and five in Europe. As an EU-funded project, the overall aim is to capacity build around internationalisation at home through Collaborative Online International Learning (COIL). Originally presented at IVEC2020, this paper explores how iKudu navigates and utilises concepts of equality, equity through decolonisation, and Africanisation. Drawing from experiences of the first year of operation, this paper presents how the iKudu project was designed with equality in mind in order to ensure that as many students can engage in internationalisation activities, but notes how the realities of decolonisation introduce challenging contradictions for the consortium to navigate, particularly around the use of the English language in a global context. This paper also presents some of the underlying working philosophies from the perspective of the iKudu leadership to show just how COIL can be effective in contributing to equality within internationalisation of Higher Education (HE).
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Lass, Roger. „South African English“. In Language in South Africa, 104–26. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511486692.006.
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De Klerk, Vivian, und David Gough. „Black South African English“. In Language in South Africa, 356–78. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511486692.019.
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Branford, William. „ENGLISH IN SOUTH AFRICA“. In The Cambridge History of the English Language, 430–96. Cambridge University Press, 1994. http://dx.doi.org/10.1017/chol9780521264785.010.
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Greer, Kirsten A. „Philip Savile Grey Reid“. In Red Coats and Wild Birds, 81–96. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469649832.003.0006.
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Chapter 5 investigates how, back “home” in Britain, British military officers’ production of ornithological knowledge in the British Mediterranean helped reformulate notions of nation and “British birds.” It focuses on Captain Philip Savile Grey Reid (1845–1915), Royal Engineers, as a homeward-bound officer to Aldershot, Hampshire, to understand how ideas and practices of ornithology circulated back to Britain. Designated as “home of the British Army,” Aldershot was an integral site in the transimperial network of military garrisons across the British Empire, connecting England to the Mediterranean, India, British North America, South Africa, and the West Indies. The home station became an important posting for the reunion of family, friendship, military, and ornithological networks in England; its location in Hampshire allowed imperial military officers to ramble in the English countryside, fostering temperate cultures of nature through proper conduct in the collecting and documenting of British birds. Central to this chapter is an understanding of transimperial processes in the shaping of British military culture and the designation of national birds.
Konferenzberichte zum Thema "English home language-South Africa"
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Mfeka, Hlengiwe, und Tracey Butchart. „USING GAME-BASED LEARNING TO IMPROVE SECOND LANGUAGE ENGLISH SKILLS IN SOUTH AFRICA“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2205.
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Mphahlele, Mampa, Charles Mann und Madikwa Segabutla. „DEVIATION OF THE STRUCTURE OF SHORT MESSAGE SERVICE LANGUAGE FROM STANDARD ENGLISH IN UNIVERSITY STUDENTS’ ACADEMIC WRITING, IN SOUTH AFRICA“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1491.
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Hass, Atrimecia, und Brigitte Lenong. „ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.
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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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Phindane, Pule. „PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.
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Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students’ motivation, preparation for future learning tasks, and evaluation of study progress. The data obtained also revealed that while peer assessment is one of the least preferred assessment methods, presentations, self-assessments and research papers were the top preferences. The study outcome relates to previous research while also providing a better understanding into the link between individual differences in the assessment preferences and the learning strategies used by students throughout the years of specialization which might offer lecturers way forward for improving their educational practices.
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Widyaningsih, Vitri, und Bhisma Murti. „Antenatal Care and Provision of Basic Immunization in Children Aged 12-23 Months: Meta-Analysis“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.125.
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ABSTRACT Background: Among the leading causes of global child morbidity and mortality are vaccine-preventable diseases, especially in low-and middle-income countries (LMICs). A complete basic immunization for children contains one BCG, three DPT-HB-Hib immunizations, four polio immunizations, and one measles immunizations. Antenatal care visit contributes an important to complete the basic immunization. This study aimed to estimate the effect of antenatal care on the completeness of basic immunization in children aged 12-23 months in Africa using meta-analysis. Subjects and Method: A meta-analysis and systematic review was conducted to examine the effect of antenatal care on the basic immunization completeness in children aged 12-23 months. Published articles in 2015-2020 were collected from PubMed and Google Scholar databases. Keywords used “immunization coverage” OR “vaccination coverage” OR “complete immunization” OR “complete vaccination” OR “full immunization” OR “full vaccination” AND children OR “child immunization” OR “child immunization coverage” NOT “incomplete immunization” OR “incomplete vaccination”. The inclusion criteria were full text, in English language, and using cross-sectional study design. The selected articles were analyzed by Revman 5.3. Results:6 studies from Senegal, Nigeria, Ethiopia, and South Africa showed that antenatal care increased basic immunization completeness in children aged 12-23 months (aOR=1.19; 95% CI= 1.06 to 1.36; p<0.001) with I2 = 95%). Conclusion: Antenatal care increases basic immunization completeness in children aged 12-23 months. Keywords: basic immunization, antenatal care, children aged 12-23 months Correspondence: Farida. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutarmi 36A, Surakarta 57126, Central Java. Email: faridariza9232@gmail.com. Mobile: 085654415292 DOI: https://doi.org/10.26911/the7thicph.03.125
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Faujiah, Irfa Nur, Bhisma Murti und Hanung Prasetya. „The Effect of Prenatal Stresson Low Birth Weight: A Meta-Analysis“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.123.
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ABSTRACT Background: Low birth weight remains a major public health concern of neonatal mortality rate, especially in developing countries. The mother’s psychological stress during pregnancy was reported as one of the causes of low birth weight in children. This study aimed to determine the effect of prenatal stress on low birth weight. Subjects and Method: This was a meta-analysis and systematic review. This study was conducted by collecting articles from PubMed, Google Scholar, Science Direct, Directory of Open Access (DOAJ), Springer Link databases, from 2006-2020. Keywords used “Prenatal Stress” AND “Low Birth Weight”. The inclusion criteria were open access and full text articles, using English or Indonesia language, pregnant women with stress, using cohort study design, and reporting adjusted odds ratio (aOR). The articles were selected by PRISMA flow chart. The quantitative data were analyzed using random effect model run on Revman 5.3. Results: 5 studies from United States, Suriname, Macao, Israel, and South Africa reported that prenatal stress increased the risk of low birth weight (aOR= 1.94; 95% CI= 1.33 to 2.81; p<0.001), with I2= 0%; p= 0.45. Conclusion: Prenatal stress increases the risk of low birth weight. Keywords: prenatal stress, low birth weight Correspondence: Irfa Nur Faujiah. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: irfanurfaujiah@gmail.com. Mobile: +6282127200347. DOI: https://doi.org/10.26911/the7thicph.03.123
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Soemanto, RB, und Bhisma Murti. „Relationship between Intimate Partner Violence and The Risk of Postpartum Depression“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.109.
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ABSTRACT Background: Intimate partner violence (IPV) refers to any behavior in an intimate relationship that causes physical, psychological or sexual harm to those in the relationship. IPV is associated with fatal and non-fatal health effects, including homicide and suicide, as well as negative health behaviours during pregnancy, poor reproductive outcomes and adverse physical and mental consequences. This study aimed to examine relationship between intimate partner violence and the risk of postpartum depression. Subjects and Method: This was a meta-analysis and systematic review. The study was conducted by collecting articles from Pubmed, Google Scholar, and Science Direct databases, which published from 2010 to 2020. “Intimate Partner Violence” OR “IPV” AND “Postpartum Depression” OR “Postnatal Depression” was keywords used for searching the articles. The study population was postpartum mothers. The intervention was intimate partner violence with comparison no intimate partner violence. The study outcome was postpartum depression. The inclusion criteria were full text cross-sectional study, using English language, using Edinburgh Postnatal Depression Scale (EPDS) to measure depression. The articles were selected by PRISMA flow chart and Revman 5.3. Results: 8 articles from Turki, Ethiopia, Mexico, Malaysia, Israel, South Africa, and Sudan were reviewed for this study. This study reported that intimate partner violence increased the risk of postpartum depression (aOR = 3.39; 95% CI= 2.17 to 5.30). Conclusion: Intimate partner violence increased the risk of postpartum depression. Keywords: intimate partner violence, postpartum depression Correspondence: Ardiani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: dhiniardiani@gmail.com. Mobile: 085337742831. DOI: https://doi.org/10.26911/the7thicph.03.109
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Pratami, Yustika Rahmawati, und Nurul Kurniati. „Sex Education Strategy for Adolescents: A Scoping Review“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.
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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27
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Kurniati, Nurul. „Analysis of Factors and Management of Hepatitis B Virus Screening in Mothers and Infants: A Scoping Review“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.67.
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ABSTRACT Background: The importance of screening for HBV infection is to identify the risk of perinatal transmission from infected mothers. People infected with HBV during infancy or childhood are more likely to suffer chronic infection to cirrhosis of the liver and liver cancer. Early detection and prompt treatment are essential for HBV infection. This study aimed to review the factors and management of hepatitis B virus screening in mothers and infants. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, ScienceDirect, Wiley Online Library, and Scopus databases. The inclusion criteria were English/ Indonesian-language and full-text articles (scoping review, meta-analysis, systematic review)/ documents/ reports/ policy brief/ guidelines from WHO/ other organizations published between 2009 and 2019. The data were selected by the PRISMA flow chart. Results: The searched database obtained a total of 27.862 articles. After screening, 27.325 articles were excluded because of unmet the inclusion criteria. After conducting critical appraisal for the remaining 537 articles, only 11 articles were eligible for further review. The selected articles obtained from developing countries (China, South Africa, and Tanzania) and developed countries (Netherlands, Japan, Denmark, Northern Europe, and Canada) with quantitative studies design (cross-sectional, case series, and cohort) met the inclusion criteria. The findings emphasized on four main topics around hepatitis B virus screening in mothers and infants, namely demographic factors, risk factors, post-screening benefit, and challenges in screening uptake. Conclusion: Early detection of HBV infection with prenatal screening reduce the HBV prenatal transmission, especially from infected pregnancy. Screening plays an important role in the administration of universal infant HBV vaccination and postexposure prophylaxis with hepatitis B immune globulin (HBIG) at birth. Keywords: pregnant women, hepatitis B virus, perinatal transmission, screening Correspondence: Setianingsih. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi (Ringroad Barat) No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: nsetia580@gmail.com. Mobile: 082242081295. DOI: https://doi.org/10.26911/the7thicph.03.67
Berichte der Organisationen zum Thema "English home language-South Africa"
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor und Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), Januar 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.