English additional language student teachers’ development of oral strategic competence and confidence
- Authors: Meyers, Rozanne Elanore
- Date: 2022-04-08
- Subjects: Student teaching South Africa , Communicative competence South Africa , Oral communication , Native language and education , Language arts , Verbal ability , Multilingual education
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/263613 , vital:53643
- Description: This case study sought to understand how oral strategic and discourse competence and confidence developed in student teachers using English, their additional language, firstly as a tool of learning and secondly, as a medium of instruction in education environments. Within the broad qualitative approach an interpretive framework was adopted using multiple data collection tools. This was in order to privilege detailed accounts of participants’ experiences. Namely, unstructured interviews, drawings, observational checklists, and selfassessment questionnaires. Participants’ oral strategic and discourse competence were assessed using an observation checklist as they presented micro-teaching lessons. Additionally, participants completed a self-assessment questionnaire, reflecting on their oral competence after conducting their micro-teaching lessons. These perceptions were confirmed through a discussion of drawings that illustrated how they perceived themselves during lectures when they had to use English during oral interaction with lecturers and fellow students. Finally, unstructured interviews were conducted after participants completed their micro-teaching lessons and after participants had completed their drawings. The raw data from the four tools were analysed using a thematic approach. Main themes and categories were analysed and discussed to provide answers to the research questions. Data correlated the attitude of participants towards English and their level of oral confidence and competence. The main findings were that students were motivated to develop their oral English competence because they believed it was an important skill for teachers to possess. This motivation also proved to be a leading factor in participants’ competence despite the negative emotions they identified during spoken exchanges. Furthermore, the analysis found that collaborating with fellow students in making meaning of oral communication during lectures, increased students’ oral competence and their confidence because they were communicating in smaller groups. However, in certain situations, collaborating with students also decreased their confidence. Findings indicated that reciprocal facial expressions and the body language of those who engaged orally with the student teachers, increased their oral confidence as it served as an indication to them that they were understood. Based on these findings, recommendations are made regarding interactions during lectures for teacher training programmes in Higher Education in South Africa, for lecturers and lecturing practices, and curriculum designers in the South African Department of Education. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Meyers, Rozanne Elanore
- Date: 2022-04-08
- Subjects: Student teaching South Africa , Communicative competence South Africa , Oral communication , Native language and education , Language arts , Verbal ability , Multilingual education
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/263613 , vital:53643
- Description: This case study sought to understand how oral strategic and discourse competence and confidence developed in student teachers using English, their additional language, firstly as a tool of learning and secondly, as a medium of instruction in education environments. Within the broad qualitative approach an interpretive framework was adopted using multiple data collection tools. This was in order to privilege detailed accounts of participants’ experiences. Namely, unstructured interviews, drawings, observational checklists, and selfassessment questionnaires. Participants’ oral strategic and discourse competence were assessed using an observation checklist as they presented micro-teaching lessons. Additionally, participants completed a self-assessment questionnaire, reflecting on their oral competence after conducting their micro-teaching lessons. These perceptions were confirmed through a discussion of drawings that illustrated how they perceived themselves during lectures when they had to use English during oral interaction with lecturers and fellow students. Finally, unstructured interviews were conducted after participants completed their micro-teaching lessons and after participants had completed their drawings. The raw data from the four tools were analysed using a thematic approach. Main themes and categories were analysed and discussed to provide answers to the research questions. Data correlated the attitude of participants towards English and their level of oral confidence and competence. The main findings were that students were motivated to develop their oral English competence because they believed it was an important skill for teachers to possess. This motivation also proved to be a leading factor in participants’ competence despite the negative emotions they identified during spoken exchanges. Furthermore, the analysis found that collaborating with fellow students in making meaning of oral communication during lectures, increased students’ oral competence and their confidence because they were communicating in smaller groups. However, in certain situations, collaborating with students also decreased their confidence. Findings indicated that reciprocal facial expressions and the body language of those who engaged orally with the student teachers, increased their oral confidence as it served as an indication to them that they were understood. Based on these findings, recommendations are made regarding interactions during lectures for teacher training programmes in Higher Education in South Africa, for lecturers and lecturing practices, and curriculum designers in the South African Department of Education. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
Bilingual teaching practices in South African higher education : making a case for terminology planning
- Authors: Mawonga, Sisonke
- Date: 2015
- Subjects: Language and education -- South Africa , Native language and education , Language policy -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3653 , http://hdl.handle.net/10962/d1017894
- Description: When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to diversity within these institutions. Even though this was the case, there were no changes in the system prevalent during apartheid. English, for example, continued to be the language of learning and teaching (LoLT) while the numbers of students who speak languages other than English (LOTE) as home languages was also increasing. The Constitution of South Africa (Section 6, Act 108 of 1996) acknowledges the previous marginalization of indigenous languages in the country and encourages the development and use of these languages as official languages. The right of access to educational institutions, and accessing education in one‟s language, if that language is one of the official languages, is also encouraged by the Constitution. There are other supporting legislative documents such as the Languages Bill (2011), the Higher Education Act (1997) and the national Language Policy for Higher Education (LPHE) (2002) that support multilingualism, the equal promotion of the official languages as well as use of multiple languages in higher education institutions (HEIs) to support learning. The above mentioned policies and legislations may exist to ensure equality and equity, and even though HEIs have become heterogonous, that does not guarantee that the students enrolled in these institutions have equal access to knowledge offered by the HEIs in SA. This research uses the theories of languages and conceptualization; language and learning as well as language planning to show that the students‟ first languages in learning can assist to facilitate cognition. Terminology development, as part of corpus planning which is the body of language planning is introduced in this study in the form of bilingual glossaries as an intervention especially for students‟ whose mother tongue is not English as language used for learning at university for different disciplines tend to be abstract. The data for this research was collected from the 2014 first year students registered in the Extended Studies Unit (ESU) in the Humanities Faculty at Rhodes University. Research methods such as questionnaires, participant observations, interviews as well as content analysis were used to collect the data. These methods were used to look at the students‟ use and perceptions of bilingual glossaries as additional resource materials which can assist them in learning. A Political Philosophy I module offered by the Political Science department was used for this research. This thesis presents a model which can be used for the development of bilingual glossaries in order to facilitate learning. The thesis recommends the use of corpus extraction tools such as WordSmith Tools (WST) that can be used to generate and extract terms and illustrates the use of this tool by extracting terms from an English Political Philosophy textbook. These terms are defined and these are then translated into isiXhosa to provide a sample of the bilingual glossary. This glossary has been designed to illustrate how the bi/multilingual glossaries with terms and definitions can be developed in order for use by students to facilitate learning them. The study also presents a terminology list which consists of Political Philosophy terms that have been generated during the corpus extraction process. It is recommended that further research looks into the development of bi/multilingual glossaries using the suggested model so that the students who are speakers of LOTE can also be able to understand abstract terms which are used at university
- Full Text:
- Date Issued: 2015
- Authors: Mawonga, Sisonke
- Date: 2015
- Subjects: Language and education -- South Africa , Native language and education , Language policy -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3653 , http://hdl.handle.net/10962/d1017894
- Description: When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to diversity within these institutions. Even though this was the case, there were no changes in the system prevalent during apartheid. English, for example, continued to be the language of learning and teaching (LoLT) while the numbers of students who speak languages other than English (LOTE) as home languages was also increasing. The Constitution of South Africa (Section 6, Act 108 of 1996) acknowledges the previous marginalization of indigenous languages in the country and encourages the development and use of these languages as official languages. The right of access to educational institutions, and accessing education in one‟s language, if that language is one of the official languages, is also encouraged by the Constitution. There are other supporting legislative documents such as the Languages Bill (2011), the Higher Education Act (1997) and the national Language Policy for Higher Education (LPHE) (2002) that support multilingualism, the equal promotion of the official languages as well as use of multiple languages in higher education institutions (HEIs) to support learning. The above mentioned policies and legislations may exist to ensure equality and equity, and even though HEIs have become heterogonous, that does not guarantee that the students enrolled in these institutions have equal access to knowledge offered by the HEIs in SA. This research uses the theories of languages and conceptualization; language and learning as well as language planning to show that the students‟ first languages in learning can assist to facilitate cognition. Terminology development, as part of corpus planning which is the body of language planning is introduced in this study in the form of bilingual glossaries as an intervention especially for students‟ whose mother tongue is not English as language used for learning at university for different disciplines tend to be abstract. The data for this research was collected from the 2014 first year students registered in the Extended Studies Unit (ESU) in the Humanities Faculty at Rhodes University. Research methods such as questionnaires, participant observations, interviews as well as content analysis were used to collect the data. These methods were used to look at the students‟ use and perceptions of bilingual glossaries as additional resource materials which can assist them in learning. A Political Philosophy I module offered by the Political Science department was used for this research. This thesis presents a model which can be used for the development of bilingual glossaries in order to facilitate learning. The thesis recommends the use of corpus extraction tools such as WordSmith Tools (WST) that can be used to generate and extract terms and illustrates the use of this tool by extracting terms from an English Political Philosophy textbook. These terms are defined and these are then translated into isiXhosa to provide a sample of the bilingual glossary. This glossary has been designed to illustrate how the bi/multilingual glossaries with terms and definitions can be developed in order for use by students to facilitate learning them. The study also presents a terminology list which consists of Political Philosophy terms that have been generated during the corpus extraction process. It is recommended that further research looks into the development of bi/multilingual glossaries using the suggested model so that the students who are speakers of LOTE can also be able to understand abstract terms which are used at university
- Full Text:
- Date Issued: 2015
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
- Authors: Maqam, Eslinah Zodwa
- Date: 2015
- Subjects: Language and teaching -- South Africa -- Eastern Cape -- Bizana , Native language and education , Language policy -- South Africa -- Eastern Cape -- Bizana
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3652 , http://hdl.handle.net/10962/d1017893
- Description: This study investigates the experiences of isiMpondo speakers in learning standard language through the formal education system. The sociolinguistic factors such as attitudes, language policies and language use in multilingual societies are taken into considerations. The children of non-standard language speakers such as those who speak dialects like isiMpondo have to use another language in their early years in the school system. It is articulated that the isiMpondo that the child brings to the school from the environment is not accommodated simply because it is a non-standard language; whereas the language that is used in the classroom situation is the isiXhosa variety which is a standard one. The research findings show that isiMpondo impacts on learner’s education directly because they lose marks during the course of the year and during examination times if they use it. The study concludes with a recommendation that educators should honour the seven roles of educators by appropriate norms and standards. Some approaches to teaching have been suggested to be used by teachers with regard to inclusivity, as it recognises diversity, and values the following: the uniqueness of the individuals, the experiences, abilities, cultural and language backgrounds of each individual. All in all it seeks to meet the needs of the individual learner by creating a non-discriminatory teaching and learning environment.
- Full Text:
- Date Issued: 2015
- Authors: Maqam, Eslinah Zodwa
- Date: 2015
- Subjects: Language and teaching -- South Africa -- Eastern Cape -- Bizana , Native language and education , Language policy -- South Africa -- Eastern Cape -- Bizana
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3652 , http://hdl.handle.net/10962/d1017893
- Description: This study investigates the experiences of isiMpondo speakers in learning standard language through the formal education system. The sociolinguistic factors such as attitudes, language policies and language use in multilingual societies are taken into considerations. The children of non-standard language speakers such as those who speak dialects like isiMpondo have to use another language in their early years in the school system. It is articulated that the isiMpondo that the child brings to the school from the environment is not accommodated simply because it is a non-standard language; whereas the language that is used in the classroom situation is the isiXhosa variety which is a standard one. The research findings show that isiMpondo impacts on learner’s education directly because they lose marks during the course of the year and during examination times if they use it. The study concludes with a recommendation that educators should honour the seven roles of educators by appropriate norms and standards. Some approaches to teaching have been suggested to be used by teachers with regard to inclusivity, as it recognises diversity, and values the following: the uniqueness of the individuals, the experiences, abilities, cultural and language backgrounds of each individual. All in all it seeks to meet the needs of the individual learner by creating a non-discriminatory teaching and learning environment.
- Full Text:
- Date Issued: 2015
A comparative study of L1 and EFL reading abilities amongst junior primary students using different reading schemes in black schools
- Authors: Duncan, Kenneth Foster
- Date: 1995
- Subjects: Black people -- Education (Primary) -- South Africa , English language -- Study and teaching (Primary) -- Foreign speakers -- South Africa , Native language and education , Reading (Primary) -- South Africa , Molteno Project
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2346 , http://hdl.handle.net/10962/d1002628 , Black people -- Education (Primary) -- South Africa , English language -- Study and teaching (Primary) -- Foreign speakers -- South Africa , Native language and education , Reading (Primary) -- South Africa , Molteno Project
- Description: This thesis examines the development of children's reading skills, in both the mother tongue and English as a foreign language, during their first four years of school. It is an attempt to enter the reading world of very young learners in underdeveloped, mainly rural communities in search of practical insights into the teaching of reading in the junior primary classroom. The research focuses specifically on two approaches to reading instruction. The first is the approach traditionally used in black South African schools, characterised by teacher-centredness and rote-recall techniques. The second is a more progressive and communicative approach encapsulated in the language courses of the Molteno Project. Both approaches, and their theoretical underpinnings, are described in some detail. The context of language-in-education policy in South Africa is also reviewed. The research then tests the hypothesis that a communicative approach to reading pedagogy produces measurably better results in pupils than more traditional methods. The research explores the use of quantitative methods of evaluation, giving justification for their use, and examines the practicability of standardised EFL tests at junior primary level. Existing tests are evaluated and found wanting. The process of developing and administering original hybrid-communicative tests is described. The results of these, which were administered over four years to a total of some 6 000 pupils across the first four years of school, are assessed. Implications for testers, teachers, educational administrators and educational NGOs are extrapolated.
- Full Text:
- Date Issued: 1995
- Authors: Duncan, Kenneth Foster
- Date: 1995
- Subjects: Black people -- Education (Primary) -- South Africa , English language -- Study and teaching (Primary) -- Foreign speakers -- South Africa , Native language and education , Reading (Primary) -- South Africa , Molteno Project
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2346 , http://hdl.handle.net/10962/d1002628 , Black people -- Education (Primary) -- South Africa , English language -- Study and teaching (Primary) -- Foreign speakers -- South Africa , Native language and education , Reading (Primary) -- South Africa , Molteno Project
- Description: This thesis examines the development of children's reading skills, in both the mother tongue and English as a foreign language, during their first four years of school. It is an attempt to enter the reading world of very young learners in underdeveloped, mainly rural communities in search of practical insights into the teaching of reading in the junior primary classroom. The research focuses specifically on two approaches to reading instruction. The first is the approach traditionally used in black South African schools, characterised by teacher-centredness and rote-recall techniques. The second is a more progressive and communicative approach encapsulated in the language courses of the Molteno Project. Both approaches, and their theoretical underpinnings, are described in some detail. The context of language-in-education policy in South Africa is also reviewed. The research then tests the hypothesis that a communicative approach to reading pedagogy produces measurably better results in pupils than more traditional methods. The research explores the use of quantitative methods of evaluation, giving justification for their use, and examines the practicability of standardised EFL tests at junior primary level. Existing tests are evaluated and found wanting. The process of developing and administering original hybrid-communicative tests is described. The results of these, which were administered over four years to a total of some 6 000 pupils across the first four years of school, are assessed. Implications for testers, teachers, educational administrators and educational NGOs are extrapolated.
- Full Text:
- Date Issued: 1995
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