Dissertations / Theses on the topic 'French language Study and teaching (Primary) Case studies'

Thesis (DPhil)--Stellenbosch University, 2004.<br>ENGLISH ABSTRACT: This study involves a qualitative and quantitative investigation into the promotion of reading by means media reading instructional strategies to Afrikaans grade 7 learners at one school. The research methodology used is a case study supported by a literature study. The aim of this study is five-fold. Firstly, based on the literature study, the study sets out to establish a theoretical framework for reading at school. This is related to three problem areas: poor reading comprehension, limited fluency in reading, and a negative attitude to reading. Underlying assumptions are that reading problems occur even in learners with above-average intellectual ability and that many learners cannot function optimally in society because they are poor readers. Instructional models and different approaches to teaching reading are explored. This study questions the efficacy of traditional approaches to reading instruction and makes a strong case for a balanced approach in which both topdown and bottom-up approaches are integrated in an interactive approach. Secondly, drawing on the literature survey the study provides a theoretical framework for using the media and technology in developing and improving reading. The role of visual literacy in the development of reading is also examined. It seems that learners have a strong interest in the media as well as technological aids so educators who have access to these should use them in the classroom. Thirdly, the study sets out to design media reading instructional strategies based on learners' interest in mass media, as well as technological aids. This is so that learners can be empowered with strategies that will enable them to successfully address their reading problems. The use of media reading instructional strategies is applied as an alternative to the traditional approach to reading instruction. The case study explores the use of media reading instructional strategies developed for grade 7 learners studying Afrikaans as a primary language and the extent to which this is successful. The learners are exposed to an instructional reading programme consisting of media reading strategies (designed by the researcher) for a period of 16 weeks. Data generation comprises individual diagnostic reading tests for learners, interviews with educators and learners and questionnaires administered to educators and learners. The literature study provides evidence that poor readers do not necessarily lack the intellectual ability to make sense of what they read or to read independently. Results from the case study support the findings that these learners have the ability to learn a variety of reading strategies which help them to apply the reading skills that enable them to read successfully. Although the learners in the experimental group still experienced problems with comprehension, they had made significant gains in reading fluency and developed a more positive attitude towards reading. The main conclusion is that interactive media reading instructional activities can make a meaningful contribution to learners with reading problems. According to the findings of this study, learners are more likely to read successfully and follow a successful academic career if their problems are diagnosed early and they receive the necessary help and support.<br>AFRIKAANSE OPSOMMING: Hierdie studie was 'n kwalitatiewe en kwantitatiewe ondersoek na die bevordering van lees in Afrikaans by die graad 7-leerders van een skool deur die daarstelling van media-leesonderrigstrategieë. Die navorsingsmetode was 'n gevallestudie ondersteun deur 'n literatuurstudie. Die doelwit van die ondersoek was vyfvoudig. Ten eerste het die studie gepoog om op grand van die literatuurondersoek 'n teoretiese begranding van lees te verskaf. Dit sluit drie problematiese aspekte van lees in, naamlik gebrekkige leesbegrip en leesvlotheid en 'n negatiewe leeshouding. Die studie wys daarap dat leesprobleme manifesteer ten spyte van 'n bo-gemiddelde intellek en dat baie leerders nie optimaal in die samelewing kan fungeer nie omdat hulle swak lesers is. Verskillende benaderings tot die onderrig van lees is ondersoek. Die studie bevraagteken die effektiwiteit van tradisionele benaderings tot leesonderrig. Dit word ten sterkste aanbeveel dat 'n interaktiewe benadering gevolg word waar beide die top - down en bottom - up -benaderings geïntegreer word. Tweedens het die studie gepoog om vanuit die literatuurandersoek 'n teoretiese begranding van katalisators wat lees kan bevorder, naamlik media en tegnologiese hulpmiddele, te ondersoek. Die rol van visuele geletterdheid in die onderrig van lees is ondersoek. Die uitgangspunt was leerders se belangstelling in die media en tegnologiese hulpmiddele en dat opvoeders vandag toegang het tot 'n verskeidenheid media en tegnologiese hulpmiddele wat hulle van hulp kan wees met leesonderrig. Opvoeders moet hulself hiervan vergewis ten einde dit sinvol by die bestaande leesonderrigprogram te kan integreer. Derdens het die studie ten doel gehad om media-leesonderrigstrategieë te ontwerp wat gebaseer is op leerders se belangstelling in die media en tegnologiese hulpmiddele wat die swak leser in staat sal stel am sy / haar leesprobleme suksesvol aan te spreek. Die gebruik van die media-leesonderrigstrategieë is derhalwe aangewend as 'n alternatief tot die tradisionele benaderings van leesonderrig. Vierdens is hierdie media-Ieesonderrigstrategieë by wyse van 'n gevallestudie op die vlak van graad 7 in die vak Afrikaans geïmplementeer om die sukses daarvan te bepaal. Leerders is vir 16 weke aan 'n intervensie, 'n program bestaande uit media-leesonderrigstrategieë, in die Afrikaansperiode blootgestel. Datagenerering tydens hierdie tydperk van ses maande het behels individuele diagnostiese leestoetse vir leerders, onderhoude met opvoeders en leerders, en vraelyste wat deur opvoeders en leerders voltooi is. Uit die literatuurstudie was dit duidelik dat daar geen probleem was met die intellektuele vermoëns van die leerders nie en dat hulle wel oor die vermoë beskik om met begrip en onafhanklik te lees. Die resultate van die gevallestudie ondersteun hierdie bevinding dat die swak leser wel die vermoë het om strategies aan te leer wat hulle in staat sal stel om hul leesvaardighede te verbeter en met sukses te lees. Ten slote is daar tot die gevolgtrekking gekom dat media-leesonderrigstrategieë wat deur middel van 'n interaktiewe benadering onderrig word, 'n betekenisvolle bydrae kan maak tot die bevordering van lees by leerders met leesprobleme. Alhoewel die leerders steeds met leesbegrip gesukkel het, het hulle leesvlotheid heelwat verbeter terwyl hulle ook 'n meer positiewe houding jeens lees gehad het. Daar is bevind dat ten spyte van leerders se leesprobleme hulle 'n baie goeie kans het om met sukses te lees en 'n suksesvolle loopbaan te volg, mits hulle betyds die nodige hulp en ondersteuning ontvang.

Thesis (PhD)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The aim of this study was to investigate and describe the current state of Afrikaans FAL teaching in selected Gr 4 – 6 classes in Western Cape urban schools. This was done by presenting an overview of the literature relevant to FAL teaching and FAL curricula as well as the results from questionnaires and semi-structured interviews with Gr 4 – 6 teachers. This study does not offer a quick-fix solution to the problems in the Afrikaans FAL classrooms, but the researcher believes that the findings will highlight the daily challenges Afrikaans FAL teachers have to face and that all role players will become actively involved in improving the state of Afrikaans FAL teaching in the Western Cape. The relevance of this study lies in the national drive towards the promotion of multilingualism among the general population and especially in education. Feedback from student teachers returning from practice teaching indicated that not enough time is allocated by schools for the instruction of Afrikaans FAL; greatly differing methodologies as well as teaching and learning materials are being used in Afrikaans FAL classes; and learner and teacher Afrikaans proficiency varies from class to class. A theoretical framework for language teaching and learning, a literature study pertaining to first additional language teaching nationally and internationally, and an analysis of South African FAL curricula support the research. Constructivism, social constructivism and teacher knowledge were identified as the underpinning theories for language teaching and learning. The literature study provides an overview of all the major methodologies relevant to FAL teaching and the researcher concluded that there is no single method or approach that will ensure effective FAL teaching, but that teachers should implement an eclectic approach to achieve the best results. This study used a mixed methods approach to generate empirical data; 125 questionnaires, completed by Grade 4 – 6 Afrikaans FAL teachers, provided the quantitative data. For the qualitative strand of the study, semi-structured interviews were conducted with 17 Afrikaans FAL teachers. The data of these interviews were used as triangulation, to confirm or disconfirm and elaborate on the results of the questionnaires. One of the major factors impacting negatively on the teaching and learning of Afrikaans FAL is the negative attitude towards Afrikaans among many learners and their parents. Teachers are not equipped with teaching strategies and techniques to manage these negative attitudes. The results show that many teachers still follow a teacher-centred approach to teaching, which is an indication that learners are not given enough opportunities to develop their communicative competence through interaction with others. Another factor affecting Afrikaans FAL teaching negatively is that not all schools implement the prescriptions of the various language policies and curricula as they should. The study also investigated the use of appropriate and relevant learning and teaching support materials (LTSM) in the FAL classroom. The results showed that most teachers still mainly use the textbook as teaching resource. There is a dire need for appropriate Afrikaans LTSM for FAL. The expectation is that, in the age of technology we find ourselves in today, learners’ interest will be stimulated through the use of technological teaching aids. Teachers should therefore have access to, and use, a variety of media and technological teaching aids and be able to integrate them effectively into their language teaching. The findings of the study revealed teachers are caught up in traditional language teaching methods and strategies which do not contribute to the enhancement of learners’ proficiency in the target language. The study also closely examined the different types of knowledge that a language teacher should have. The results showed that the teachers’ knowledge of the curriculum, language policies, language teaching and learning theories as well as methodologies is extremely limited. Therefore a new method or approach is needed, which is why this study recommends that the HEIs and the WCED ensure that initial teacher training programmes and in-service training workshops are upgraded and adapted in order to prepare the teachers adequately to implement the prescribed curriculum using appropriate methodologies and strategies.<br>AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die huidige stand van Afrikaans Eerste Addisionele Taal (EAT) onderrig in gekose Gr 4 – 6 klasse in Wes-Kaapse stedelike skole te ondersoek en beskryf. Dit is gedoen by wyse van die aanbieding van ’n oorsig van die betrokke literatuur oor EAT-onderrig en EAT-kurrikula, asook die resultate van vraelyste en semigestruktureerde onderhoude met Gr 4 – 6-onderwysers. Hierdie studie bied nie ’n kitsoplossing vir die probleme in die Afrikaans EAT klaskamers nie, maar die navorser glo dat die bevindinge die uitdagings wat Afrikaans EAT-onderwysers daagliks trotseer, sal beklemtoon en dat alle rolspelers aktief betrokke sal raak om die stand van Afrikaans EAT onderrig in die Wes-Kaap te verbeter. Die toepaslikheid van hierdie studie is gesetel in die nasionale klem op die bevordering van meertaligheid onder die algemene pupliek en veral in die onderwys. Studente terugvoer na die praktiese onderwys dui daarop dat nie genoeg tyd aan die onderrig van Afrkaans EAT in skole bewillig word nie en dat daar ‘n groot verskeidenheid onderrigmetodes en onderrig- en leerhulpmiddels in Afrikaans EAT-klasse aangewend word. Leerders en onderwysers se vaardigheid in Afrikaans wissel ook van klas tot klas. Die navorsing is ondersteun deur ‘n teoretiese raamwerk van taalonderrig en –leer, ‘n literatuurstudie van eerste addisionele taalonderrig, nasionaal sowel as internasionaal, asook ‘n analise van Suid-Afrikaanse EAT-kurrikula. Konstruktivisme. sosio-konstruktivisme en onderwyser kennis is geïdentifiseer as die teoretiese begronding vir taalonderrig en –leer. Die literatuurstudie gee ‘n oorsig van al die belangrike en relevante EAT-metodieke. Die navorser het tot die gevolgtrekking gekom dat nie een enkele metode of benadering effektiewe EAT-onderrig kan verseker nie, maar dat onderwysers ‘n eklektiese benadering behoort te volg om die beste resultate te verseker. Hierdie studie het ‘n gemengde navorsingsbenadering gevolg ten einde empiriese data te genereer. Die kwantatiewe data is ingesamel by wyse van talle vraelyste wat deur Gr 4 – 6 Afrikaans EAT-onderwysers voltooi is. Semi-gestruktureerde onderhoude is met 17 Afrikaans EAT-onderwysers gevoer ten einde die kwalitatiewe data in te samel. Die data van hierdie onderhoude is gebruik as tri-angulasie om die resultate van die vraelyste te bevestig of te weerspreek. Een van die belangrikste faktore wat die onderrig en leer van Afrikaans EAT negatief beïnvloed, is baie leerders en ouers se negatiewe houding teenoor Afrikaans. Onderwysers is nie toegerus met die nodige onderrigstrategieë en –tegnieke om hierdie negatiewe houdings aan te spreek nie. Die resultate wys daarop dat baie onderwysers steeds ’n onderwyser-gerigte benadering volg wat daartoe lei dat die leerders nie genoegsame geleentheide kry om hulle kommunikatiewe vaardighede by wyse van interaksie met ander te ontwikkel nie. ‘n Ander faktor wat Afrikaans EAT-onderrig negatief beïnvloed, is die feit dat nie alle skole die voorskrifte van die verskillende taalbeleide en kurrikula implementeer soos van hulle verwag word nie. Hierdie studie het ook die gebruik van gepaste en relevante onderrig- en leerondersteuningsmateriaal in die EAT-klaskamer ondersoek. Die resultate het daarop gedui dat die meeste onderwysers nog steeds die handboek as belangrikste onderrighulpmiddel gebruik. Daar bestaan ‘n geweldige behoefte na gepaste Afrikaanse onderrig- en leermateriaal vir EAT. In die tegnologiese era waarin ons ons bevind, bestaan die verwagting dat leerders se belangstelling gestimuleer sal word deur die gebruik van tegnologiese onderrigmateriaal. Onderwysers behoort dus toegang te hê tot en ‘n wye verskeidenheid media en tegnologiese onderrigmateriaal te kan gebruik en in staat wees om dit suksesvol te integreer in hulle taalonderrig. Die bevindinge van hierdie studie het gewys dat onderwysers vasgevang is in tradisionele taalonderrigmetodes en –strategieë wat nie bydra tot die ontwikkeling van die leerders se vaardigheid in die teikentaal nie. Die verskillende soorte kennis waaroor ‘n taalonderwyser behoort te beskik is ook onder die vergrootglas geplaas. Die resultate het getoon dat die onderwysers se kennis van die kurrikulum, taalbeleid, taalonderrig en –leerteorieë en metodieke uiters beperk is. Daar is dus ‘n behoefte aan ‘n nuwe metode of benadering en daarom beveel hierdie studie aan dat onderwyseropleidingsprogramme en indiensopleidingswerkswinkels opgegradeer en aangepas word deur die Hoëronderwysinstellings en die WKOD om te verseker dat onderwysers voldoende voorberei word om gepaste metodieke en strategieë toe te pas in die implementering van die voorgeskrewe kurrikula.

There are numerous methods teachers use to teach the alphabet to children. This thesis is a curriculum on how to teach the alphabet to English learners and English speakers. The author teaches kindergarten to students who are English speakers and to students who are Spanish speakers learning English as a second language. The school's instructional Reading Based Program (the Houghton Mifflin Lectura of California) offers many ideas and strategies but is missing some components necessary to meet distinct standards for kindergarten. The author developed this curriculum to meet the standards of teaching English speakers and English learners the alphabet to meet district standards.

This study explores what happens in a reading class where grade 3 learners from specific cultural and ethnic backgrounds are taught to read in a language other than their mother-tongue. The research takes place at a primary school in the Eastern Cape, South Africa where English is the Medium of Instruction (MOI).The report on the findings of this research reveals that the teaching strategies and reading theories of the teacher, the literacy backgrounds of the learners, as well as the language preferences of the parents, are some of the contextual factors that impact on reading. One of the major findings in the study constitutes the debilitating effects of the learners' socio- economic circumstances on their reading performances in the classroom. The socio-political factors that impact on the learners, the teacher, and the school as a social unit, proved to be the factors that are remnants of the Apartheid segregation polices as well as the educational policies of the present government, especially, those pertaining to mother-tongue Instruction. Although it is difficult to generalize from a small-scale study like this, its benefits lie in the evidence that confirms the influence of specific contextual factors on reading proficiencies, the evidence that identifies poor and effective teaching practices and the evidence that elucidate the implications of non-mother tongue instruction. This research may thus serve to raise the consciousness of practitioners in reading instruction, parents and policy makers.<br>KMBT_363<br>Adobe Acrobat 9.54 Paper Capture Plug-in

The purpose of this study was to investigate the influence of a 'Change Agent' in teaching English as a Foreign Language (EFL) in Chinese primary schools, and to determine whether changes were perceivable in the number and type of communicative interactions that occurred in EFL classrooms. The Department of Education of Zhong Shan, People's Republic of China, welcomed this research as the communicative approach to teaching English is sanctioned by the authorities. However, the formality of the actual classroom in primary schools often precludes much use of this method. An Investigation of the influence of a Westerner in the role of 'Change Agent' (teacher trainer), may provide more information on adequate EFL teacher training. As Penner (1995) pointed out, these Change Agents need to be aware of the pedagogical complexities between the traditional/formal and the communicative teaching approach in China and have had experience in EFL leaching. As such, the study was of particular relevance to both the Chinese EFL teachers and the Education Department of Zhong Shan. It was also of benefit to future decisions in EFL teacher training because it explored the situation of primary school settings and the demands on adequate input of methodology which up to now has not yet been investigated in primary settings. Using both qualitative and quantitative research methods, this study investigated the use of the communicative method in two Standard 4 classrooms at different schools, prior to and after an in-service and the work with a Change Agent. The researcher was the Change Agent and acted as both a participant observer and as a teacher model while team teaching with the teachers from the two classes. Interviews, questionnaires and field notes provided the qualitative data, while counts of number and type of communicative interactions before and after intervention provided the quantitative data. Data on type and number increase in communicative interaction after the researcher's intervention ceased, suggested that the two Chinese EFL teachers were able to promote more communicative interaction and initiated more permanent change in their EFL teaching approach. The implication for more and better communicative interaction is that the teachers of both classes planned, designed and implemented relevantly more pair and group work and material provision after the in-service. The Department of Education of the Southern District of Zhong Shan and the teachers of the research classes positively commented on the external contact with a foreign EFL teacher. Thus, direct influence of a Western teacher as Change Agent who promoted communicative interaction directly at the school premises was considered a relevant and new approach.

Thesis (MEdPsych)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Trans-national migration to English-speaking countries has become increasingly popular among Asian families. Their aim is for their children to obtain overseas educational credentials and to gain the English language as cultural capital in the global market. Over the past few years, South Africa has been perceived as a place where immigrants, as well as migrants can make a new life for themselves and their families. The study aimed to explore the support given by parents/guardians of Korean migrant learners with regard to the learners' primary schooling experiences. In seeking to understand the phenomenon of parent/guardian support of Korean migrant learners' primary schooling experiences, I use the ecosystemic approach, which is constructed by both the general systems and the ecological theories. I discuss the ecosystemic framework by dividing it into its micro-, meso- and macro-systems. In the research, within the micro- and meso-systems the parent/guardian was considered to be part of a larger system of family, school, education system and community. These systems interact with each other. Acculturation theory, which focuses on psychological adjustment of the migrant learners, influenced the inquiry. Furthermore, Korean migrant families struggle within various ecological social systems outside the family system. These include the educational, physical, mental health, economic and political systems, which can influence the reasons for migration. The matter of cultural differences and the way in which they influence Korean migrant learners' schooling experiences were also explored. The macro-systems analysis includes Bourdieu's theory on cultural capital and the social closure theory. The specific design selected for this study is a case study that is qualitative and explorative in nature. Semi-structured interviews were conducted with individual parents/guardians and a focus group to gather information regarding the support given to Korean migrants in their primary schooling experiences. The data was analysed within the micro-, meso- and macro-systems and themes emerged during the interviews. The findings revealed that the macro-systems focused on the reasons for migration, which were gaining English skills and experiencing the process of globalisation. The study also focused on the micro-systems and thus dealt with the diverse experiences of the participants, which included the family dynamics, the support given to Korean migrant learners and parents'/ guardians' perceptions of schooling experiences. The trans-national migrant families in South Africa vary between 'wild goose families', nuclear families and guardianships. The support given to Korean migrant learners ranges from emotional support (e.g. hugs, kisses and motivation), financial support (e.g. money for various things) and physical support (e.g. transport) to spiritual support (e.g. praying and going to church). It was concluded from the study that cultural capital and global positional competition play an important role in Korean migrant learners' primary schooling experiences. Although these parents/guardians bring the learners to South Africa to move away from the very formal education system of Korea, it seems as if they are still reinscribing familiar patterns of living in South Africa. It is questioned whether it is not better for Korean learners to be educated in Korea. They appear to improve their English language in South Africa, but may be compromised in other areas, such as emotional well-being, which could cause poor psychological adjustment. Therefore it is recommended that more knowledge be gained in order know how to support these learners effectively.<br>AFRIKAANSE OPSOMMING: Transnasionale migrasie na Engelssprekende lande het aansienlik uitgebrei onder Asiatiese families. Die rede hiervoor is om oorsese opvoedkundige getuigskrifte vir hulle kinders, en taalvaardigheid in Engels as kulturele kapitaal in die globale mark te verwerf. Oor die afgelope paar jaar was Suid-Afrika ʼn gewilde bestemming waar beide immigrante en migrante saam met hulle families ʼn nuwe toekoms vir hulself kan skep. Daar is met die studie gepoog om ondersoek in te stel na die ondersteuning wat die ouers/voogde van Koreaanse migrante leerders aan die kinders bied met betrekking tot hul skoolervaringe. Die ekosistemiese benadering brei uit op die algemene sisteme en die ekologiese teorieë om die verskynsel van ouer/voog-ondersteuning van Koreaanse migrante leerders tydens die leerders se ervaring in die primêre skool te verstaan. Ek het die ekosistemiese benadering as raamwerk vir my bespreking gebruik deur dit te verdeel in mikro-, meso- en makro-sisteme. Binne die mikro- en meso-sisteme word ouers/voogde bespreek as deel van die wyer sisteem van familie, skool, onderwysstelsel en gemeenskap. Hierdie sisteme is interverweef en in konstante wisselwerking met mekaar. Akkulturasieteorie, wat op die sielkundige aanpassing van die migrant leerders fokus, het hierdie ondersoek gerig. Die Koreaanse migrant families ervaar ook hindernisse binne verskeie ekologiese sosiale sisteme buite die familie-sisteem. Hierdie hindernisse word ervaar binne die opvoedkundige, fisiese en geestesgesondheid-, ekonomiese en politieke sisteme, wat die redes vir migrasie kan beïnvloed, asook die kulturele verskille en hoe dit die Koreaanse migrant leerders se skoolervaringe beïnvloed. Die makro-sisteme fokus op Bourdieu se teorie aangaande kulturele kapitaal en die sosiale sluitingsteorie. Die navorsingsontwerp van hierdie studie is ʼn gevallestudie en is kwalitatief en ondersoekend van aard. Semi-gestruktureerde onderhoude is met die deelnemers en ʼn fokusgroep gevoer om inligting rakende die ondersteuning van Koreaanse migrante leerders in die laerskool te verkry. Die data is ontleed binne die mikro-, meso- en makro-sisteme, asook die temas wat uit die onderhoude met die deelnemers ontstaan het. Die bevindinge het die deelnemers se diverse ondervindings binne die mikro-sisteem aan die lig gebring. Dit sluit in: familie dinamika, deelnemers se ervaring van ondersteuning aan Koreaanse migrante leerders, asook ouers/voogde se persepsies van die Koreaanse migrante-leerders se skoolervarings. Die studie was verder op die makro-sisteme gerig, waar die fokus op die redes vir migrasie was. Laasgenoemde verwys na die verwerwing van Engelse vaardighede en die belewing van globalisasie. Die slotsom van die studie is dat kulturele kapitaal en globale posisionele kompetisie ʼn belangrike rol speel in die Koreaanse migrante leerders se laerskool-ervaring. Alhoewel die ouers/voogde die leerders Suid-Afrika toe bring sodat hulle kan wegbeweeg van die baie formele opvoedingsisteem in Korea, blyk dit egter dat hul presies dieselfde patrone van onderrig en leer in Suid-Afrika beleef. Die vraag is dus: Sal dit nie beter wees vir sulke leerders om in Korea onderrig te ontvang nie? Onderrig in Suid-Afrika bied wel die geleentheid om beter vaardighede in Engels aan te leer, maar die vraag ontstaan: Wat is die prys wat hulle daarvoor moet betaal? In die lig hiervan is my aanbeveling dat meer kennis aangaande hierdie leerders se ervaring verwerf behoort te word ten einde meer effektiewe ondersteuning aan hulle te fasiliteer.

L’objectif de la présente étude est de cerner les difficultés rencontrées en lecture et en orthographe par les enfants issus de l’immigration de 2ème et 3ème génération qui on été comparés à leurs pairs autochtones inscrits dans les même classes. L’échantillon comprend 357 élèves scolarisés dans des écoles communales en discrimination positive de la région de Bruxelles Capitale. Un suivi longitudinal de la 3ème à la 5ème année primaire a également été mené. Les résultats nous ont permis d’évaluer les performances en langue orale et en langue écrite de ces élèves, et de mettre en évidence d’une part les mécanismes de lecture et d’écriture et d’autre part les facteurs susceptibles d’expliquer les retards sur le plan psycholinguistique. Deux programmes d’entraînements, au niveau phonologique et syntaxique ont été élaborés en vue de mesurer leur effet sur les différences de compétences. / The objective of this study is to determine the difficulties encountered in reading and spelling by children from emigrant families (2nd and 3rd generation) compared with their pars autochthons registered in the same classes. The sample includes 357 pupils in positive discrimination elementary schools from the area of Brussels City. A longitudinal follow-up from 3rd to 5th primary grade was also carried out. The results enabled us to evaluate the performances in spoken and written language of these pupils and to highlight the mechanisms of reading and writing and the factors which explain psycholinguistics delays. Two training programs, one phonologic, the other syntactic were elaborate in order to measure their effect on the differential of skills.<br>Doctorat en Sciences Psychologiques et de l'éducation<br>info:eu-repo/semantics/nonPublished

The Zimbabwean Education Act of 1987 stated that English was the official language of learning and teaching (LoLT) from grade four upwards. From grade three downwards, the mother tongue was to be used. That Education Act was later amended in 2006, to extend the use of the mother tongue up to grade seven. As a college lecturer, I have observed that there is tension between policy and practice. English and indigenous languages are vying for supremacy as the LoLT from as early as the Early Childhood Development (ECD) level. For the majority of these learners, English is a second language. This research aims to investigate problems emanating from the use of English as a second language (ESL) in learning and teaching Environmental Science (ES) at primary school level. Its objectives are to investigate the usefulness of the language policy currently in use in Zimbabwe as well as to investigate empirically, how grades four to seven teachers and their pupils communicate in class during ES lessons; and identify problems resulting from the use of ESL during ES lessons at primary school level and suggest solutions to these problems. I purposively chose ES because I developed interest in that subject when I taught it at college level where I observed many students teaching it for almost three decades. Most of the pupils these students taught struggled to communicate in ESL. My research was not intended to test existing theory. Therefore I chose an inductive (qualitative) approach. I adopted the phenomenological case study in which I collected data from the natural setting, namely: three purposively selected primary schools. I did my pilot study at the fourth school. I used four methods of data collection, namely: direct observation, in-depth interviews, focus group discussions and document analysis. The participants were grades four to seven teachers and their pupils. Findings of this study show that pupils were not willing to participate in class oral discourse. When teachers asked questions, pupils usually gave one-word answers. Teachers and pupils spoke the same first language (L1). So, when they failed to express themselves coherently in English, they code-switched to their L1. When that happened, most of the pupils were eager to talk. They gave correct responses in their L1. Group discussions were very lively when they were held in the pupils’ L1. But when teachers instructed the pupils to discuss in English, many pupils were silenced because of their limited English proficiency (LEP). It was very evident that ESL was a barrier to the learning of ES for many learners. Pupils faced conceptual and communication problems because most of them were not yet proficient enough to use ESL effectively to learn ES. Participants welcomed code-switching to L1 as a solution to their limited English proficiency.<br>Educational Studies<br>D. Phil. (Education)

This paper is a qualitative case study of a Korean first grade child. The primary purpose of this study was to investigate the nature of a first grade Korean child’s oral language interactions with teachers, parents, peers, and community members and to examine how a child’s oral language impacts his literacy learning in English. The data were collected over five months from three different settings: the school, the Korean Language School, and the home. Data methods were interviews, observations, field notes, surveys, audio and video recordings, documents, and informal assessments in Korean and English. Data analysis was based on the analytical categorization and the constant comparison analysis. The results of this study revealed that opportunities to engage in social interactions between a child and his teachers, parents, and peers through oral conversation contributed to the language and literacy learning of the child observed. The analysis of the data showed that literacy development in English was influenced by three factors: individual factors, home and school environmental factors, and community and cultural environmental factors. Individual factors were personal motivation, the first language effect, and background knowledge. Home and school environmental factors included parents’ support, peer group activity, and teacher’s role. Finally, community and cultural environmental factors were mass media and Korean culture and identity. The results of the study supported Vygotsky’s sociocultural theory and Bronfenbrenner’s ecology system theory that learning occurs through social interactions in cooperated groups and their environments.<br>Department of Elementary Education

This study investigated the challenges English (as a second language) teachers face in primary schools. The objectives of the study were to identify particular challenges encountered by teachers of English as a second language to young learners and explore how training and development programmes can support teachers in meeting those challenges, describe the reading policies, where they are in place, of Letlhakane Primary Schools and devise solutions/ recommendations on how to tackle the challenges that teachers face in English reading. The sample for the study was drawn from the teachers serving at government primary schools. A sample of 30 teachers was purposively selected from three (3) primary schools identified as large in Letlhakane. The study adopted the following qualitative data collection strategies: focus group discussion, individual interviews and classroom observations. The findings revealed that there are many challenges that teachers face in teaching reading in the schools observed. Some of the challenges include exceptionally large numbers of children in class, limited time, lack of expertise in the teachers and shortage of materials and resources for teaching reading in English. The study recommends that class size be reduced, reading be made the main subject and timetabled, which will give it more time to be taught, teaching of reading must be introduced and made a compulsory course at all levels in colleges of education for primary school teachers. Teachers should be given regular in-service training in the teaching of reading. The Ministry of Basic Education should supply primary schools with the necessary materials for teaching reading and increase those that have a shortage of such resources. It is also recommended that building of libraries furnished with appropriate readers be done and the use of English as a language of instruction in all subjects except for Setswana should be started as early as in standard/grade 1. Reading policies should also be developed in schools so that teachers know what to do or follow when it comes to the teaching of reading.<br>Educational Management and Leadership<br>M. Ed. (Education Management)

Exploring the teaching of Grade 1 – 3 English spelling using the Sound Reading System: A case of a Namibian primary school Spelling is crucial for literacy development in children and therefore needs to be taught effectively during the primary grades. A plethora of studies on spelling instruction have been carried out to shed light on the importance of applying scientifically based methods. This study investigated the implementation of the Sound Reading System (SRS) for teaching spelling in Grades 1, 2 and 3 in Namibia – a country where English is mostly acquired as a taught subject. A qualitative design was used to examine the application of the SRS in whole-class instruction in the Erongo region of Namibia. Using observations, interviews and document analysis, data was obtained from one school where the SRS was used to teach spelling. Three teachers were observed and subsequently interviewed on the teaching of English spelling. The findings revealed that, after using the SRS, teachers felt their own alphabetic knowledge had improved and their approach to teaching spelling had changed, leading to an awareness of what meaningful spelling activities entail. They felt that the methodology had provided a systematic approach to their teaching. The teachers were convinced that there is a link between spelling and reading and the methodology provided an opportunity to teach these skills simultaneously. In terms of the SRS, an integrated approach is applied whereby the target sound becomes the focal point of language development to provide an opportunity for skill transfer. However, the teachers found it challenging to slot in all the activities in a timetable that does not cater specifically for spelling. Another challenge perceived by the teachers was the effective teaching of sight words. This study recommends teamwork between teachers and parents to ensure that all SRS activities are completed successfully at home. Furthermore, it emphasises the importance of applying scientific methods in classroom practice. It further suggests that teaching the full range of spellings in the SRS be continued in Grades 4 and 5 to reinforce a deeper understanding of English orthography. Lastly, it is suggested that higher institutions link teacher training to curricular outcomes.<br>Curriculum and Instructional Studies<br>M. Ed. (Curriculum Studies)

In South Africa, the topic of reading has been of great interest on the development of language since it has been estimated that 12 million learners will go through the education system per year. A key concern for all these learners is language. The majority of South African learners do not speak English as their home language, yet the dominant language of learning and teaching (LoLT) is English. It is important for these learners to become fluent in the LoLT as the future of education is dependent upon it. South Africa has been struggling since 2001 to implement a programme in schools that will improve the Literacy abilities of learners. An in-depth study was undertaken to determine whether the THRASS methodology would possibly improve the reading and spelling abilities of Grade 2 English second learners at an inner city school in Pretoria. The research explored the reading and spelling difficulties encountered by these learners. A profile of the Grade 2 English second language learner was compiled. An understanding of how the THRASS programme works has been included. The results from the research indicated that the reading abilities of the Grade 2 learners had improved, however, there was not a significant difference in their spelling abilities.<br>Inclusive Education<br>M. Ed. (Inclusive Education)

Learners in Lesotho Primary Schools struggle to communicate in English as a second language. The effect of this problem is observed in schools, national tests and examinations. This study focused on determining reasons for learners’ failure to communicate through English in Lesotho Primary Schools. The study was conducted in three Primary Schools in Berea District. Grade six learners and grade six educators were purposively selected as an appropriate sample as they are the senior grades who have experience in primary level. A combination of quantitative and qualitative research methods was employed in this research. The purpose of using these two methods was to allow the responses from quantitative research to be illuminated by the qualitative research. The data was gathered by a questionnaire for learners and interviews for educators. The study showed that some of the factors that contribute to learners’ failure to communicate in English are: non-implementation of English as a medium of instruction; failure to use variety of materials and methods; insufficient time to practice English components as educators teach less than six periods per week while they are expected to teach six periods per week; insufficient skills and techniques used to motivate learners to learn English as a second language; and inadequate interaction between the school and parents.<br>Inclusive Education<br>M. Ed. (Inclusive Education)

The decision by some public primary schools situated in the King Cetshwayo District, in KwaZulu Natal, South Africa, to use English as language of learning and teaching (LoLT) in teaching isiZulu-speaking learners in Grade 1 classrooms, is a matter of concern. English is not the learners’ home language and the practice is also against the policy of the Department of Basic Education. In considering the recommendation by the South African Constitution, Acts and language policies of the country, it is expected to see all Foundation Phase (Grade R-3) learners being taught in their home language. The aim of this study was to explore the use of English as LoLT in teaching Grade 1 isiZulu-speaking learners. The interpretivist/constructivist paradigm underpinned the study as did the Language Acquisition Theory proposed by Skinner and Teacher Efficacy Theory by Bandura. This study adopted a qualitative multiple-case study as it aimed to explore the use of English as the LoLT in teaching Grade 1 isiZulu-speaking learners. One-on-one, semi-structured interviews, observations and document analysis were used as data collection instruments. A purposive sampling of six Grade 1 teachers from three public primary schools was employed. Thematic data analysis method was used to analyse collected data. Data collected were analysed, categorised into codes and themes were identified. Overall, it was found that the communities regard the schools, offering English as the LoLT in teaching Grade 1 IsiZulu-speaking learners, as the best performing schools, though the language policy was not taken into consideration and the teachers are challenged in using the target language in their teaching. It was found that five Grade 1 teachers used English in conjunction with isiZulu and only one teacher used a minimal amount of isiZulu to clarify concepts for learners to understand. It was concluded that some teachers found themselves frustrated in using English as the LoLT due to lack of proper mentoring and support from the School Management Teams (SMTs). It is recommended that the provincial Department of Education, under the leadership of the Member of the Executive Council (MEC), should review the language policy and give some clarity to ensure that schools receive guidance on how to choose the most appropriate LoLT. It is also recommended that the SMTs should provide the proper mentorship programmes, especially for teachers who are new in the school where English is used as the LoLT.<br>Qeto ea likolo tse ling tsa mathomo tsa sechaba tse seterekeng sa King Cetshwayo, KwaZulu-Natal, Afrika Boroa, ho sebelisa Senyesemane e le puo ea ho ithuta le ho ruta (LoLT) ho ruta bana ba buang Senyesemane lihlopheng tsa 1 tsa phapusi, ke taba ea ho ameha. Senyesemane hase puo ea lehae ea liithuti ebile mokhoa ona o khahlanong le leano la Lefapha la thuto ea motheo. Ha re hlahloba khothatso ea Molao-motheo oa Afrika Boroa, Liketso le lipuo tsa puo tsa naha, ho lebeletsoe ho bona liithuti tsohle tsa thuto ea Sehlopha sa Motheo (R-3) li rutoa ka puo ea habo bona. Sepheo sa thuto ena e ne e le ho hlahloba tšebeliso ea Senyesemane joaloka LoLT ho ruta barutoana ba 1 ba buang Senyesemane. Paradigm ea li-interpretivist / constructivist e ile ea tšehetsa thuto joaloka Sephiri sa Thekiso ea Lipuo e hlalositsoeng ke Skinner le Teacher Efficacy Theory ea Bandura. Phuputso ena e ile ea amohela thuto e nang le mekhoa e metle e le hore e hlahlobe tšebeliso ea Senyesemane jwale ka leleme la ho ruta barutoana ba 1 ba buang IsiZulu. E mong le e mong ho ea ho e mong, lipuisano tse sa tšoaneng, litlhaloso le tlhahlobo ea litokomane li ile tsa sebelisoa e le lisebelisoa tsa ho bokella data. Sampula e hloekileng ea basoue ba tšeletseng ba likhaolo ho tloha likolong tse tharo tsa sechaba tsa pele e ne e sebelisoa. Tsela ea ts'ebetso e sebeliselitsoe ho hlahloba lintlha tse bokelitsoeng. Lintlha tse bokelitsoeng li ile tsa hlahlojoa, tsa aroloa ka mekhoa le lihlooho tse fumanoeng. Ka kakaretso, ho fumanoe hore sechaba se nka likolo, se fana ka Senyesemane e le leleme la ho ruta le ho ithuta lithuto tsa mphato wa pele wa barutoana ba Sezulu, e le likolo tse ntle ka ho fetisisa, le hoja polelo ea puo e sa hlokomeloe 'me basoue ba phephetsoa ho sebelisa sepheo puo ha ba ruta. Ho fumanoe hore mesuoe e mehlano ea Bakala 1 e sebelisitse Senyesemane hammoho le Senyesemane mme mosuoe a le mong feela o sebelisitse Senyesemane se fokolang ho hlakisa maikutlo a hore baithuti ba utloisise. Ho ile ha fihleloa qeto ea hore basuoe ba bang ba ile ba iphumana ba tsielehile ha ba sebelisa Senyesemane e le LoLT ka lebaka la ho hloka tataiso e viii nepahetseng le ts'ehetso ea Lihlopha tsa Tsamaiso ea Sekolo. Ho kgothaletswa hore Lefapha la Thuto la profinse, tlas'a boeta-pele ba Lekhotla la Tsamaiso (MEC), le lokela ho hlahloba leano la puo le ho fana ka ho hlaka ho netefatsa hore likolo li fumana tataiso mabapi le mokhoa oa ho khetha LoLT e nepahetseng ka ho fetisisa. Ho boetse ho kgothaletswa hore basebeletsi ba SMTs ba fane ka ts'ebetso e nepahetseng ea ho fana ka ts'ebetso, haholo-holo ho mesuoe e mecha sekolong moo Senyesemane se sebelisoang e le LoLT.<br>Isinqumo sezinye izikole zamabanga aphansi emphakathini wesiyingi iKing Cetshwayo, KwaZulu-Natali, eNingizimu Afrika, sokusebenzisa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma isiZulu, kuyindaba yokukhathazeka. IsiNgisi akulona ulimi lwasekhaya lwalaba bafundi kanti futhi lesi senzo siphambene nenqubomgomo yoMnyango Wezemfundo Eyisisekelo. Uma ubhekisisa izincomo zomthethosisekelo waseNingizimu Afrika, imithetho nezinqubomgomo zolimi lwezwe, kulindeleke ukuthi bonke abafundi bamabanga aphansi (Grade R-3) bafundiswe ngolimi lwabo lwasekhaya. Inhloso yalolu cwaningo kwakuwukuhlola ukusetshenziselwa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma isiZulu. I-interpretivist / constructivist paradigm yalekelela lolu cwaningo njengoba kwenza i-Language Acquisition Theory ehlongozwa u-Skinner Kanye ne-Teacher Efficacy Theory ka-Bandura. Lesi sifundo sithatha uhlelo lwe qualitative multiple-case study njengoba sihlose ukucwaninga ukusetshenziswa kwesiNgisi njengolimi lokufunda nokufundisa lapho kufundiswa abafundi beBanga 1 abakhuluma isiZulu. Izingxoxo zomuntu nomuntu kusetshenzisw imibuzo ehlelwe kahle, ukubuka lapho kufundiswa kanye nokuhlaziywa kwamabhuku kwasetshenziswa njengamathuluzi okuqoqa ulwazi. Isampula elicacile labafundisi abayisithupha beBanga 1, abavela ezikoleni ezintathu zamabanga aphansi lasetshenziswa. Indlela yokuhlaziya ulwazi ye-Thematic yasetshenziselwa ukuhlaziya ulwazi olwaqoqwa. Ulwazi olwaqoqwa lwahlaziywa, lwahlukaniswa ngamakhodi nezindikimba. Ngokujwayelekile, kwatholakala ukuthi imiphakathi ibheka izikole, ezihlinzeka isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma IsiZulu, njengezikole ezenza kahle kakhulu, nakuba inqubomgomo yolimi ingabhekiwe futhi othisha behlangabezana nobunzima lapho besebenzisa lolu limi olukhethiwe ekufundiseni kwabo. Kwatholakala ukuthi othisha abahlanu beBanga 1 basebenzisa isiNgisi ngokuhlanganyela nesiZulu kanti uthisha oyedwa kuphela wasebenzisa isiZulu esincane kakhulu lapho ecacisa imibono ukuze abafundi baqonde. Kwatholakala ukuthi abanye othisha bazithola bexakekile lapho besebenzisa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ngenxa yokungatholi ukulekelelwa okufanele kanye nokusekwa amathimba okuphatha izikole (SMTs). Kunconywa ukuthi uMnyango Wezemfundo wesifundazwe, ngaphansi kobuholi beLungu loMkhandlu oPhethe (MEC), ubuyekeze inqubomgomo yolimi, ubuye unikeze izikole inqubo ecacile ukuqinisekisa ukuthi izikole zikhetha ulimi lokufunda nokufundisa ngendlela okuyi yona yona. Kuyanconywa futhi ukuthi amathimba aphethe izikole ahlinzeke ngezinhlelo ezinhle zokulekelela othisa, ikakhulukazi othisha abasha esikoleni lapho isiNgisi sisetshenziswa khona njengolimi lokufunda nokufundisa.<br>Curriculum and Instructional Studies<br>M. Ed. (Curriculum and Instructional Studies)

Contemporary education literature indicates that motivation can be a deciding factor in a student’s second language acquisition experience. The desire to learn more about the motivation of my own students in a second language learning setting sparked the onset of action research that led me to a better understanding of my subject area, myself as a professional, and most importantly, my students. My initial round of inquiry was a basic one from which the other branches of research evolved: finding out what students felt was motivational about my German class. Research, in each round, took place both through examining existing literature as well as through classroom based research focused on my students. The first round of action research led to the next research area pertinent to understanding and harnessing the power of motivation in my classroom: Using theory to re-shape practical classroom approaches in order to capitalize on motivational factors identified by students. As this round of action research took form, the need for further research became apparent: In order to truly understand what was happening in my German classroom concerning intrinsic student motivation, it was necessary to look more closely at why students were motivated by the factors they had indicated. As a classroom teacher, my initial goal was to optimize factors that I, as the classroom teacher, can control in order to make German language learning as motivational for students as possible. As Dörnyei says, (Dörnyei 2001 a, p. 2): “…99 percent of language learners who really want to learn a foreign language (i.e. who are really motivated) will be able to master a reasonable working knowledge of it as a minimum, regardless of their language aptitude.” Action research was the way for me to better understand a small slice of students’ motivational intricacies concerning German language learning - those which are based in my classroom itself and are under my control to influence.<br>Curriculum and Instructional Studies

Abstracts in English, Afrikaans and Xhosa<br>The purpose of this study was to explore reading barriers of Foundation Phase learners in IsiXhosa Home Language in the Lady Frere district in the Eastern Cape Province (ECP). The qualitative single case study of one Junior Secondary school in the chosen district was studied. The empirical research was done through interviews with the teachers and lesson observations. The findings suggested that there was some concern with regards to the reading ability of learners in the District. The lack of parental involvement, high turnover of teachers, lack of training and support of teachers were identified as attributing factors to reading barriers of learners. Measures to address these factors were suggested. The measures included capacity building of teachers, parents or care givers of learners, and ways of retaining teachers in schools to reduce the high turnover of staff. In conclusion, it is anticipated that the findings and recommendations of this study will provide valuable contribution to the district officials to be able to address the teaching and learning gaps and empower and support both teachers and learners in the Eastern Cape Province.<br>Die doel van hierdie studie was om leeshindernisse van leerders in die Grondslagfase, met Xhosa as huistaal, in die Lady Frere distrik in die Oos-Kaap Provinsie te ondersoek. Die kwalitatiewe, enkele gevallestudie het die bestudering van een Junior Sekondêre skool in die gekose distrik behels. Die empiriese navorsing is gedoen deur onderhoude met die onderwysers te voer en deur waarnemings van lesse. Die bevindings dui daarop dat daar kommer bestaan oor die leesvermoë van leerders in die distrik. Afwesige ouerbetrokkenheid, die hoë omset van onderwysers en die gebrek aan voldoende opleiding en ondersteuning aan onderwysers word identifiseer as die moontlike oorsake van leeshindernisse van leerders. Maatreëls om die faktore wat leeshindernisse veroorsaak aan te spreek, is voorgestel. Die maatreëls behels onder meer kapasiteitsbou van onderwysers, ouers of versorgers van leerders, asook maniere om onderwysers in skole te behou en sodoende die hoë personeelomset te verminder. Ten slotte, die verwagting is dat die bevindings en aanbevelings van hierdie studie ‘n waardevolle bydrae aan die distriksbeamptes sal lewer om die leemtes vir voldoende onderrig en leer te kan aanpak en sodoende beide onderwysers en leerders in die Oos- Kaap te bemagtig en te ondersteun.<br>Injongo yoluphando yayikukuphonononga izithintelo kufunda zamabanga aphantsi kulwimi lwasekhaya lwesiXhosa kwisithili saseCacadu kwiphondo laseMpuma-Koloni. Kwaphononongwa isifundo secala elinye elinoqeqesho kwisikiolo samabanga aphakathi kwisithili esikhethiweyo. Kwenziwa uphando olunamandla kusetyenziswa udliwanondlebe nootitshala kunye nokujonga. Iziphumo zabonisa ukuba kukho ukuxhalaba ngendlela abafundi besithili esikhethiweyo babefunda ngayo. Oko kwakudalwa kukungazibandakanyi kwabazali emfundweni yabantwana babo, ukutshintsha nokushiya kootitshala izikolo nesebe lezemfundo ngokubanzi nokunqongophala koqeqesho nenkxaso yootitshala. Kwacetyiswa amadondolo okulungisa imiba echaphazela iingxaki zokufunda . Lamadondolo ayecebisa ukuba kujongwane nemiceli mingeni eyayisele iboniwe, enje ngophuhliso lweetitsshala, abazali okanye abagcini bantwana, iindlela zokugcina abasebenzi ezikolweni, ukunciphisa ukutshintsha izikolo nokuyeka ukufundisa kootitshala. Ukuphetha, kuyabonakala ukuba iziphumo nezindululo zoluphando zizakuba negalelo elingathethekiyo kumagosa ezemfundo. Loo nto iyakuwanceda amagosa lawo akwazi ukuqaphela nokuqubisana nezikhewu ekufundeni, baphuhlise baxhase ootitshala nabantwana kwiPhondo leMpuma-Koloni.<br>Inclusive Education<br>M. Ed. (Inclusive Education)