Per Linguam-A Journal of Language Learning最新文献_第8页

Educators' perceptions of the Foundation Phase English Home Language Curriculum and Assessment Policy Statement 教育工作者对基础阶段英语家庭语言课程和评估政策声明的看法

Per Linguam-A Journal of Language Learning Pub Date : 2018-08-01 DOI: 10.5785/34-1-767

Radhamoney Govender, A. Hugo

{"title":"Educators' perceptions of the Foundation Phase English Home Language Curriculum and Assessment Policy Statement","authors":"Radhamoney Govender, A. Hugo","doi":"10.5785/34-1-767","DOIUrl":"https://doi.org/10.5785/34-1-767","url":null,"abstract":"Numerous transitions in South Africa’s basic education curriculum development have been criticised for failing to meet stakeholders’ expectations. Questions have arisen as to whether the latest Curriculum and Assessment Policy Statement (CAPS) is functioning effectively in Foundation Phase classrooms and whether it will improve the quality of education and transform the country’s schools. For an in-depth understanding of educators’ perceptions of the Foundation Phase English Home Language CAPS document and workbook, 13 educators from five English-medium primary schools in Port Shepstone, KwaZulu-Natal, were interviewed. They criticised the structure of the phonics and the highly pressurised programme. In particular, they advocated the return to a more systematic method of teaching phonics and a reduction in the number of assessments demanded. Another issue highlighted by the educators is the over-rigorous pace and rigid structure of the Foundation Phase English Home Language CAPS document, especially for the first two terms of Grade 1. The added value of this study is its bringing on board, for the first time, the views of experienced educators directly involved in the hands-on implementation of the English Home Language CAPS.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"264 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86347726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Linguistic and cultural cognitive relevance of televised narratives to the Ndebele child in Bulawayo 电视叙事对布拉瓦约恩德贝莱儿童的语言和文化认知相关性

Per Linguam-A Journal of Language Learning Pub Date : 2017-12-06 DOI: 10.5785/33-2-683

Raphael Nhongo

{"title":"Linguistic and cultural cognitive relevance of televised narratives to the Ndebele child in Bulawayo","authors":"Raphael Nhongo","doi":"10.5785/33-2-683","DOIUrl":"https://doi.org/10.5785/33-2-683","url":null,"abstract":"This paper focuses on narratives that are transmitted through South African Broadcasting Commission (SABC) television to the people of Zimbabwe, particularly children with Ndebele as their first language. Today, mainly in towns and cities, children no longer listen to folktales from grandmothers at home as the television has taken over that role. Because the Ndebele and Zulu languages are similar through being Nguni languages, most Ndebele people have resorted to SABC television as the Zimbabwe Broadcasting Corporation offers more programmes in Shona than in Ndebele. This paper traces the relevance of Zulu, which is the language used in the transmission and the Zulu culture which is contained within children’s tales, particularly in YoTV Land, to the cognitive development of a child whose first language is Ndebele. Forty children were selected from two primary schools in Bulawayo as research participants to investigate how they are linguistically and culturally influenced by South African television. The paper ends by showing how narratives are influential in the cognitive development of a child and how the cognitive growth of a child who is exposed to two similar but different cultures and languages may be affected. The major effect is that those children who are below the age of nine years may not get the message being conveyed in the narrative since they have not been adequately exposed to linguistic and cultural variation and diversity.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"62 1","pages":"51-62"},"PeriodicalIF":0.0,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87704348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

How isiZulu speakers use cohesion in their academic writing in English 伊苏鲁语使用者在英语学术写作中如何使用衔接

Per Linguam-A Journal of Language Learning Pub Date : 2017-12-06 DOI: 10.5785/33-2-700

A. Drummond

引用次数: 0

Learning from the best: reading literacy development practices at a high-performing primary school 向最好的学习:一所优秀小学的阅读能力发展实践

Per Linguam-A Journal of Language Learning Pub Date : 2017-12-06 DOI: 10.5785/33-2-740

L. Zimmerman

{"title":"Learning from the best: reading literacy development practices at a high-performing primary school","authors":"L. Zimmerman","doi":"10.5785/33-2-740","DOIUrl":"https://doi.org/10.5785/33-2-740","url":null,"abstract":"While it is of utmost importance to scrutinise reading literacy development practices at South African schools where learners are failing to progress in their reading development in the primary school years, it is also beneficial to explore the practices and processes in schools where learners successfully develop reading literacy in depth. In this paper, the processes and practices for reading literacy development in a school with a high Grade 4 class average performance from the Progress in International Reading Literacy Study (PIRLS) 2006 are explored in detail. The school had the highest Grade 4 class average performance of six purposively selected case study schools with varying contexts and performance levels aligned to achievement benchmarks from the PIRLS 2006. Data were collected from multiple sources for this case study as part of a larger mixed methods study. In this article, however, only interviews with teachers and the Foundation and Intermediate Phase literacy leaders at the school are reported and reflected on. Specifically, school-level reading literacy development initiatives in the form of planning, monitoring and collaboration, across-grade and -phase reading literacy programme coordination, and parental involvement strategies are discussed. Socioeconomic realities and historical inequalities play a huge role in learner performance across schools in South Africa. Although this specific school, which features pre-primary, primary and high school grades, is highly privileged, which likely also plays a role in the learners’ achievement, the reading literacy development processes and practices implemented at the school can be learnt from and applied in less privileged contexts.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"230 1","pages":"36-50"},"PeriodicalIF":0.0,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88996426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Communities of practice in the design of a curriculum for student teachers of English 英语实习教师课程设计的实践共同体

Per Linguam-A Journal of Language Learning Pub Date : 2017-12-06 DOI: 10.5785/33-2-717

Hanlie Dippenaar, Liesel Hibbert

{"title":"Communities of practice in the design of a curriculum for student teachers of English","authors":"Hanlie Dippenaar, Liesel Hibbert","doi":"10.5785/33-2-717","DOIUrl":"https://doi.org/10.5785/33-2-717","url":null,"abstract":"This article interprets the new Curriculum and Assessment Policy Statement for Further Education and Training for teacher education as an opportunity for creating communities of practice, which means viewing teaching and learning as socially situated (Barton, 1994: 68). A transliteracies framework for language development was used (Stornaiuolo, Smith and Phillips (2016: 4), which refers to resemiotisation. Guiterrez (2008) implies that, in an institutionalised learning context, it is acknowledged that multiple discourses come together around a specific task, such as in this case, English education. Multiple intersecting discourses are at play, and individuals develop meaningful connections to each other in the process of collaborative negotiation of meaning. In these communities, certain practices originate, and are developed, perpetuated and discarded, or adapted with the intention of expanding student linguistic and intellectual development. The content of the specific English teacher education curriculum design discussed here, is on globally pertinent issues of political, social and ecological ethics, in an attempt to address existing and persistent hierarchies of power while developing agency, voice, empathy and reflexivity, qualities which may enhance community development. A strong emphasis on critical reading, collaborative argumentation and engagement with text production is proposed, as a means of building community in the classroom.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"9 1","pages":"63-75"},"PeriodicalIF":0.0,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74565106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Policy, practice, purpose: the text-based approach in contemporary South African EFAL classrooms 政策、实践、目的:当代南非EFAL课堂的文本教学法

Per Linguam-A Journal of Language Learning Pub Date : 2017-12-06 DOI: 10.5785/33-2-713

Ntombi Mohlabi-Tlakam, L. Jager, A. Engelbrecht

{"title":"Policy, practice, purpose: the text-based approach in contemporary South African EFAL classrooms","authors":"Ntombi Mohlabi-Tlakam, L. Jager, A. Engelbrecht","doi":"10.5785/33-2-713","DOIUrl":"https://doi.org/10.5785/33-2-713","url":null,"abstract":"Curriculum implementation ought to be considered the main driving force for achieving the envisaged teaching and learning objectives. However, a major gap seems to exist between curriculum stipulations and actual classroom practice in many disadvantaged South African public schools. The CAPS prescribes both text-based and communicative approaches for English FAL and provides a description of the text-based approach, including several teaching guidelines. The authors believe that this form of prescriptiveness is advantageous as similar operational standards are given across the board. This article presents an account of a doctoral study that explored text-based teaching for communicative competence in Grade 4 in three public schools that offer English to learners whose mother tongue is not English. The study, which adhered to research ethical standards, intended to narrow the existing gap by interrogating curriculum knowledge and practice of the prescribed EFAL approach within a specific context. While the research did not intend to investigate the departmental language intervention strategy implemented during the period, empirical evidence revealed that the execution of the text-based approach was fundamentally influenced by the strategy. Whereas the participants acclaimed the text-based approach, they had limited knowledge and understanding of curriculum matters and the prescribed approach. Due to contextual limitations, the results were not to be generalised. Recommendations for future research on policy development and implementation were put forward.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"108 1","pages":"22-35"},"PeriodicalIF":0.0,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74569195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Plotting pedagogy in a rural South African English classroom: A Legitimation Code Theory analysis 南非农村英语课堂的策划教学法:合法性符码理论分析

Per Linguam-A Journal of Language Learning Pub Date : 2017-12-06 DOI: 10.5785/33-2-682

Fiona Margaret Jacskon

引用次数: 1

Efficacy of a reading intervention for first-year university students 一年级大学生阅读干预的效果

Per Linguam-A Journal of Language Learning Pub Date : 2017-06-14 DOI: 10.5785/33-1-710

Naomi Boakye

引用次数: 7

Embracing African languages as indispensable resources through the promotion of multilingualism 通过推广多种语言，使非洲语言成为不可或缺的资源

Per Linguam-A Journal of Language Learning Pub Date : 2017-06-14 DOI: 10.5785/33-1-692

N. Ndimande-Hlongwa, Hloniphani Ndebele

引用次数: 7

Language and culture in the Deaf community: a case study in a South African special school 聋人社区的语言与文化:以南非一所特殊学校为例

Per Linguam-A Journal of Language Learning Pub Date : 2017-06-14 DOI: 10.5785/33-1-688

Marga Stander, Guy Mcilroy

{"title":"Language and culture in the Deaf community: a case study in a South African special school","authors":"Marga Stander, Guy Mcilroy","doi":"10.5785/33-1-688","DOIUrl":"https://doi.org/10.5785/33-1-688","url":null,"abstract":"An ethnographic case study on Deaf culture was done at the Thiboloha Special School in a rural area of the Free State province in South Africa. Two Deaf learners and three Deaf teaching assistants participated in this study. Although they were all part of the hearing Sotho culture, they were also full participants in the Deaf community. The study was done by means of video recordings, interviews, and questionnaires. The study reveals the diversity of the Deaf community with a vibrant and unique culture associated with this school, which gives them a sense of belonging. The analysis of the questionnaires, interviews, and recordings in this study shows how significant it is for the Deaf to be part of a Deaf community and culture, as well as part of a hearing community. It is important for them to be Deaf (with a capital ‘D’) and have a Deaf identity. It became evident in this study that Deaf people prefer to use Sign Language for communication purposes in the Deaf community. The study also shows the key role the school plays in introducing Deaf learners to Deaf culture and community, and South African Sign Language, which connects them to a wider Deaf and hearing community. The school became the participants’ new community where they found their Deaf identity, their own language and culture. The school fulfilled its role to realise the importance and value of Deaf culture and community and succeeded in de-pathologising deafness. This study confirms the responsibility of and opportunity for schools to educate their Deaf learners about their culture and community.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"113 1","pages":"83-99"},"PeriodicalIF":0.0,"publicationDate":"2017-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80726792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8