Dissertations / Theses on the topic 'Language and languages – study and teaching – europe'
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Silva, Jorge Francisco da. "How good is your english?: um Estudo dos Níveis de Proficiência do Quadro Comum Europeu (Common European Framework of Reference)." Universidade Católica de Pernambuco, 2016. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=1202.
Full textThe object of research of this thesis is the Common European Framework (CEFR) and its levels of proficiency in foreign languages. The development of the CEFR by nearly 50 member countries of the European Council started in 1991. The CEFR reference scales have become an international landmark and currently provide guidelines for the formulation of language policies for teaching, learning and assessment in about 30 European languages, including English. Although the CEFR is also used in Brazil in preparatory programs and in different types of selection processes, little is known about it and the literature on the subject in Portuguese is still scarce. The general aim of this study is to investigate which language theories were used in preparing the CEFR. Our specific aim is to analyze the concepts of language, teaching, learning, self and assessment in the CEFR to understand how its proficiency levels were determined. By means of a bibliographical research, several publications of the European Council, partner institutions and independent researchers were gathered and organized to investigate the questions proposed in this research. In the end, it was possible to establish the historical evolution of the theoretical basis of the CEFR, its origins in the Linguistic Turn, with later developments from the School of Philosophy of Language and the disciplines of Sociolinguistics and Pragmatics. The different concepts, especially the concept of language in the CEFR, were also duly considered. Finally, it was possible to understand more clearly how the said proficiency levels were determined.
Santos, Sara Gonçalves dos. "Desempenho oral de falantes de língua materna Chinesa, aprendentes de Português Europeu língua estrangeira :efeitos do aumento da complexidade cognitiva da tarefa = Oral performance of Chinese learners of European Portuguese foreign language : effects of increasing the cognitive complexity of the task." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953535.
Full textBeek, Pieta van 1958. "Anna Maria van Schurman (1607-1678) en haar kennis van oud-oosterse talen." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49748.
Full textENGLISH ABSTRACT: We know very little about women who studied and excelled in the field of Semitic languages in the seventeenth century - it is an unknown territory, terra incognita. In this thesis I will map Anna Maria van Schurman's (1607-1678) studies in Semitic languages. Of the fourteen languages she knew, seven were Semitic or Near-Eastern languages: Hebrew (Rabbinic Hebrew included), Aramaic, Syriac, Samaritan, Arabic, Persian or Ethiopian. The thesis commences with a brief discussion of her life (including some new material), followed by an overview of the knowledge about Semitic languages that prevailed in the seventeenth century, which at the time underwent a surge of growth. Thereafter the discussion will focus on Van Schurman's mentor, Voetius, and his knowledge and views of Semitic languages. It will be based on the Sermoen (lecture) delivered at the opening of the University of Utrecht in 1636. His library, which Van Schurman used, also appears to be an invaluable source, full of reference books for the study of 'orientaelsche' languages. In order to determine the standard of Van Schurman's work, it was useful to read first what her contemporaries wrote about her, as well as what she wrote in her various works, including her autobiographies, about Semitic languages. Adfontes did I research what has been preserved in these seven languages: letters in Hebrew, a poem, many references - in particular in Hebrew, Aramaic, Syriac and Arabic - in her works such as the Dissertatio, the Opuscula Hebraea Graeca Latina et Gallica, unpublished letters and the texts she wrote in alba amicorum and on polyglottal artworks in Hebrew, Rabbinic Hebrew, Syriac, Aramaic, Arabic, Samaritan and Ethiopian. Her letters in Hebrew (and some letters to her) have only now been translated for the first time. From these it seems that she had, in contrast to her work in Latin, Greek, Dutch and French, such a religious regard for Hebrew that she wrote these letters as a collage of Biblical texts. It was, however, also an intellectual game. Van Schurman designed a grammar for Ethiopian, an outstanding achievement in the erudite Netherlands. Although it is thought to be lost, it is nevertheless possible to ascertain, by means of reports and poems by her contemporaries, what constituted this grammar. Lastly, Van Schurman's oeuvre is compared to that of the men and women of the educated community in Europe (Res Publica Litterarum ) who were also involved in the study of 'orientaelsche' languages. She was a source of inspiration for several women, such as Marie du Moulin, who also studied Hebrew and corresponded with Van Schurman in Hebrew. Anna Maria Van Schurman can rightfully be called the only female christian hebraist who could hold her own in the company of her male counterparts, despite the fact that, as a woman, she did not have the same opportunities as they had. She even exceeds them in her knowledge of Ethiopian. With regard to other women, she undoubtedly stood head and shoulders above them, and deserves to be known as the "Babel of her time".
AFRIKAANSE OPSOMMING: Ons weet byna niks van wat vroue in die sewentiende eeu op die gebied van die Oud- Oosterse tale gepresteer het nie, dis 'n onbekende terrein, 'n terra incognita. In hierdie tesis word Anna Maria van Schurman (1607-1678) se studies in Oud-Oosterse tale gekarteer. Van die veertien tale wat sy geken het, was sewe Oud-Oosterse tale: Hebreeus (Rabbyns-Hebreeus ingesluit), Aramees, Siries, Samaritaans, Arabies, Persies en Ethiopies. Ek bespreek eers kortliks haar lewe (met heelwat nuwe materiaal), gee dan 'n oorsig van die 17de-eeuse kennis van hierdie tale wat toe 'n groot bloeitydperk beleef het. Dan bespreek ek haar leermeester Voetius se kennis van Oud-Oosterse tale. Dit word gedoen aan die hand van die Sermoen wat hy by die opening van die Utrechtse Universiteit in 1636 gehou het. Sy biblioteek wat sy ook ter insae gehad het, blyk 'n skatkamer van naslaanwerke vir die studie van 'orientaelsche' tale te wees. Om die standaard van Van Schurman te bepaal, het ek eers gekyk na wat tydgenote oor haar geskrywe het en wat sy self in haar werk, onder andere in haar outobiografie, oor Oud-Oosterse tale geskryf het. Ad fontes het ek ondersoek wat daar van haar in die sewe tale oorgelewer is: briewe in Hebreeus, 'n gedig, die verwysings in veral Hebreeus, Aramees, Siries en Arabies in haar werke soos die Dissertatio, die Opuscula Hebraea Graeca Latina et Gallica, ongepubliseerde briewe, en die tekste wat sy in alba amicorum en op polyglotte kunswerkies geskrywe het in Hebreeus, Rabbyns- Hebreeus, Siries, Aramees, Arabies, Samaritaans en Ethiopies. Haar briewe in Hebreeus (en sommige aan haar) is nou vir die eerste keer vertaal. Uit die briewe blyk dat sy, in teenstelling tot haar werk in Latyn, Grieks, Nederlands en Frans, so 'n heilige ontsag vir Hebreeus gehad het dat sy die briewe geskrywe het as 'n collage van Bybeltekste. Maar dit was ook 'n intellektuele speletjie. Van Schurman ontwerp 'n grammatika vir Ethiopies, 'n topprestasie in geleerde Nederland. Hoewel dit nou verlore is, kan mens tog aan die hand van verslae en gedigte van tydgenote 'n beeld kry van wat haar grammatika behels het. Ten slotte vergelyk ek haar met die manne en vroue in die Europese akademiese gemeenskap, die Republiek van Lettere, wat ook in die veld van 'orientaelsche' tale besig was. Vir 'n aantal vroue soos Marie du Moulin was Van Schurman 'n bron van inspirasie. Sy het ook Hebreeus bestudeer en met Van Schurman gekorrespondeer in Hebreeus. Van Schurman kan met reg die enigste vroulike Christelike Hebraïs genoemd word wat met manlike geleerdes op gelyke voet kon verkeer, al het sy deur haar posisie as vrou nie dieselfde geleenthede gehad nie. Tog steek sy met haar kennis van Ethiopies hulle na die kroon. Wat betref die vroue: sy het kop en skouers bo haar vroulike tydgenote uitgestaan en word met reg die Babel van haar tyd genoem.
NEDERLANDSE OPSOMMING: We weten vrijwel niets wat vrouwen in de zeventiende eeuw op het gebied van oudoosterse talen presteerden, het is een onbekend land, een terra incognita. In deze thesis breng ik de studies in oud-oosterse of semitische talen van Anna Maria van Schurman (1607-1678) in kaart. Van de veertien talen die ze kende, waren er zeven oud-oosters of 'orientaelsch": Hebreeuws (Rabbijns-Hebreeuws ingesloten), Aramees, Syrisch, Samaritaans, Arabisch, Perzisch en Ethiopisch. Ik bespreek eerst kort haar leven (op grond van veel nieuw materiaal), geef dan een overzicht van de kennis van oud-oosterse talen in de zeventiende eeuw die toen een grote bloei doormaakte. Dan bespreek ik de kennis van en de visie op oud-oosterse talen van haar leermeester Voetius aan de hand van het Sermoen dat hij hield bij de opening van de Utrechtse Universiteit in 1636. Zijn bibliotheek die zij ook gebruikte bleek een schatkamer aan standaardwerken voor de studie van 'orientaelsche ' talen. Om het niveau van Van Schurman te bepalen, inventariseerde ik eerst wat tijdgenoten over haar schreven en wat ze zelf in haar werk, onder andere in haar autobiografie, over oud-oosterse talen schreef Ad fontes onderzocht ik naar wat er van haar in die zeven talen is overgeleverd: Hebreeuwse brieven en een gedicht, de vele verwijzingen in vooral het Hebreeuws, Aramees, Syrisch, Arabisch in haar werken als de Dissertatio, de Opuscula Hebraea Graeca Latina et Gallica, en ongepubliceerde brieven plus de teksten die ze in alba amicorum en op haar polyglotte kunstwerkjes schreef in het Hebreeuws, Rabbijns-Hebreeuws, Syrisch, Aramees, Arabisch, Samaritaans en Ethiopisch. Haar brieven in het Hebreeuws van (en sommige aan haar) zijn nu voor het eerst vertaald. Uit die brieven blijkt dat ze, in tegenstelling tot haar werk in het Latijn, Grieks, Nederlands en Frans, zo'n heilige opvatting heeft van het Hebreeuws dat ze die brieven schrijft als een collage van bijbelteksten. Maar het was ook een intellectueel spel. Ze ontwierp een grammatica voor het Ethiopisch, een topprestatie in geleerd Nederland. Ook al is deze nu onvindbaar, toch was het mogelijk om aan de hand van verslagen en gedichten van tijdgenoten een beeld te krijgen van wat haar grammatica behelsde. Tenslotte vergeleek ik haar met de mannen en vrouwen in de Europese geleerdengemeenschap, de Republiek der Letteren die ook in het veld van de orientaelsche' talen bezig waren. Voor een aantal vrouwen zoals Marie du Moulin was Van Schurman een inspiratiebron. Zij ging ook Hebreeuws studeren en correspondeerde met Van Schurman in het Hebreeuws. Van Schurman kan met recht de enige christelijke hebraïste in Europa genoemd worden die met de mannelijke geleerden op gelijke voet verkeerde, al had ze door haar positie als vrouw niet dezelfde mogelijkheden. Toch stak ze hen door haar kennis van het Ethiopisch naar de kroon. Wat betreft de vrouwen: ze stak er met kop en schouders boven uit, ze werd terecht het Babel van haar tijd genoemd.
Torstensson, Camilla. "English Language Teaching in Two Countries in the European Union– Spain and Sweden : A comparative study." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24232.
Full textRoth, Dawn. "The European Language Portfolio : An assessment in Mother Tongue Teaching." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17352.
Full textBrodin, Martina. "A case study of Turkish teachers’ perceptions and practices regarding Communicative Language Teaching in English." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-116236.
Full textSoubeyran, Mathilde. "The European Dimension in foreign language teaching in France : Foreign languages in elementary school and European programmes." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393419.
Full textMathey, Alain Bernard. "Teaching languages the natural way with visual cues." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/403.
Full textBerg, Kristofer K. "A comprehensive study of the teaching of foreign language at the elementary school level." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bergk.pdf.
Full textHuber, Jeanine L. "The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5029.
Full textNgwendu, Amandla. "The use of translation as a teaching method in second language teaching: a case study with second language learners of isiXhosa at the University of Cape Town." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22878.
Full textYonemoto, Kazuhiro. "Languages and identities : voices of repatriated students from China." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100221.
Full textHirvela, Alan. "A study of the integration of literature and communicative language teaching." Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/2140.
Full textPetringa, Natascia. "Science Literacy for English Language Learners: A Qualitative Study of Teacher Practices in European Private International Schools." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42499.
Full textChuk, Yim-ping Joanne. "Learning to teach, teaching to learn a longitudinal study of student teachers' autonomous development /." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4401417X.
Full textWachob, Phyllis. "Mature language learners." Thesis, The University of Sydney, 2000. https://hdl.handle.net/2123/27820.
Full textCalder, Maryna. "Self-assessment of lexical knowledge in second language vocabulary acquisition." Thesis, Swansea University, 2013. https://cronfa.swan.ac.uk/Record/cronfa43186.
Full textKaton, Ruth Steinfeld. "Case Study: How an East European Student Learns to Compose in English." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4770.
Full textMackenzie, Kevin Roderick. "Teachers' beliefs about classroom practice: implications for the role of second language acquisition theory inteacher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944887.
Full textLiaw, En-Chong. ""How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.
Full textMueller, Caroline. "The piecing of identity : an autobiographical investigation of culture and values in language education." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31125.
Full textBerwall, Isac. "Democracy, Culture and Language Teaching : A Study on the Promotion of Cultural Awareness and Democratic Values in the SwedishEnglish Language Classroom." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51287.
Full textXiang, Chun Ping. "A study on task-based language teaching and learning : tasks and language focus." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180749.
Full textWeyrick, David. "The utilization of pedagogical techniques sensitive to potential student frustration in the study of New Testament Greek." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
Full textChou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.
Full textGallagher, John James. "Vernacular language-learning in early modern England." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708914.
Full textSepeng, Johannes Percy. "Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1455.
Full textMaby, Mark. "How non-native speakers learn polysemous words : a study of the equivalence of prototypicality across languages." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83122.
Full text48 ESL learners from three language groups, French, Japanese and Chinese, took part in the study. The participants translated into their first language 29 English sentences using different senses of the word over. Translations were coded for correct translations of the sense of over and for variation in the correct translations. A MANOVA analysis showed that core senses were translated significantly more correctly than extended senses. A negative correlation was shown between variation in translation and correctness of translation. Following Krzeszowski, T. (1990), the study confirms that the theory of prototypicality offers an effective way of explaining language transfer.
Chan, Hang. "The effectiveness of teaching methods incorporating formulaic sequences for foreign language oral fluency." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648794.
Full textMacedo, Celia Maria Macedo de. "A functionally-based course for adult foreign language learners in Brazil." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/471713.
Full textHarris, Joel Christopher. "The teaching of implicature to ESL learners." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1095.
Full textWoodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq36654.pdf.
Full textMaseko, Pamela. "Intellectualisation of African languages with particular reference to isiXhosa." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/58035.
Full textStear, Ezekiel Glenn. "Dual-language drama as a door to classic literature." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3270.
Full textBoswell, Paul Duane. "Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186502.
Full textGibb, Nancy Jo 1957. "AN EXPERIMENTAL INVESTIGATION OF NOVEL BILINGUAL VOCABULARY ACQUISITION BY FOUR MINORITY-LANGUAGE PRESCHOOL CHILDREN (NONSENSE WORDS)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275394.
Full textLin, Shaojuan. "Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/283.
Full textSsembatya, Henry Hollan. "An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14422.
Full textChan, Suk-ching Clarice, and 陳淑貞. "A sociocultural study of second language tasks in business English contexts: an activity theory perspective ontask processes and outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45554444.
Full textBozzetti-Engstrom, Marie Linnea. "What's in a word?: Connotation in teaching English to speakers of other languages." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2078.
Full textChan, Siu-wing, and 陳兆榮. "When the Cantonese "b" is the English /p: stop-consonant voicing strategies across languages." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841458.
Full textJansen, Richo. "The language of arts and culture." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2362.
Full textArts and Culture is one of the new learning areas in the grade 8 and 9 school curriculum. To understand and then express themselves in a correct and confident manner, learners need the correct terminology for Arts and Culture. The learners need more than the day to day terminology in order to participate in conversations focussing on specialised subjects such as music, dance, drama and visual arts. It is important to note that the idea is not to develop expert academics but it is an attempt to enrich children for life and give them more self confidence. The aim of this computer project is to provide an information website to assist the grade 9 learners in the Arts and Culture domain to develop the appropriate language needed in the learning area.
Ahmed, Hussein Ali. "The role of attitudes and motivation in teaching and learning foreign languages : a theoretical and empirical investigation into the teaching and learning of English in Iraqi preparatory schools." Thesis, University of Stirling, 1989. http://hdl.handle.net/1893/2133.
Full textPulfer, Charles E. "A comparison of the ability of novices and experienced third generation language programmers to learn fourth generation languages." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26111.
Full textBusiness, Sauder School of
Graduate
Kangootui, Angela Lydia. "On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62252.
Full textTuomas, Petra. "Teaching grammar: A study of the common English grammar errors and grammar teaching methods that can be relevant for Swedish upper secondary schools." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19842.
Full textNel, Joanine Hester. "The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97144.
Full textENGLISH ABSTRACT: This study investigated the comprehension and production of articles, quantifiers, binding relations and passive constructions as later developing constructions (LDCs) by 27 Grade (Gr) 1 monolingual Afrikaans-speaking learners with Afrikaans as language of learning and teaching (LOLT), 31 bilingual isiXhosa-speaking learners with English as LOLT and 31 monolingual isiXhosa-speaking learners with isiXhosa as LOLT in three non-fee-paying schools, each in a different low socio-economic status area, in the Stellenbosch area of the Western Cape Province in South Africa. The overarching aim of this study was to determine which LDCs these learners are capable of comprehending and producing at the start of Gr 1 and what progress they make in terms of these LDCs during their Gr 1 year. The English and isiXhosa LOLT groups were then compared on how they fared on the LDCs in their respective LOLTs in order to ascertain whether the English language proficiency of the English group is at such a level at the start of Gr 1 that they can, without disadvantage, undergo schooling successfully in English. Data were collected on articles, binding relations, quantifiers and passive constructions by using the informal language assessment instrument, the Receptive and Expressive Activities for Language Therapy (Southwood & Van Dulm 2012a), which makes use of picture selection- and pointing tasks for assessment of comprehension and sentence completion, picture description- and question answering tasks for assessment of production. The results showed that for the Afrikaans and English groups all four LDCs are indeed later developing and are only mastered after the end of Gr 1. For the isiXhosa group, quantifiers and passive production are mastered by the end of Gr 1. In terms of the language-in-education and teaching policy, the results show that the time allocated to listening to and producing language in Gr 1 is sufficient for children whose first language is also their LOLT, whereas it is not sufficient in the case of English additional language learners. The latter group made significant progress in all LDCs assessed, but still performed worse than their isiXhosa-speaking peers, for whom there was a match between first language and LOLT. The implication of the results are that (i) the Foundation Phase school curriculum should be refined so as to consider the needs of all Gr 1 learners, as learners enter Gr 1 with different language skills and different levels of preparation for the tasks which lie before them, (ii) teachers should be assisted to foster the development of language skills in additional language learners, and (iii) the institution of a universal Gr R year, which is free to those who cannot afford school fees, should be considered a necessity. Without ensuring that all children enter Gr 1 with an adequate language foundation on which literacy development can build, historical inequalities still present in South Africa will likely be perpetuated rather than systematically removed.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die begrip en produksie van lidwoorde, kwantifiseerders, bindingsverhoudings en passiefkonstruksies as later-ontwikkelende konstruksies (LOKs) deur Graad 1 (Gr 1)-leerders. Die deelnemers was 27 eentalige Afrikaanssprekendes met Afrikaans as taal van leer en onderrig (TLO), 31 tweetalige isiXhosa-sprekendes met Engels as TLO en 31 eentalige isiXhosa-sprekendes met isiXhosa as TLO, in drie nie-skoolfondsbetalende skole, elk in 'n ander area met lae sosio-ekonomiese status in die Stellenbosch-omgewing in die Wes-Kaap Provinsie van Suid-Afrika. Die oorkoepelende doel van hierdie studie was om te bepaal watter LOKs hierdie leerders in staat is om te verstaan en te produseer aan die begin van Gr 1 en watter vordering hulle in terme van hierdie LOKs maak tydens hul Gr 1-jaar. Die Engelse en isiXhosa TLO-groepe is vergelyk in terme van hoe hulle gevaar het op die LOKs in hul onderskeie TLOs, ten einde vas te stel of die Engels-taalvaardighede van die Engelse TLO-groep op so 'n vlak aan die begin van Gr 1 is dat hulle sonder benadeling hul skoolopleiding suksesvol in Engels kan ontvang. Data is ingesamel oor lidwoorde, bindingsverhoudings, kwantifiseerders en passiefkonstruksies met die informele taalassesseringsinstrument, die Reseptiewe en Ekspressiewe Aktiwiteite vir Later-ontwikkelende Taalvaardighede (Southwood & Van Dulm 2012a), wat gebruik maak van prentseleksietake vir die assessering van taalbegrip en van sinsvoltooiings-, prentbeskrywings- en vraagbeantwoordingstake vir die assessering van taalproduksie. Die resultate het aangetoon dat al vier LOKs wel later ontwikkelend is vir die Afrikaanse en Engelse TLO-groepe en slegs bemeester word ná die einde van Gr 1. Vir die isiXhosa-groep is kwantifiseerders en passiefproduksie teen die einde van Gr 1 bemeester. Gegee die taal-in-onderwys- en onderrigbeleid toon die resultate dat die tyd wat toegeken is aan die ontwikkeling van luister- en taalproduksievaardighede in Gr 1 voldoende is vir kinders wie se eerste taal ook hul TLO is, terwyl dit onvoldoende is in die geval van Engels Addisionele Taalleerders. Laasgenoemde groep het beduidende vordering gemaak oor hul Gr 1-jaar in alle LOKs, maar het steeds swakker gevaar as hul isiXhosa-sprekende eweknieë wie se eerste taal en TLO ooreenstem. Die implikasies van die resultate is (i) dat die grondslagfase-skoolkurrikulum verfyn behoort te word met inagname van alle Gr 1-leerders se taalbehoeftes, omdat leerders Gr 1 betree met verskillende taalvaardigheidsvlakke asook verskillende vlakke van voorbereiding vir die take wat voorlê in Gr 1, (ii) dat onderwysers gehelp moet word om die ontwikkeling van taalvaardighede vir Addisionele Taal-leerders te bevorder, en (iii) dat die instelling van 'n universele Gr R-jaar, gratis vir diegene wat nie skoolfonds kan bekostig nie, as noodsaaklik beskou behoort te word. As daar nie verseker word dat alle kinders Gr 1 betree met ‘n voldoende taalbasis waarop geletterdheidsontwikkeling kan bou nie, sal historiese ongelykhede, steeds teenwoordig in Suid-Afrika, waarskynlik eerder voortgesit as stelselmatig verwyder word.
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