Grade 12 literary writing: Perceptions and practices of educators and learners in an English Home Language classroom
- Authors: Krause, Sade
- Date: 2024-04
- Subjects: Creative writing -- Study and teaching , Language and languages -- Study and teaching -- South Africa -- Port Elizabeth , English language -- Study and teaching -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/63122 , vital:73188
- Description: This study sought to understand perceptions and practices of the literary writing abilities of educators1 and learners of Grade 12 at a high school in Gqeberha, Eastern Cape. Evidence reveals these abilities to be poor. Interviews with educators in the English Home Language Department at the selected school aimed to gain insight into their approaches to teaching literary writing as well as their comprehension and methods of implementation of the Curriculum Assessment Policy Statement’s guidelines for the teaching of the literary essay. Focus group discussions were held with the predominantly isiXhosa or Afrikaans-speaking learners to gauge whether their identities as isiXhosa and Afrikaans speakers in the English Home Language classroom affect their perceptions of the literary texts they have to read and write about. Lastly, an analysis of the learners’ literary essays provided a window into the translation of writing techniques taught and learned. The study found that literary essay writing and literature study lessons contributed to the alienation learners experienced. Learners’ varying learning styles are not prioritised for literature study and literary essay writing. The educators’ selected approach is partly due to the overloaded curriculum which does not equip teachers with the information and skills to execute lessons which lead to effective acquisition of literary writing skills. The CAPS’s flawed premises of the nature of language and lack of support of educators’ teaching of the literary essay perpetuates the subjugation of learners. A framework is suggested to create access to academic writing skills for the learners. , Thesis (MA) -- Faculty of Humanities, Language, Media and Communication, 2024
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- Date Issued: 2024-04
- Authors: Krause, Sade
- Date: 2024-04
- Subjects: Creative writing -- Study and teaching , Language and languages -- Study and teaching -- South Africa -- Port Elizabeth , English language -- Study and teaching -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/63122 , vital:73188
- Description: This study sought to understand perceptions and practices of the literary writing abilities of educators1 and learners of Grade 12 at a high school in Gqeberha, Eastern Cape. Evidence reveals these abilities to be poor. Interviews with educators in the English Home Language Department at the selected school aimed to gain insight into their approaches to teaching literary writing as well as their comprehension and methods of implementation of the Curriculum Assessment Policy Statement’s guidelines for the teaching of the literary essay. Focus group discussions were held with the predominantly isiXhosa or Afrikaans-speaking learners to gauge whether their identities as isiXhosa and Afrikaans speakers in the English Home Language classroom affect their perceptions of the literary texts they have to read and write about. Lastly, an analysis of the learners’ literary essays provided a window into the translation of writing techniques taught and learned. The study found that literary essay writing and literature study lessons contributed to the alienation learners experienced. Learners’ varying learning styles are not prioritised for literature study and literary essay writing. The educators’ selected approach is partly due to the overloaded curriculum which does not equip teachers with the information and skills to execute lessons which lead to effective acquisition of literary writing skills. The CAPS’s flawed premises of the nature of language and lack of support of educators’ teaching of the literary essay perpetuates the subjugation of learners. A framework is suggested to create access to academic writing skills for the learners. , Thesis (MA) -- Faculty of Humanities, Language, Media and Communication, 2024
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- Date Issued: 2024-04
Investigating visual literacy development through advertisements: a case of Grade 7 English Language Teaching in Mount Frere District, Eastern Cape
- Authors: Mbuqe, Zolile Patrick
- Date: 2020
- Subjects: Visual literacy , English language -- Study and teaching -- Audio-visual aids , Second language acquisition -- South Africa , English language -- Study and teaching -- Activity programs , Advertising -- Study and teaching , Visual learning , English language -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/143458 , vital:38248
- Description: Although the Curriculum and Assessment Policy Statement lists visual literacy as one of the aspects of English First Additional Language in Grades 4-12, many teachers face challenges in teaching it. This study aimed to investigate visual literacy development through advertisements. Drawing on Cultural Historical Activity Theory, this qualitative intervention designed two research phases in which data was collected and analysed. The first phase, a pre-intervention, included lesson observation, analysis of documents and post-lesson semi-structured interviews. Based on Phase One findings and using advertisements as an entry point in developing visual literacy, Phase Two occurred at a change laboratory workshop and engaged eight teachers with the dynamics of meaning making and teaching. This data was analysed using elements of social semiotics and Serafini’s resource practices. The key findings are that despite low visual literacy understanding and practices, rigorous formative intervention indicated advancement in teachers’ understanding of visual literacy. In addition, through this intervention, teachers developed agency in dealing with schooling adversities such as lack of resources and knowledge hence further formative intervention research in visual literacy is recommended for both EFAL subject advisors and teachers.
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- Date Issued: 2020
- Authors: Mbuqe, Zolile Patrick
- Date: 2020
- Subjects: Visual literacy , English language -- Study and teaching -- Audio-visual aids , Second language acquisition -- South Africa , English language -- Study and teaching -- Activity programs , Advertising -- Study and teaching , Visual learning , English language -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/143458 , vital:38248
- Description: Although the Curriculum and Assessment Policy Statement lists visual literacy as one of the aspects of English First Additional Language in Grades 4-12, many teachers face challenges in teaching it. This study aimed to investigate visual literacy development through advertisements. Drawing on Cultural Historical Activity Theory, this qualitative intervention designed two research phases in which data was collected and analysed. The first phase, a pre-intervention, included lesson observation, analysis of documents and post-lesson semi-structured interviews. Based on Phase One findings and using advertisements as an entry point in developing visual literacy, Phase Two occurred at a change laboratory workshop and engaged eight teachers with the dynamics of meaning making and teaching. This data was analysed using elements of social semiotics and Serafini’s resource practices. The key findings are that despite low visual literacy understanding and practices, rigorous formative intervention indicated advancement in teachers’ understanding of visual literacy. In addition, through this intervention, teachers developed agency in dealing with schooling adversities such as lack of resources and knowledge hence further formative intervention research in visual literacy is recommended for both EFAL subject advisors and teachers.
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- Date Issued: 2020
Teaching strategies to improve the writing skills for grade and 9 learners in English first additional language: a case study of Forth High School in the Cradock Education district
- Authors: Kalipha, Zimkhitha
- Date: 2014
- Subjects: Teaching strategies -- writing skills , Writing skills -- Study and teaching -- South Africa , English language -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16215 , http://hdl.handle.net/10353/d1017297 , Teaching strategies -- writing skills , Writing skills -- Study and teaching -- South Africa , English language -- Study and teaching -- South Africa
- Description: Writing skills is are an essential requirement to lifelong learner success yet the way teachers teach and provide feedback to their learners on writing is quite challenging. This study sought to explore the teaching strategies to improve writing skills as an essential requirement for effective learning in schools for grade 8 and 9 learners in English First Additional Language. For people living in the townships and rural areas in South Africa, exposure to English is limited, because the majority of people communicate with each other in local languages. With teachers and learners residing in the townships where communication occurs mostly in isiXhosa, problems in language proficiency, in particular writing in English First Additional Language, are often encountered not only by the learners, but by educators as well. This was a case study of four high schools in the Cradock Education District. In-depth interviews were conducted with eight participants in the four schools. There were eight main findings, which are as follows: Lack of support for teachers, lack of a culture of learning amongst learners, and lack of competence in English for both learners and parents, which need to be addressed; and strategies proposed to improve writing skills are: the importance of creative writing; regular feedback and the importance of drafts.
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- Date Issued: 2014
- Authors: Kalipha, Zimkhitha
- Date: 2014
- Subjects: Teaching strategies -- writing skills , Writing skills -- Study and teaching -- South Africa , English language -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16215 , http://hdl.handle.net/10353/d1017297 , Teaching strategies -- writing skills , Writing skills -- Study and teaching -- South Africa , English language -- Study and teaching -- South Africa
- Description: Writing skills is are an essential requirement to lifelong learner success yet the way teachers teach and provide feedback to their learners on writing is quite challenging. This study sought to explore the teaching strategies to improve writing skills as an essential requirement for effective learning in schools for grade 8 and 9 learners in English First Additional Language. For people living in the townships and rural areas in South Africa, exposure to English is limited, because the majority of people communicate with each other in local languages. With teachers and learners residing in the townships where communication occurs mostly in isiXhosa, problems in language proficiency, in particular writing in English First Additional Language, are often encountered not only by the learners, but by educators as well. This was a case study of four high schools in the Cradock Education District. In-depth interviews were conducted with eight participants in the four schools. There were eight main findings, which are as follows: Lack of support for teachers, lack of a culture of learning amongst learners, and lack of competence in English for both learners and parents, which need to be addressed; and strategies proposed to improve writing skills are: the importance of creative writing; regular feedback and the importance of drafts.
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- Date Issued: 2014
Teaching pharmacology: issues of language and learning in a multilingual classroom setting
- Boschmans, Shirley-Anne Inez
- Authors: Boschmans, Shirley-Anne Inez
- Date: 2012
- Subjects: English language -- Study and teaching -- South Africa , Pharmacology -- Terminology , Multicultural education , Second language acquisition
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9562 , http://hdl.handle.net/10948/d1013398
- Description: The medium for teaching and learning in South African universities is not the mother tongue of the majority of students and this has been reported to be a barrier to achievement (Department of Education, 2002). Poor English language skills, as well as poor discipline specific vocabulary knowledge, can lead to poor study techniques with the students resorting to rote learning as they are unable to interpret the recommended texts (Gow, Kember, & Chow, 1991; Shembe, 2002). In 2005 at the NMMU a significant difference was reported between the marks achieved for the Pharmacology 2 (ZCL2) module by English first language (EFL) students and the English second language students (EAL) (Boschmans & McCartney, 2005). These finding provided motivation for this study which interrogates issues of language and learning in a multilingual Pharmacology classroom. A mixed methods approach, which employed a concurrent triangulation design with quantitative dominance, was used. Two parallel studies were undertaken. One consisted of a quasi-experimental, pre-test and post-test control group design using an intervention which consisted of the application of the didactical practice of exploratory talk with an experimental sample group during ZCL2 Supplementary Instruction sessions (SI). A second study involved a parallel data collection from the ZCL303 and ZCL401 Pharmacy students at the NMMU to investigate possible effects of academic progression. Purposive, homogenous sampling was used in selection of the samples. The mean ZCL2 mark for the experimental group (58.70±14.14 percent) of students who experienced the intervention (application of exploratory talk) was significantly higher (p = .0004) than the mark achieved by the ZCL2 comparison group (46.47±14.48). This Abstract difference was of high practical significance (Cohen‟s d = 0.85). This quantitative finding was supported by the qualitative data where the students expressed support for the discussion sessions (application of exploratory talk) held during SI sessions. There was a significant increase, with academic progression, of English reading comprehension amongst the EFL students (p = .025) but not in the EAL students and BPharm1 weighted average (p < .001) as well as SI attendance (p = .02) correlated significantly with achievement in ZCL2. The findings of this study provide insights into the teaching of Pharmacology in a multilingual classroom. The qualitative results in addition to strengthening the quantitative findings through triangulation have provided a rich, deep and detailed description of the lived experiences of Pharmacology students. The data will provide insights into students‟ experiences for Pharmacy academics and are a resource for understanding student perspectives.
- Full Text:
- Date Issued: 2012
- Authors: Boschmans, Shirley-Anne Inez
- Date: 2012
- Subjects: English language -- Study and teaching -- South Africa , Pharmacology -- Terminology , Multicultural education , Second language acquisition
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9562 , http://hdl.handle.net/10948/d1013398
- Description: The medium for teaching and learning in South African universities is not the mother tongue of the majority of students and this has been reported to be a barrier to achievement (Department of Education, 2002). Poor English language skills, as well as poor discipline specific vocabulary knowledge, can lead to poor study techniques with the students resorting to rote learning as they are unable to interpret the recommended texts (Gow, Kember, & Chow, 1991; Shembe, 2002). In 2005 at the NMMU a significant difference was reported between the marks achieved for the Pharmacology 2 (ZCL2) module by English first language (EFL) students and the English second language students (EAL) (Boschmans & McCartney, 2005). These finding provided motivation for this study which interrogates issues of language and learning in a multilingual Pharmacology classroom. A mixed methods approach, which employed a concurrent triangulation design with quantitative dominance, was used. Two parallel studies were undertaken. One consisted of a quasi-experimental, pre-test and post-test control group design using an intervention which consisted of the application of the didactical practice of exploratory talk with an experimental sample group during ZCL2 Supplementary Instruction sessions (SI). A second study involved a parallel data collection from the ZCL303 and ZCL401 Pharmacy students at the NMMU to investigate possible effects of academic progression. Purposive, homogenous sampling was used in selection of the samples. The mean ZCL2 mark for the experimental group (58.70±14.14 percent) of students who experienced the intervention (application of exploratory talk) was significantly higher (p = .0004) than the mark achieved by the ZCL2 comparison group (46.47±14.48). This Abstract difference was of high practical significance (Cohen‟s d = 0.85). This quantitative finding was supported by the qualitative data where the students expressed support for the discussion sessions (application of exploratory talk) held during SI sessions. There was a significant increase, with academic progression, of English reading comprehension amongst the EFL students (p = .025) but not in the EAL students and BPharm1 weighted average (p < .001) as well as SI attendance (p = .02) correlated significantly with achievement in ZCL2. The findings of this study provide insights into the teaching of Pharmacology in a multilingual classroom. The qualitative results in addition to strengthening the quantitative findings through triangulation have provided a rich, deep and detailed description of the lived experiences of Pharmacology students. The data will provide insights into students‟ experiences for Pharmacy academics and are a resource for understanding student perspectives.
- Full Text:
- Date Issued: 2012
English in Africa 2000 : towards a new millennium : inaugural lecture delivered at Rhodes University
- Authors: Walters, Paul S
- Date: 1988
- Subjects: Molteno Project , English language -- Study and teaching -- South Africa , English language -- Usage -- South Africa
- Language: English
- Type: Text
- Identifier: vital:678 , http://hdl.handle.net/10962/d1020747 , ISBN 0868101680
- Description: Inaugural lecture delivered at Rhodes University , Rhodes University Libraries (Digitisation)
- Full Text:
- Date Issued: 1988
English in Africa 2000 : towards a new millennium : inaugural lecture delivered at Rhodes University
- Authors: Walters, Paul S
- Date: 1988
- Subjects: Molteno Project , English language -- Study and teaching -- South Africa , English language -- Usage -- South Africa
- Language: English
- Type: Text
- Identifier: vital:678 , http://hdl.handle.net/10962/d1020747 , ISBN 0868101680
- Description: Inaugural lecture delivered at Rhodes University , Rhodes University Libraries (Digitisation)
- Full Text:
- Date Issued: 1988
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