- Title
- Teachers' experiences of English as the language of teaching and learning: a case study of two primary schools in East London education district
- Creator
- Mkohlwa, Tantaswa
- Subject
- Language and languages
- Subject
- English language -- Study and teaching
- Subject
- Primary school teachers
- Date
- 2015-01
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/26515
- Identifier
- vital:65519
- Description
- This study investigates teachers‘ experiences on English as the language of learning and teaching of isiXhosa learners. It critically examines the teachers‘ practices and experiences towards English as the sole language of learning and teaching LOLT at two different primary schools in Ncerha in the East London District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue isiXhosa in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method as they code-switch to their home language when teaching content subjects as well as English but learners are expected to answer the test and examination questions in English Maphalala 1988.Theoretically, this study is underpinned by the constructivist view of language learning Gaserfeld 2003 and English as an international language Sivasubramaniam, 2011. On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam 2011 p53 views language as a creative instrument of meaning which has the power to create meaning anew and afresh‘ each time that someone uses it. The study makes use of the qualitative research method with a case study design. The data collected was analysed within the framework of discourse analysis.The findings of this study suggest some instrumental motivations for the use of English as LOLT. Some of these motivations are studying abroad, business with foreign investors Abongdia, 2009 and integrative motivations as the learner might be able to communicate with people from different countries Lambert and Gardner, 1972 Baker 2006 and Abongdia 2009.
- Description
- Thesis (MEd) -- Faculty of Education, 2015
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (133 leaves)
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | Final Tantaswa 2015.pdf | 1019 KB | Adobe Acrobat PDF | View Details |