Tesis sobre el tema "South Africa. Commission on Native Education"
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Ray, Giulia. ""Wiping the Slate Clean of What Has Never Been Written". The Sout African Truth and Reconciliation Commission, History Education and the Building of National Identity". Thesis, Linköping University, Department of Thematic Studies, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2621.
Texto completoDuring Apartheid, the history subject in South African national education and the use of history served as fuel both for apartheid as well as for counterhistoriography. Afterthe 1994 elections, the official debate used phrases like "reconciliation through truth" and "knowledge about the past" in order to"move on". The national institution the Truth and Reconciliation Commission advocated a shared understanding of the past for promoting reconciliation. Considering historiography’s earlier contested use, one might expect the history subject in post-apartheid national education would be emphasised as very important, serving as an important tool for the general shaping of South African identity.
Earlier research as well as my own study, has shown that this is not the case. From the viewpoint of history teachers in South African schools and through various documents on South African post-apartheid education, it seems that the major shift in South African education is the one to an outcome-based approach (OBE). The approach and the new Curriculum (C2005) seem, in fact, have minimised the history subject to the extent that it is no longer a subject in its own right. In addition, the new Curriculum does not list a specific content, which allows the individual teacher large freedom to teach as much or as little about the past as they like. Moreover, what have been emphasised are subjects like science and technology, as well as learning practical skills of "constitutional value". In addition, phrases like "the new patriotism" and "allegiance to the flag" seems to be a recent way to create and promote a shared South African identity.
Swartz, Moshe Edward. "African perspectives on the land question: The Native Laws Commission 1883". University of the Western Cape, 1995. http://hdl.handle.net/11394/6335.
Texto completoBoth Am-Xhosa and the European farmers, being pastoralists "the search for land and grass was (their) first principle", notes Walker (1928). When they met, they differed fundamentally on the "vital matter oflandholding" . So different were their perspectives, that Lekhehla (1955) suggested, as far as the treaties were concerned: "The Native Chiefs either did not understand the implications of the border treaties, or if they did, never intended to respect such treaties" (p.2 1). Hopper (1980) says the tension between the Europeans and the Africans on the land issue emanated from the fact that "Xhosa expansion" and "colonial expansion" processes were entirely different. While Am-Xhosa expanded in order to "preserve their political integrity" colonists were driven by an economic dynamic they expanded because land was necessary to accommodate growth (1980:261).
Fumba, Zamumzi Norman. "Development of a language policy in a rural school". Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1007798.
Texto completoMhlanga, Samkelisiwe Isabel. "Parental preferences regarding medium of instruction in primary schools in the Nongoma district of Kwazulu-Natal". Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003569.
Texto completoPrinsloo, Dawn Lilian. "The right to mother tongue education a multi-disciplinary, normative perspective". Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/365.
Texto completoMawonga, Sisonke. "Bilingual teaching practices in South African higher education : making a case for terminology planning". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017894.
Texto completoJackson, Gail. "A comparative case study of the strategies used by grade one teachers who teach through the medium of English". Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007855.
Texto completoGambushe, Wanga. "Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017890.
Texto completoRundle, Margaret. "Accommodation or confrontation? Some responses to the Eiselen commission report and the Bantu education act with special reference to the Methodist church of South Africa". Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/19520.
Texto completoNocanda, Mawethu Elvis. "The implementation of mother tongue instruction in a grade 6 natural science class". Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1897.
Texto completoThis mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators from 10 schools in Gugulethu. The researcher unpacked the issues of teaching Natural Science in mother tongue instruction, as it was the policy of the Western Cape Education Department (WCED). The researcher looked at the measures put in place by the WCED to pilot schools, such as resources and training of the educators. As a researcher I looked broadly and compared educational policies in other neighbouring countries, such as Mozambique and Swaziland, to South Africa. In a purposive sample, one was likely to get the opinions of one’s target population, but one was also likely to overweight subgroups in one’s population that were more readily accessible. Researcher also consulted some literature such as that of Baker, Alexander, Brock-Utne etc. In conclusion, the researcher used exploratory studies for hypothesis generation, and by researchers interested in obtaining ideas of the range of responses on ideas that people had. However, in this study the researcher used the qualitative methods, with a focus group interview, to gather data on the implementation of mother tongue instruction in a Grade 6 Natural Science classes. The findings of the study seem to indicate that learners understand better if they are taught Natural Science in isiXhosa mother tongue. Therefore, recommendations pose a number of challenges to those committed in the implementation of mother tongue instruction in the Western Cape schools.
Weimann, Alan Gilbert. "An analysis of problems arising out of English medium instruction of pupils in ten Ciskeian schools, with particular reference to geography in standard eight". Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001408.
Texto completoDalvit, Lorenzo. "Multilingualism and ICT education at Rhodes University: an exploratory study". Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003556.
Texto completoGobingca, Zameka. "Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district". Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006250.
Texto completoDuncan, Kenneth Foster. "A comparative study of L1 and EFL reading abilities amongst junior primary students using different reading schemes in black schools". Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1002628.
Texto completoMaqam, Eslinah Zodwa. "The experiences of isiMpondo speakers in learning standard isiXhosa through the formal education system : an exploratory study at a school in the Bizana district of the Eastern Cape". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017893.
Texto completoDalvit, Lorenzo. "Attitudes of isiXhosa-speaking students at the University of Fort Hare towards the use of isiXhosa as a language of learning and teaching (LOLT)". Thesis, Rhodes University, 2004. http://eprints.ru.ac.za/16/.
Texto completoBottomley, Edward-John. "Governing 'Poor Whites' : race, philanthropy and transnational governmentality between the United States and South Africa". Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/270079.
Texto completoSedibe, G. Konotia. "A comparison of isiXhosa-speaking learners' responses to word problems given in English and isiXhosa". Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53234.
Texto completoENGLISH ABSTRACT: According to Prins(1995), readability factors in Mathematics text do not only influence the comprehension of questions, but also have a marked influence on learner achievement levels. Extending on Prins (op cit), this study sought to investigate whether there are any differences in the quality of interpretation and choice of algo-heuristic methods when isiXhosa-speaking learners respond to mathematical word problems set in English and isiXhosa. The study was located within an ethnographic framework, with all of the 109 participants speaking isiXhosa as LI. The participants were in grades 8 (44), Grade 9 (29) and grade 10(36) and all took Mathematics as one of their school subjects. Learners were divided into four groups based on achievement levels in English in June examinations. The study was cross-sectional, with each of the four groups comprising learners who were good achievers, average achievers and under achievers in English second language. A unique methodological and data collection design was undertaken in such a way that each of the participants responded to word problems set in both English and isiXhosa. Two questions were administered to all learners (one in each of the two languages). The two questions were written in two sessions. If a learner responded in English during the first session, s/he will respond in isiXhosa during the second session and vice versa. There was a 5-minute break in between the sessions. Data was analysed both quantitatively and qualitatively. The broad focus of the analyses was on learners' quality of interpretation of the given word problems and the choice of computational methods they employed when they responded to the word problems. Three categories were investigated under each of the focus areas. Categories investigated under the quality of interpretation were: [J Totally false interpretation [J Partially correct interpretation and [J Totally correct interpretation Categories investigated under the choice of computational methods were: [J Standard methods [J Non-standard methods [J Unidentifiable methods The evidence gathered suggested that isiXhosa-speaking learners interpret word problems better when they are set in isiXhosa rather than English. Another important finding was that isiXhosa-speaking learners prefer to use standard methods when they respond to word problems set in English and also prefer to use non-standard methods when they respond to word problems set in siXhosa.
AFRIKAANSE OPSOMMING: Volgens Prins (1995) beïnvloed leesbaarheidfaktore in Wiskundetekste nie net die verstaan van vrae nie, maar het dit ook 'n merkbare invloed op leerders se prestasievlakke. Ter uitbreiding op Prins (op cit) het hierdie studie gepoog om ondersoek in te stelof daar enige verskille in die kwaliteit van interpretasie en keuse van algo-heuristiese metodes is wanneer isiXhosasprekende leerders op wiskundige woordprobleme reageer wat in Engels en isiXhosa gestel is. Die studie is binne 'n etnografiese raamwerk geplaas. Al 109 deelnemers het isiXhosa as eerste taal gepraat. Die deelnemers was in Graad 8 (44), Graad 9 (29) en Graad 10 (36) en het Wiskunde as een van hul skoolvakke geneem. Leerders is in vier groepe verdeel, en die indeling is op prestasievlakke in Engels in die Junieeksamen gebaseer. In hierdie deursneestudie het elk van die vier groepe uit leerders bestaan wat goeie presteerders, gemiddelde presteerders en onderpresteerders in Engels tweede taal was. 'n Unieke metodologiese en data-insamelingsontwerp is op so 'n wyse toegepas dat elkeen van die deelnemers op woordprobleme gereageer het wat in beide Engels en isiXhosa gestel is. Twee vrae is aan elke leerder gestel, een in elk van die twee tale. Die twee vrae is in twee sessies beantwoord. As 'n leerder tydens die eerste sessie in Engels reageer het, sou sy/hy tydens die tweede sessie in isiXhosa beantwoord, en omgekeerd. Daar was 'n pouse van vyf minute tussen die sessies. Data is beide kwantitatief en kwalitatief ontleed. Die breë fokus van die analises was op die kwaliteit van die leerders se interpretasie van die woordprobleme en die keuse van bewerkingsmetodes wat hulle aangewend het wanneer hulle op die woordprobleme reageer het. Drie kategorieë is in elk van die fokusareas ondersoek. Die kategorieë wat onder die kwaliteit van interpretasie ondersoek is, was: Cl 'n Algeheel verkeerde interpretasie Cl 'n Gedeeltelik korrekte interpretasie en Cl 'n Algeheel korrekte interpretasie Kategorieë wat onder die keuse van bewerkingsmetodes ondersoek is, was: u Standaardmetodes u Nie-standaardmetodes en o Onidentifiseerbare metodes Die gegewens wat ingewin is, het daarop gedui dat isiXhosasprekende leerders woordprobleme beter interpreteer wanneer die probleme in isiXhosa eerder as in Engels gestel is. 'n Ander belangrike bevinding was dat isiXhosasprekende leerders verkies om standaardmetodes aan te wend wanneer hulle op woordprobleme wat in Engels gestel is, reageer, en dat hulle ook verkies om nie-standaardmetodes te gebruik wanneer hulle op woordprobleme reageer wat in isiXhosa gestel is.
Knoetze, Susanna. "An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018910.
Texto completoFobe, Mila Pamella. "Language policy and practice at CM Vellem and PJ Olivier primary schools". Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002161.
Texto completoThuto e, e ikaelela go tshegetsa patlisiso e e ka ga gore dipuo tsa Selegae tsa Seaforika mo Aforikaborwa di tshwanelwa ke go tsewa ka maemo le mokgwa o o lekanang go ya ka Molaotheo wa Aforikaborwa. Ka jalo, e tlaa utolola,e ribilole ditsela le go batla malepa a puso ya Aforikaborwa e ka fitlhelelang setšhaba se se kwa magaeng, se bokgoni jwa kitso ya Seesimane bo leng kwa tlase mo go bona. Bothata ke gore Aforikaborwa e laolwa bogolo ke tiriso e e kwa godimo ya Seesimane mme puso e tshwanelwa ke gore e tlose dikgoreletsi tse di leng teng ga jaana tsa puo. E bowe gape e thibele go se lekalekaneng ga botshelo ka kakaretso mo loagong go go tlholwang ke go sa lekalekaneng ga kitso ya dipuo mo setšhabeng ka kakaretso. Ditshwanelo mo puong fela jaaka ditshwanelo dingwe le dingwe tsa botho, di tshwanelwa ke go sireletswa, jaaka di akareditswe mo Molaotheo o mošwa wa temokerasi wa Aforikaborwa.
Manditereza, Blandina. "Improving quality of pedagogical practices in English as a language of learning instruction". Thesis, Bloemfontein : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/211.
Texto completoThis study investigates current pedagogical practices in teaching in English as a language of learning and instruction. The study seeks to examine whether current teachers are in need of re-training or whether they possess relevant content pedagogical knowledge to use English as a medium of instruction. At present, the Governing Bodies of schools have the authority to choose the language of learning and instruction according to the provisions of the Constitution.The language chosen as the medium is critical since it assumes the role of mediator between text and learner, and teacher and learner. The research uses the interpretive paradigm and in particular engages (Vygotsky 1978) and Chomsky (1986) as theorists of language acquisition who write from a constructivist perspective. Methods of data collection are drawn largely from the qualitative methods and to a lesser extent from quantitative methods. Instruments for data collection included questionnaires, interviews and lesson observations. The research study focuses on foundation phase teachers and learners in four purposefully selected schools, comprising former Model C and public township primary schools. The findings of the study suggest that learners, especially from township schools, find it difficult to learn in English as a medium of instruction probably because of limited exposure to English in both the school and home environment. On the contrary, learners from former Model C schools seem to be at an advantage because they use English in all spheres of school life, in and out of the class, resulting in more exposure and repetition. The findings seem to indicate that teachers‘ limited proficiency in English negatively affects quality of pedagogical practises in the language of learning and instruction. Lesson observations support findings that teachers‘ limited proficiency do affect education. This study further suggests that most non-native English teachers are inadequately prepared to use English as the medium of instruction. This inadequacy consequently results in some teachers failing to meet the language-related needs of learners due to their limited proficiency in the language of learning. This point is demonstrated by evidence from the observed lessons, recorded interviews and reviewed literature. The study further reveals that most teachers have difficulties with pronunciations, terms and vocabulary appropriate for grade two learners in this instance. Additionally, four factors affecting pedagogic practises were reflected in the study. These were class inequalities, different distribution of knowledge, differences in access to knowledge and social class differences. These factors were experienced through different pedagogic practices employed by different participants.
April, Thozama. "Theorising women: the intellectual contributions of Charlotte Maxeke to the struggle for liberation in South Africa". Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3847_1360849448.
Texto completoThe study outlines five areas of intervention in the development of women&rsquo
s studies and politics on the continent. Firstly, it examines the problematic construction and the inclusion of women in the narratives of the liberation struggle in South Africa. Secondly, the study identifies the sphere of intellectual debates as one of the crucial sites in the production of historical knowledge about the legacies of liberation struggles on the continent. Thirdly, it traces the intellectual trajectory of Charlotte Maxeke as an embodiment of the intellectual contributions of women in the struggle for liberation in South Africa. In this regard, the study traces Charlotte Maxeke as she deliberated and engaged on matters pertaining to the welfare of the Africans alongside the prominent intellectuals of the twentieth century. Fourthly, the study inaugurates a theoretical departure from the documentary trends that define contemporary studies on women and liberation movements on the continent. Fifthly, the study examines the incorporation of Maxeke&rsquo
s legacy of active intellectual engagement as an integral part of gender politics in the activities of the Women&rsquo
s Section of the African National Congress. In the areas identified, the study engages with the significance of the intellectual inputs of Charlotte Maxeke in South African history.
Van, Zijl George Clifford. "n Prosesbenadering tot skryfonderrig (Afrikaans Eerste Taal) in die intermediêre fase". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52966.
Texto completoENGLISH ABSTRACT: Presently(2002) South Africa finds itself in the centre of a transformation process as far as the provision of education is concerned. Curriculum restructuring is an ongoing process. An exciting development which is coupled herewith is the dissemination of curriculum information, in order to implement outcomes directed curriculum development successfully. This implies that educators must be able to handle these challenges; it demands that they have to be empowered in respect of appropriate curriculum knowledge and skills. In the concept document "Revised National Curriculum Statement for gr. R-9" specific mention is made of the fact that pupils should in future become familiar with the process of writing, which includes prewriting, concept writing, revision, editing and publishing. Indeed a great challenge for educators, acting as facilitators. When learners write, they must follow the aforesaid process. The fact that language, oral as well as written, assists pupils in brightening their thoughts and conveying their observations while they are forming and testing ideas, researcher is of the opinion that more time should be spent on the purposeful teaching of writing in the intermediate phase (gr. 4-6). In the light of the aforesaid the aim of this thesis was to establish, by means of a questionnaire, whether primary schools, and more specific the intermediate phase (gr. 4- 6), are implementing a writing development programme in which the process approach to writing forms an integral part of the teaching. The gathered information was used to suggest strategies for the implementation of a process approach to writing development.
AFRIKAANSE OPSOMMING: Tans (2002) IS Suid-Afrika midde-in 'n transformasieproses In soverre dit onderwysvoorsiening betref. Kurrikulumherstrukturering vind voortdurend plaas. 'n Opwindende ontwikkeling wat met hierdie herstrukturering gepaard gaan, is die disseminering van kurrikulurninligting om uitkomsgerigte kurrikulumontwikkeling suksesvol te implementeer. Dit impliseer dat onderwysers in staat moet wees om hierdie uitdagings te kan hanteer; dit vereis dat hulle ten opsigte van toepaslike kurrikulumkennis en vaardighede bemagtig moet word. In die konsepdokument "Revised National Curriculum Statement for gr. R-9" word spesifiek daarna verwys dat leerders moet leer dat skryfwerk 'n proses is wat die volgende insluit: preskryf, konsepskryf, hersiening, redigering en publisering. Wanneer leerders dus skryf, moet hulle dié skryfproses volg. Omdat die gebruik van taal, mondeling sowel as skriftelik, leerders help om hulle denke te verhelder en hul waarnemings oor te dra terwyl hul idees vorm en toets, is navorser van mening dat meer tyd aan skryfonderrig in die intermediêre fase (gr.4-6) afgestaan moet word. Die probleem wat in hierdie tesis ondersoek is, is of 'n prosesbenadering tot skryfonderrig, waarin die onderwyser sy onderrig aan die hand van die kurrikulum en leerderkennis en - insette uitbou met doelbewuste onderrig van die skryfproses, en 'n daarmee gepaardgaande geleide komponent waaronder verstaan word die onderrig van skryfvaardighede, 'n bruikbare metode vir skryfonderrig in die intermediêre fase (gr.2-6) is. 'n Empiriese vraelysondersoek is by laerskole gedoen, en die verkreë inligting is gebruik om voorstelle aan die hand te doen waarvolgens 'n prosesgerigte skryfontwikkelingsprogram geïmplementeer kan word.
Masina, Edward Muntu. "An analysis of African reluctance to meet the labour demands of the Transvaal colony as expressed in the Labour Commission of 1903 and the South African Native Affairs Commission, 1903-1905". Diss., 2002. http://hdl.handle.net/10500/756.
Texto completoHistory
M.A. (History)
Moore, Andrew John. "Natal's "Native" education, 1917-1953 : education for segregation". Thesis, 1990. http://hdl.handle.net/10413/3918.
Texto completoThesis (M.A.)-University of Natal, 1990.
Mutsila, Ndivhuho. "The role of African languages in education and training (skills-development) in South Africa". Diss., 2003. http://hdl.handle.net/10500/1953.
Texto completoAfrican Languages
M.A. (African Languages)
Nkosi, John Pilson. "Mother tongue instruction in a secondary school in Mpumalanga : a survey of grades 10 and 11 learners and teachers". Thesis, 2011. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000348.
Texto completoThe Constitution of South Africa in its Bill of Rights and the Language Policy introduced nine more official languages in addition to English and Afrikaans which were the only languages used as media of instruction in schools before 1994. The other nine official languages now embraced by the Policy as the media of instruction in schools are isiZulu, siSwati, isiNdebele, isiXhosa, Sepedi, Sesotho, Setswana, Xitsonga, and Tshivenda. The purpose of this study was to determine how the Language Policy is implemented in secondary schools in Mpumalanga.
Mothata, Matoane Steward. "The provision of education to minorities, with special emphasis on South Africa". Thesis, 2000. http://hdl.handle.net/10500/17519.
Texto completoEducational Studies
D.Ed. (Comparative Education)
Mudzanani, Ndiimafhi Nelson. "Effect of language of instruction on learners in secondary schools in Vhembe district, Limpopo Province". Thesis, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000255.
Texto completoDetermines the effect of language of instruction (LOI) on the performance of learners in Vhembe District, Limpopo Province. The findings revealed that language of instruction has an effect on the performance of learners. There is difference in the performance of learners who use mother tongue as medium of instruction compared to those using second language as medium of instruction. The government practices and peoples perception on the issue of language of instruction in African schools are the main factors hindering the introduction of African languages as medium of instruction in African schools. Recommendations were made that the Department of Education must support the constitutional right to equality of all languages by encouraging local language use in all the activities in local state institutions. The retraining of educators and translation of English books into African languages is to be done as matter of urgency.
Baker, Marian Joan. "The historical construction of policy as discourse: the report of the commission of technical education and vocational education in South Africa 1945-1948". Thesis, 2016. http://hdl.handle.net/10539/20445.
Texto completoThe following research 'aport presents an outline of !~e De Villiers Commission Report of 1948, and contains biographical information concerning its authors. The Report intended to refine and establish policy guidelines for technical and vocational education in the 1940s. The research will attempt a review of the relevant literature which examined the Report and its hlstorlcal context. In addition, it will be argued that the limitations of some of the literature can be countered by reflecting on the discursive production of educational knowledge in South African policy. Furthermore, it will be proposed that two areas of concern, namely race and gender, are categories that are often under-investigated In relation to an analysis of official documents. It.is hoped that this account will contribute to the continued debate concerning what is frequently perceived as the dichotomous relationship between vocational and "general" education.
Keane, Moyra. "The effect of the RADMASTE science dictionaries on students' understanding of science concepts". Thesis, 1998. https://hdl.handle.net/10539/26130.
Texto completoThis study reports the findings of a research project in a DET (Department of Education and Training)* school in Mamelodi, South Africa, in 1995. An investigrtion was carried out to ascertain whether students benefit from having access to science definitions in their vernacular, and to determine their preference in terms of the medium of instruction in the science classroom. A Science Concept Guide, written at RADMASTE** Centre, was used as the main component of the intervention in a pretest - post-test study. This was followed by student questionnaires and interviews. The Concept Guide consisted of definitions and explanations of Physics and Chemistry concepts arranged according to themes. These explanations were translated into North Sotho. Two groups of Std 10 students participated in the evaluation of the Concept Guide. One group used an English version of the Concept Guide and the other an English and North Sotho version. The differences between the pre-test and post-test scores of each group were compared. The results indicated that a significant improvement in scores had occurred in the English and North Sotho Group. Interview results showed that a number of students were in favour of having learning material of this sort available in their vernacular and claimed that they had found it helpful. In general, both groups expressed favourable comments about the Guide. Opinions about medium of instruction varied. Overall, findings indicate that further efforts in the development of vernacular material for the learning of science would prove beneficial. Although the area of policy decision is outside the scope of this study, it hopes to contribute in some way to the knowledge about the preferred medium of learning in South Africa.
Andrew Chakane 2018
"Language learning in a multicultural classroom". Thesis, 2012. http://hdl.handle.net/10210/7022.
Texto completoThe problem of different languages, as well as academic, social and educational performance, among learners of different cultures within a multicultural school career, is a cause for concern. The number of cases of failure, underachievement, low self-image and poor socialisation is unacceptably high among these learners of diverse cultures. The unfamiliar educational milieu leads to feelings of frustration and confusion. Although it is true that the explanation for this frustration and confusion is complex, certain aspects of the problem are readily identifiable, viz. the unpreparedness of the new learner to learn in a strange language rather than his mother-tongue; his inability to adapt quickly enough to the new milieu; and the low academic and educational standards to which he has previously been accustomed. The expectations to which such a learned is subjected are, inter alia, that they should be able to speak and read fluently; that they should be able to interact socially in an acceptable way; and that they should aim to perform well in spite of new academic expectations and challenges. Many learners of various cultures do not have the abovementioned abilities and qualities, hence the necessity to intervene when it comes to studies in a foreign, i.e. non-mother-tongue, language. This study is thus of instructive value. The literature review confirms the existence of the above named problem, which is discussed from the learner's point of view, together with areas for concern and suggestions for strategies for possible success in overcoming the problem. The most challenging task of all is that of the teacher in the classroom. This is where an atmosphere can and must be created in which the less privileged learner can be exposed to a productive learning environment so that he can achieve his full potential. The teaching profession in South Africa is on the threshold of enormous change; and its role in the creation of a new nation is pivotal.
Ndukwani, Tiyiselani. "The attitudes of grades 5-7 Xitsonga learners towards learning English as a first additional language". 2016. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001913.
Texto completoThis study investigates the attitudes of Grades 5-7 Xitsonga learners towards learning English as a first additional language using the four language skills viz. listening, speaking, reading and writing. Variables such as attitude, orientation, motivation, and anxiety are imperative, influential factors to consider when studying aspects that contribute to learning a second language. Learners' attitude towards language learning is considered to be the key factor that affects the levels of learner motivation in their trajectory to learn a language and are intertwined with the aspect of motivation. This study explores the attitudes of learners from a particular primary school towards learning English as a first additional language. This study deals with a sample of a selected primary school's learners' attitudes towards learning English as a first additional language. The first language of these students is Xitsonga, one of the eleven official languages in South Africa.
Pienaar, Marius. "Leerderbehoeftes as 'n determinant vir 'n kurrikulum vir Afrikaans eerste taal". Thesis, 2014. http://hdl.handle.net/10210/9377.
Texto completoMany changes are taking place in our country. One aspect that must be emphasized, is provision for proper education. The demands on our country and its citizens, necessitate change in education. In South Africa there are still many defects concerning education. There are for example many uncertainties about curriculum, and attempts are made to eliminate defects in syllabi. One of the curricula concerned, is that of Afrikaans First Language. Due to current changes multi-cultural schools have been founded. Thus the curriculum must change in order to accommodate everybody. A new and better curriculum for Afrikaans First Language will have to be brought about to benefit all mother tongue speakers of Afrikaans. This study clearly shows that a relevant first language curriculum is necessary for Afrikaans First Language. This study will point out that certain needs exist among learners and teachers of Afrikaans First Language, which can contribute towards a new and better Afrikaans First Language curriculum. A literature study has been done on curriculum design. Here is shown what a curriculum is and what curriculum design entails. This is done according to the design principle and is carried into effect in first language teaching. There is concluded that Afrikaans First Language must be conceptualised and that attention must be given to subject matter.
Nyangiwe, Bulelwa Lynette. "The language-in-education policy and attitudes of learners, educators and parents towards English or/and isiZulu as the language of learning and teaching : the case of selected secondary schools in Durban Metro in KwaZulu-Natal province". Thesis, 2004. http://hdl.handle.net/10413/9088.
Texto completoThesis (M.A.)-University of KwaZulu-Natal, Durban, 2004.
Liebenberg, Barend Frederik. "Relevansie van kultuurgebonde onderwys vir die verwesenliking van behoorlike volwassewording : 'n studie in tydsperspektief". Thesis, 1997. http://hdl.handle.net/10500/17213.
Texto completoIn die verlede het matrikulante van Tswanaskole in die Noord-Kaap oor die algemeen nie goeie uitslae verkry nte. Politieke onstabiliteit wat tot klasboikotte aanleiding gegee het, was as een van die hoofredes aangevoer. Die hoofoorsaak van hierdie navorsing is om die rol van kultuur wat tot swak prestasie lei, te bepaal. Met behulp van literatuurstudie is bepaal dat daar 'n noue verband tussen onderwys/opvoeding, volwassenheid en kultuur bestaan. Geen mens kan volwassenheid bereik sonder opvoeding nie en verskillende kulture het verskillende kriteria vir volwassenheid. Die skole in Suid-Mrika is oop vir alle rassegroepe en die gevolg is dat 'n verskeidenheid van kultuurgroepe in een klaskamer onderrig ontvang. Om kontlik en misverstande in die klaskamersituasie te voorkom, kan van multikulturele onderwys gebruik gemaak word. Met die empiriese ondersoek is deur middel van vraelyste en onderhoude probeer vasstel watter kultuuraspekte 'n rol speel in die swak akademiese prestasies onder Tswana-matrikulante. Die medium van onderrig is 'n probleem in 'n multikulturele land waar dit soms, tot nadeel van die kind, onprakties is om moedertaalonderrig toe te pas. Wat Engels as medium van onderrig betref, is dit problematies vir baie Tswanas in die Noord-Kaap wat voorskools min met Engels in kontak kom. Wat die kultuur-historiese aspekte betref, is die Tswanas trots op hulself en wil graag kontak maak met ander kultuurgroepe en meer van hulle leer. Sosiaal-ekonomies woon baie Tswanas as uitgebreide gesinne in klein huise. Onderwysers sal professioneel moet optree in die uitvoering van hulle pligte. Leerlinge sal verantwoordelikheid moet erken vir hulle dade en saam sal beide onderwysers en leerlinge moet bou aan die skep van 'n leerkultuur by die skool.
Matriculants from Tswana schools in the Northern Cape generally have been achieving poor results. Political instability leading to class boycots has been regarded as one of the main reasons. The main reason for this research is to determine the role played by culture in the achievement of poor results. A literature survey has indicated that there is a close interrelationship between education/ upbringing, adulthood and culture. A human being cannot reach adulthood without education and different cultures have different criteria for maturity. Schools in South Africa are open to all race groups which results in a variety of cultural groups receiving education in the same classroom. To avoid misunderstandings and conflicts in the classroom, multicultural education may be used. With the empirical investigation by means of questionnaires and interviews an attempt is made to determine which cultural aspects play a role in the poor academic results achieved by Tswana matriculants. The medium of instruction is a problem in a multi-cultural country where it is sometimes impractical to apply mother tongue education. As far as English as medium of instruction is concerned, it is problematic for many Tswanas in the Northern Cape as they are seldom exposed to it during their pre-school years. As far as the cultural-historical aspects are concerned, the Tswana is a proud people who gladly make contact with and want to learn from other cultures. Socio-economically many Tswanas live as e..'Ctended families in small dwellings. Educators will have to act professionaly in the execution of their duties. Pupils will have to accept responsibility for their actions and build, with the teachers, a cultUre of learning at every school.
Educational Studies
D. Ed. (Historiese Opvoedkunde)
Coertzee, Geraldine. "Open sesame! : learning life skills from Takalani Sesame : a reception study of selected grade one learners in Pietermaritzburg, South Africa". Thesis, 2011. http://hdl.handle.net/10413/6374.
Texto completoThesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.
Cockburn, Jessica Jane, B. Khumalo-Seegelken y Martin Herrer Villet. "IziNambuzane: isiZulu names for insects". 2014. http://hdl.handle.net/10962/d1014581.
Texto completoAllie, Jane Jennifer. "Die inskakeling van moedertaalsprekers van Afrikatale in laerskole in Eldoradopark". Thesis, 2012. http://hdl.handle.net/10210/6346.
Texto completoSouth Africa is going through a transitional phase and urbanization, which among other things, has caused many families to resettle. The education system is no longer based on bilingualism with English and Afrikaans as the languages used in the senior primary phase. Our multicultural, multilingual society requires that children from different backgrounds be taught in the same classes. Schools in Eldorado Park have experienced an influx of learners with other mother tongues than English and Afrikaans into the schools. This influx has brought with it challenges for both learners and teachers. Teachers had to adapt their teaching methods to accommodate these challenges. Coupled with this is the rationalisation and redeployment process of teachers which is currently taking place. This has resulted in big classes with some catering for as many as fifty learners. Mother tongue speakers of African languages, with or without the necessary language background in English and Afrikaans, are admitted to the schools in different grades and find themselves in classes with learners who are fluent in English and Afrikaans. In this study some of the problems that teachers and learners experience are identified, the participation of parents in the education process is emphasised and the importance of language planning with regard to the child's medium of instruction and the school's first and second languages stressed. The research has touched on the implications of various aspects of language acquisition and learning (amongst other important findings). It was found that teachers need continual support from the government, the parents and the school's governing body.
Ampofo, Isaac Yaw. "The challenge of using English as a medium of technology instruction: a study of grade 9 in King Sabata Dalinyebo district, Eastern Cape". Thesis, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000228.
Texto completoThe English language is not used by the majority of people in their daily and normal conversations at King Sabata Dalindyebo (KSD) district. It is not even encouraged in many homes and townships because it is associated with an oppressive regime. Hence, it is difficult for children to experience the English language before they start formal education. This study investigated the challenges posed by the English language in the teaching and learning of Technology in Grade 9 at King Sabata Dalindyebo educational district. The first section of the study focused on the language policy in schools, and the second part investigated language practice in schools and classrooms. Structured interviews were conducted with 5 learning areas specialists of the General Education and Training (GET) Band in the district. Closed questionnaires were administered to sampled technology teachers, and a literature review of previous studies on the topic was also conducted. The study revealed that the English language poses a challenge in the teaching and learning at KSD schools, not in the Technology learning area only, but in all the other learning areas. The study also found that, though schools have written language policies that are in line with that of the Department of Education (DoE), there are no implementation and monitoring strategies in place. From the findings, the study recommends that the Department of Education should develop implementation and monitoring strategies to enforce the language policy. The researcher further recommends that language teachers should be re-trained and equipped with the right books and resources which will improve their methods of teaching. Furthermore, it is recommended that schools should be provided with libraries. Reading, speed writing and debating should form part of the GET curriculum.
Siwisa, Mvuyisi Isaac. "Standard isiXhosa in a multilingual classroom : an interpretation of urban learners' literary texts". Diss., 2013. http://hdl.handle.net/10500/13230.
Texto completoAfrican Languages
M.A. (African Languages)
Ukwandu, Damian Chukwudi. "Water use and sustainable development in South Africa". Diss., 2009. http://hdl.handle.net/10500/3482.
Texto completoHuman Resources
M.A. (Development Studies)
Molokomme, Nina Lorraine. "The effects of multilingualism on mother tongue acquisition". Diss., 2020. http://hdl.handle.net/10500/27385.
Texto completoMultilingualism is the norm in most urban areas of South Africa. This study aims to discover the perceptions of young adults towards their mother tongue due to being exposed to multiple languages in their daily environment at a very young age. The study further investigates whether young adults acquire their mother tongue whilst growing up in an environment that has multiple languages. It also seeks to determine the role that parents play in the acquisition of mother tongue by their children. Literature was reviewed in order to explain and understand the standing of African languages in South Africa. This study is guided by the theories of first language development and acquisition and Cummins’ concepts of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) theories. The study employed a mixed-method approach. Empirical data was collected by means of questionnaires and semi-structured interviews from young adults and parents. Data collected was analysed by a statistician using categorical data analysis. The researcher used graphs to present findings from analysed data. Findings from the empirical data show that young adults who grew up in a multilingual environment acquire more than one language. Parents also play a role in nurturing the acquisition of the mother tongue
Ubuliminingi yisimo esijwayelike kakhulu ezindaweni zasemadolobheni zalapha eNingizimu Afrika. Lolu cwaningo luhlose ukuthola izimvo zabantu abasebasha mayelana nolimi lwabo lwebele njengoba kulesi sikhathi samanje bedibana nesimo lapho behlangana khona nabantu abakhuluma izilimi ezahlukene. Lolu cwaningo luhlose futhi nokubheka iqhaza elibanjwe abazali ekufundiseni abantwana babo ulimi lwabo lebele. Kulolu cwaningo kusetshenziswe ongoti abahlukene ukuze kuchazwe futhi kuqondisiswe ukuthi zime kuphi izilimi zendabuko zaseNingizimu Afrika. Lolu cwaningo lusebenzise izindlela zokucwaninga eziningi. Ulwazi locwaningo luqoqwe ngokusebenzisa amapheshana emibuzo, kanye nezingxoxo ezingahleliwe ezenziwe kubazali nakubantu abasha. Ulwazi locwaningo luhlaziywe umhlaziyi wezinombolo esebenzisa uhlaziyo lwezigaba zocwaningo ezahlukene. Okutholakele ekuhlaziyweni kolwazi kuveze ukuthi abantu abasha abakhulele lapho okukhulunywa khona izilimi ezahlukene bazuza ulwazi lwalezo zilimi bagcine sebekwazi ukukhuluma nezinye izilimi okungezona ezabo. Kuvelile nokuthi nabazali bayaqinisekisa ukuthi abantwana babo bayalufunda ulimi lwabo lwebele.
African Languages
M.A. (African Languages)
Nothling, Marie. "Riglyne vir die onderrig van taalvariasie in Afrikaans eerste taal". Thesis, 2014. http://hdl.handle.net/10210/11902.
Texto completoThe lack of proper regard for language variation and the heterogeneous nature of language in the teaching of Afrikaans First Language Secondary Phase caused various problems. Not only individuals but the whole Afrikaans language community and the language itself suffered. Language variation is actually recognised in the learning content and teaching approach of the latest Afrikaans First Language syllabus. However, because of the inadequate recognition in the syllabus and the current complexity of the Afrikaans language community, it is necessary to provide guidelines for augmenting the syllabus to improve the teaching-learning situation. This study therefore proposes appropriate learning content with regard to the heterogeneous nature of language, language variation and specific problems in the Afrikaans language community. In order to accommodate all the varieties of Afrikaans and speakers of these varieties in the teaching-learning situation, a multi-variety approach is recommended. With that in mind a strategy to implement a multi-variety approach and the teaching of the complex phenomenon, language variation in Afrikaans First Language Secondary Phase is proposed.
Ngcobo, Sandiso. "IsiZulu-speaking educators' attitudes towards the role of isiZulu in education in Durban". Thesis, 2001. http://hdl.handle.net/10413/3337.
Texto completoThesis (M.A.)-University of Natal, Durban, 2001.
Bekker, Ian. "The attitudes of L1-African language students towards the LOLT issue at Unisa". Diss., 2002. http://hdl.handle.net/10500/596.
Texto completoLinguistics
M.A. (Linguistics)
Njobe, Mandisa Purity. "Understanding the influence of a second language on the academic performance of learners in information technology : a case study of isiZulu-speaking English second language learners in KwaZulu-Natal". Thesis, 2007. http://hdl.handle.net/10321/302.
Texto completoOver the years, computers have been introduced to many South African classrooms in an attempt to improve education, and this is true for Previously Technologically Disadvantaged (PTD) schools in Kwazulu-Natal with learners whose first language is isiZulu. However, frameworks of computer learning vary widely and there is a crucial need to understand how specific situational conditions either facilitate or constrain the implementation of computer-supported learning in these schools. This thesis discusses research undertaken to document the process of introducing localised OpenOffice.org.za software with an isiZulu interface into Information Technology education at PTD schools in the KwaZulu-Natal province. The thesis also documents the process of introducing a dual language medium in Information Technology at the Durban University of Technology. The study investigates the English language as one of the possible causes of the lack of understanding of computers by English second language learners.
Hadebe, Thobekile. "Issues arising from the implementation of language policy in historically disadvantaged schools in greater Pietermaritzburg : a policy analysis". Thesis, 2001. http://hdl.handle.net/10413/3015.
Texto completoThesis (M.A.)-University of Natal, Pietermaritzburg, 2001.
Dyosop, Ntombenkosi. "Translation of Shakespeare as a tool for the advancement of South African indigenous languages: Romeo and Juliet and Peteni's Kwazidenge". Thesis, 2016. http://hdl.handle.net/10539/22629.
Texto completoThere are eleven official languages in South Africa. However, only two of these languages – English and Afrikaans – are dominant. It is often argued that this is because the other 9 official languages do not have enough terminology to be used in institutions of higher learning and in technical fields. I argue that the adaptation of literary texts helps in improving the status of African languages. For this purpose this research involves an analysis of Shakespeare’s Romeo and Juliet which has been adapted into an English novel Hill of Fools by Peteni (1976) and later translated into isiXhosa as Kwazidenge (Peteni 1980). The analysis consists of a comparison between extracts from Romeo and Juliet and Kwazidenge via Hill of Fools using Lambert and van Gorp’s (1985) practical model for textual analysis. I argue that as much as Romeo and Juliet can be seen as a difficult text because of Shakespeare’s English, Peteni was successful in adapting the play into isiXhosa.
MT2017
Mona, M. J. "Attitudes of intermediate phase learners, educators, and school governing bodies towards Xitsonga as medium of learning and teaching in Limpopo Province". Thesis, 2015. http://hdl.handle.net/10386/1509.
Texto completoThis research study dealt with specific aspects relating to attitudes of intermediate phase learners, educators, and SGB members towards Xitsonga as medium of learning and teaching in Limpopo. The statement of the study’s problem was articulated against clearly defined contexts. As a foundational slab for the study, the thesis deemed it fit and necessary to give the background to the problem on attitudes in general and language attitude in particular. When the foundation had been laid, the statement of the problem was clearly articulated so as to open a curtain on the niche and the exact problem the thesis sought to investigate. The aim of the study was derived from the title, finetuned in the niche and focused on clearly defined objectives which informed the research lanes the whole project operated in. The significance of the research project was not a stand alone entity, but spoke to the aim and objectives. The police officer of the thesis was the theoretical framework. It directed the process by means of indicating that mother-tongue education as an ideal practice should also be considered for the post foundation phase studies also in South Africa. On its wings, was the behaviourist theory. Unlike its counterpart the mentalist theory, the former was a vehicle through which the study elicited valuable data by observing the behaviour of the target subjects in the Mopani District. Without a well-indicated scope of the study, the investigation would had been too general to address a specific niche. The distinct niche of the thesis was further uncovered and demonstrated by the evaluation of literature survey of various studies on language attitudes in the country as well as the world over. The search design of the study was also a context against which the qualitative approach was used for data gathering instruments, and sampling process. The ethical considerations were clearly outlined and applied accordingly prior and during the data collection process. The thesis would had been incomplete if relevant and up to date literature review was not done. In order to contextualise the thrust of language attitudes among the target research respondents, Chapter Two provided a brief but inclusive overview of (vi) historical data. The data were evaluated against language attitude theories, home language instruction principles, attitudes towards a sample of three dominant Limpopo official languages (that is, Xitsonga, Sepedi and Tshivenḓa), completed research studies that focused on language attitudes, language policy matters and curricula development and implications from the first post apartheid Curriculum 2005 up to the current Curriculum and Assessment Policy Statement (CAPS). The review or survey ended up with a critical evaluation of the concept of multilingualism in South African schools against language attitudes, four periods of language policy in the RSA, as well as the language phenomenon from divine creation to date. Before the fieldwork was undertaken, description was made in some detail on how the research data were collected, possible limitations to the research exercise were spelt out, coupled with counter-measures taken to ensure reliability, validity and objectivity in collecting data, and how analysis and interpretation of research data were actualised. The analysis and interpretation of the research data elicited from learners, teachers, and SGB members yielded almost similar results. The majority of all the respondents across the Mopani District (an average of 80%), displayed very strong negative attitudes towards mother-tongue instruction at Intermediate Phase level. Though learners and teachers had challenges with the use of the source language in class, they still did not favour the target language medium. Only 20% of their counterparts favoured the mother-tongue medium. The volunteer system in the composition of parent component of the SGB members was discovered by the study to be a serious challenge. This challenge does not assist the institutions they are governing to be what they should be. Almost 100% of them exposed themselves through the research tool used that they were not performing the core duties they were expected to perform save signing cheques and solving petty disputes. In conclusion, relevant and appropriate recommendations were made to affected stakeholders. They were addressed mainly to: communities, managers, teachers, government, community leaders, academics, researchers and writers on ways and means of addressing the deep-seated negative attitudes towards Xitsonga as a medium of instruction at Intermediate Phase level of the Mopani District.