Teaching Mandarin in schools is another slap in the face for African languages
- Kaschula, Russell H, Nosilela, Bulelwa, Heugh, Kathleen, Hendricks, Monica, Maseko, Pamela
- Authors: Kaschula, Russell H , Nosilela, Bulelwa , Heugh, Kathleen , Hendricks, Monica , Maseko, Pamela
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67042 , vital:29023 , https://theconversation.com/teaching-mandarin-in-schools-is-another-slap-in-the-face-for-african-languages-48505
- Description: publisher version , It’s said that behind every powerful language is an army and money. Consider the case of English. In South Africa, as in its other colonies, the British arrived with the Bible in one hand and the breech-loader in the other. Behind them was the English language, military might and money. British missionaries wanted to convert Africa’s indigenous “heathens” to Christianity; to clone little English people on the continent through the medium of English. Next came the Afrikaners, descended from the Dutch. Their slaves created a “kitchen” language out of Dutch and called it Afrikaans. White Afrikaners appropriated it as their own and it became the language of apartheid. One of the tipping points of white rule was the 1976 Soweto uprising – a furious, powerful response to the news that Afrikaans would become a compulsory medium of instruction. Now there is a new potential coloniser on South Africa’s linguistic block. From 2016, Mandarin will be taught in the country’s schools as a Second Additional Language. This new government policy will see African languages bumped even further down the educational pecking order.
- Full Text: false
- Date Issued: 2015
- Authors: Kaschula, Russell H , Nosilela, Bulelwa , Heugh, Kathleen , Hendricks, Monica , Maseko, Pamela
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67042 , vital:29023 , https://theconversation.com/teaching-mandarin-in-schools-is-another-slap-in-the-face-for-african-languages-48505
- Description: publisher version , It’s said that behind every powerful language is an army and money. Consider the case of English. In South Africa, as in its other colonies, the British arrived with the Bible in one hand and the breech-loader in the other. Behind them was the English language, military might and money. British missionaries wanted to convert Africa’s indigenous “heathens” to Christianity; to clone little English people on the continent through the medium of English. Next came the Afrikaners, descended from the Dutch. Their slaves created a “kitchen” language out of Dutch and called it Afrikaans. White Afrikaners appropriated it as their own and it became the language of apartheid. One of the tipping points of white rule was the 1976 Soweto uprising – a furious, powerful response to the news that Afrikaans would become a compulsory medium of instruction. Now there is a new potential coloniser on South Africa’s linguistic block. From 2016, Mandarin will be taught in the country’s schools as a Second Additional Language. This new government policy will see African languages bumped even further down the educational pecking order.
- Full Text: false
- Date Issued: 2015
Grade-appropriate literacy and South African grade seven learners' classroom writing in English
- Authors: Hendricks, Monica
- Date: 2009
- Language: English
- Type: text , article
- Identifier: vital:7019 , http://hdl.handle.net/10962/d1007173 , https://doi.org/10.1080/03004430600989593
- Description: preprint , This paper reports on the writing of grade 7 learners in English as an additional language at four differently-resourced schools in the Eastern Cape Province, South Africa. Because grade 7 is the start of the senior phase of schooling, it is vital that learners achieve grade-level competence in the language used as medium of instruction. Learning outcome five which states that ‘the learner will be able to use language to think and reason, as well as access, process and use information for learning’ (Department of Education 2002) is particularly relevant. The primary research question asked what the writing practices in grade 7 additional languages were, and how these contribute to the development of learners’ writing. The findings were that literacy practices at all four schools privilege grammar exercises and personal, expressive writing. In terms of Cummins’s (1984) constructs of BICS (Basic Interpersonal Communicative Skill) and CALP (Cognitive Academic Language Proficiency), learners’ written competencies are mainly conversational (BICS). The personal expressive texts which predominate in learners’ writing have done little to develop a formal, impersonal academic register (CALP). Learners need to become familiar with the more abstract impersonal factual genres associated with disciplinary-based knowledge.
- Full Text:
- Date Issued: 2009
- Authors: Hendricks, Monica
- Date: 2009
- Language: English
- Type: text , article
- Identifier: vital:7019 , http://hdl.handle.net/10962/d1007173 , https://doi.org/10.1080/03004430600989593
- Description: preprint , This paper reports on the writing of grade 7 learners in English as an additional language at four differently-resourced schools in the Eastern Cape Province, South Africa. Because grade 7 is the start of the senior phase of schooling, it is vital that learners achieve grade-level competence in the language used as medium of instruction. Learning outcome five which states that ‘the learner will be able to use language to think and reason, as well as access, process and use information for learning’ (Department of Education 2002) is particularly relevant. The primary research question asked what the writing practices in grade 7 additional languages were, and how these contribute to the development of learners’ writing. The findings were that literacy practices at all four schools privilege grammar exercises and personal, expressive writing. In terms of Cummins’s (1984) constructs of BICS (Basic Interpersonal Communicative Skill) and CALP (Cognitive Academic Language Proficiency), learners’ written competencies are mainly conversational (BICS). The personal expressive texts which predominate in learners’ writing have done little to develop a formal, impersonal academic register (CALP). Learners need to become familiar with the more abstract impersonal factual genres associated with disciplinary-based knowledge.
- Full Text:
- Date Issued: 2009
'Capitalising on the dullness of the data': A linguistic analysis of a Grade 7 learner's writing
- Authors: Hendricks, Monica
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/469425 , vital:77241 , https://doi.org/10.2989/SALALS.2008.26.1.3.418
- Description: The paper discusses the conceptions of language and literacy underpinning writing in current curriculum policy and analyses how the policy is instantiated in the writing of a Grade 7 learner across Afrikaans, English and isiXhosa at a well-resourced school with diverse multilingual learners and well-qualified teachers. This setting was selected in order to examine how language curriculum policy is realised in favourable circumstances. One finding was that literacy practices at the school, in all three languages, privilege grammar exercises and personal, expressive writing. In terms of Cummins's (1984) constructs of Basic Interpersonal Communicative Skill (BICS) and Cognitive Academic Language Proficiency (CALP), learners' written competencies in all three languages (most strongly in isiXhosa) are conversational (BICS). The personal expressive texts which predominate in learners' writing have done little to develop a formal, impersonal academic register (CALP). Yet learners need to become familiar with the more abstract impersonal factual genres associated with disciplinary-based knowledge, as Grade 7 is the start of the senior phase of schooling. It is vital that learners achieve grade-level competence in national learning outcome five which states that 'the learner will be able to use language to think and reason, as well as access, process and use information for learning' (DoE 2002).
- Full Text:
- Date Issued: 2008
- Authors: Hendricks, Monica
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/469425 , vital:77241 , https://doi.org/10.2989/SALALS.2008.26.1.3.418
- Description: The paper discusses the conceptions of language and literacy underpinning writing in current curriculum policy and analyses how the policy is instantiated in the writing of a Grade 7 learner across Afrikaans, English and isiXhosa at a well-resourced school with diverse multilingual learners and well-qualified teachers. This setting was selected in order to examine how language curriculum policy is realised in favourable circumstances. One finding was that literacy practices at the school, in all three languages, privilege grammar exercises and personal, expressive writing. In terms of Cummins's (1984) constructs of Basic Interpersonal Communicative Skill (BICS) and Cognitive Academic Language Proficiency (CALP), learners' written competencies in all three languages (most strongly in isiXhosa) are conversational (BICS). The personal expressive texts which predominate in learners' writing have done little to develop a formal, impersonal academic register (CALP). Yet learners need to become familiar with the more abstract impersonal factual genres associated with disciplinary-based knowledge, as Grade 7 is the start of the senior phase of schooling. It is vital that learners achieve grade-level competence in national learning outcome five which states that 'the learner will be able to use language to think and reason, as well as access, process and use information for learning' (DoE 2002).
- Full Text:
- Date Issued: 2008
Access to educational resources: illustrative examples from rural schools in the Eastern Cape Province
- Authors: Hendricks, Monica
- Date: 2008
- Language: English
- Type: Book chapter
- Identifier: vital:7020 , http://hdl.handle.net/10962/d1007200
- Description: [Introduction] This chapter looks at the causes and effects of the widely varying degree of access to material resources across schools in the Eastern Cape. Starting with a broad overview of schools and classroom resources across the whole province, I go on to examine the Grahamstown education district. I discuss the inequalities in resource provision between groupings of schools in the district: comparing independent and state schools, and also examining disparities across schools in different localities within the government sector. The role of parents in providing resources for their children’s schooling is also discussed, as are the relationships among the various participants in education, such as non-governmental organisations, officials of the Department of Education, and teachers.
- Full Text:
- Date Issued: 2008
- Authors: Hendricks, Monica
- Date: 2008
- Language: English
- Type: Book chapter
- Identifier: vital:7020 , http://hdl.handle.net/10962/d1007200
- Description: [Introduction] This chapter looks at the causes and effects of the widely varying degree of access to material resources across schools in the Eastern Cape. Starting with a broad overview of schools and classroom resources across the whole province, I go on to examine the Grahamstown education district. I discuss the inequalities in resource provision between groupings of schools in the district: comparing independent and state schools, and also examining disparities across schools in different localities within the government sector. The role of parents in providing resources for their children’s schooling is also discussed, as are the relationships among the various participants in education, such as non-governmental organisations, officials of the Department of Education, and teachers.
- Full Text:
- Date Issued: 2008
Classroom talk: there are more questions than answers.
- Authors: Hendricks, Monica
- Date: 2003
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/469437 , vital:77242 , https://doi.org/10.2989/16073610309486326
- Description: Congruence between new language in education policies and broader curriculum policy is crucial if educational and language acquisition plans are to be realised, and wider social aims of access and equity are to be met. This study addresses the alignment between the language policy choice of Vuka primary school, and the classroom practices of an English and a Science teacher. My research interests were (i) to analyse classroom talk with respect to teachers' questions providing comprehensible input (Krashen, 1982) and learners' responses constituting comprehensible output (Swain, 1985); (ii) to establish whether there was congruence between national language in education policy (LiEP) and curriculum policy, on the one hand, and local school-level language policy and practices, on the other. My findings provide empirical evidence of alignment between the language policy of Vuka primary and the classroom language practices of an English and a Science teacher in Grades 5, 6 and 7.
- Full Text:
- Date Issued: 2003
- Authors: Hendricks, Monica
- Date: 2003
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/469437 , vital:77242 , https://doi.org/10.2989/16073610309486326
- Description: Congruence between new language in education policies and broader curriculum policy is crucial if educational and language acquisition plans are to be realised, and wider social aims of access and equity are to be met. This study addresses the alignment between the language policy choice of Vuka primary school, and the classroom practices of an English and a Science teacher. My research interests were (i) to analyse classroom talk with respect to teachers' questions providing comprehensible input (Krashen, 1982) and learners' responses constituting comprehensible output (Swain, 1985); (ii) to establish whether there was congruence between national language in education policy (LiEP) and curriculum policy, on the one hand, and local school-level language policy and practices, on the other. My findings provide empirical evidence of alignment between the language policy of Vuka primary and the classroom language practices of an English and a Science teacher in Grades 5, 6 and 7.
- Full Text:
- Date Issued: 2003
Assessing alternative assessment: students' experiences of the different forms of assessment in a Bachelor of Education course
- Authors: Hendricks, Monica
- Date: 2000
- Subjects: Education, Higher -- South Africa -- Evaluation Educational tests and measurements -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1424 , http://hdl.handle.net/10962/d1003305
- Description: In this study I examine the current alternative forms of assessment that were employed in the foundation year of the Bachelor of Education course at Rhodes University in 1998. Since assessment is concerned with ascertaining the amount, and kind, of learning that has taken place, it links learning and teaching. As my role in the course was academic development, I was interested in the nature ofthe development that the course promoted, for lecturers and students. My main intention was to gain insight into students' experiences of the assessment practices. To this end I selected six students, photocopied all their academic writing for the year and interviewed them. In addition, to provide a holistic picture of assessment and marking, I interviewed the six lecturers who team-taught the course. The data thus included the course assignments of the six students and an interview with each student as well as with the course lecturers. The findings show that though policy documents advocate alternative forms of assessment, implementing such assessment is a complex matter for both teachers and students.
- Full Text:
- Date Issued: 2000
- Authors: Hendricks, Monica
- Date: 2000
- Subjects: Education, Higher -- South Africa -- Evaluation Educational tests and measurements -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1424 , http://hdl.handle.net/10962/d1003305
- Description: In this study I examine the current alternative forms of assessment that were employed in the foundation year of the Bachelor of Education course at Rhodes University in 1998. Since assessment is concerned with ascertaining the amount, and kind, of learning that has taken place, it links learning and teaching. As my role in the course was academic development, I was interested in the nature ofthe development that the course promoted, for lecturers and students. My main intention was to gain insight into students' experiences of the assessment practices. To this end I selected six students, photocopied all their academic writing for the year and interviewed them. In addition, to provide a holistic picture of assessment and marking, I interviewed the six lecturers who team-taught the course. The data thus included the course assignments of the six students and an interview with each student as well as with the course lecturers. The findings show that though policy documents advocate alternative forms of assessment, implementing such assessment is a complex matter for both teachers and students.
- Full Text:
- Date Issued: 2000
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