The place of language policy in education in teaching and learning: a case study of two primary schools in the Eastern Cape Province
- Authors: Rani, Nomakhosazana Jeanette
- Date: 2016
- Subjects: Language in education Language policy -- South Africa -- Eastern Cape Language planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2381 , vital:27792
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education 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 of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. 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 p.53) 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 that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
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- Date Issued: 2016
Effects of temperature on the development, behaviour and geography of blowflies in a forensic context
- Authors: Richards, Cameron Spencer
- Date: 2008
- Subjects: Blowflies Blowflies -- South Africa Diptera -- South Africa Insects -- Development Insects -- Behavior Forensic entomology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5683 , http://hdl.handle.net/10962/d1005369
- Description: The development of immature insects is commonly employed in forensic investigations to estimate time of death, or postmortem interval (PMI), of a corpse on which they are feeding. The bulk of this thesis focuses on factors influencing the accuracy of developmental data, and exploring how and why developmental data differ between studies involving the same species, and between different species. Because carrion feeding insects are ectotherms, temperature may be expected to significantly influence their behaviour, development and distribution, and the remainder of the thesis therefore focuses on the thermal biology and geographical distribution of seven forensically important blowflies. The species include Chrysomya albiceps, C. putoria, C. chloropyga, C. megacephala, C. marginalis, C. inclinata and Calliphora croceipalpis. A robust experimental design for estimating developmental models is outlined and tested. It is recommended that forensic entomologists should involve at least six constant temperatures, starting at about 7°C above the relevant developmental zero (D0) and going to about 10°C above the upper critical temperature, and a temporal sampling interval with a relative precision of about 10%. Using this design, focused experiments consistently provided the most reliable developmental data, while data pooled from different studies yielded inconsistent results. Similarly, developmental data from closely related species differed significantly, and surprisingly so did developmental data from different populations of the same species. Possible explanations for the latter lay in the different methods of data collection but only temporal sampling resolution had a direct influence on the accuracy of developmental data. Consequently, disparities in such data were primarily ascribed to genetic differences and phenotypic plasticity. Comparisons between numerous thermal thresholds of larvae, pupae and adults support this conclusion and suggest a phylogenetic component to the thermal biology of blowflies. Further comparisons were made between these temperature thresholds and the distributions of blowfly species present on two rhinoceros carcasses. These comparisons suggest that blowfly larvae with high upper lethal temperature thresholds dominate in interspecific competition in favorable thermal environments by raising maggot mass temperature above the thresholds of other carrion-feeding blowflies, through maggot-generated heat. Bioclimatic modeling using maximum entropy analysis provided a successful means of predicting whether a species is likely to occur in an area, and whether it would therefore be expected in a local carcass community. It also showed that temperature was less important than moisture in shaping the geographical distribution of African carrion blowflies. Based on these results, several recommendations are made for the practice of forensic entomology.
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- Date Issued: 2008
The acquisition of reading skills in English by coloured primary school children whose home language is Afrikaans : a developmental study conducted in a specific South African community
- Authors: Pitt, Joe Harrison
- Date: 1987
- Subjects: Reading (Primary) -- South Africa Reading (Elementary) -- South Africa English language -- Study and teaching (Primary) -- Afrikaans speakers English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2338 , http://hdl.handle.net/10962/d1002020
- Description: This research studies the acquisition and development of specific reading skills in English by "Coloured" primary school children for whom English is a second language. This study involves both oral and silent reading research. Developmental trends in both modes of reading are compared with those established for reading in Afrikaans in order to ascertain whether any transfer takes place from Afrikaans to English. For analysis of data obtained from oral reading, this researcher adopted an error analysis method devised by Kenneth Goodman (1973), viz. Miscue Analysis (MA). Readers read a passage and their miscues were recorded. From the miscues this researcher established, for the different standards: the frequencies of miscues; readers' ability to associate sound and symbol; sensitivity to grammar; meaning access; and correction strategies. In the silent reading research, readers' performances in a test battery of eight sub-tests provide insights into the presence or absence of information processing skills. Readability levels (Singer and Donlan (1980), discrimination index and facility value (Heaton 1975), and Chi-Square Statistics (Roscoe 1969) determine the development of specific reading skills, viz.: utilization of textual cues; understanding cause and effect relationships and sequence; previewing and anticipation; scanning, referring and synthesizing; understanding text structure and coherence; understanding propositional development; understanding synonymy and antonimy; and understanding communicative value. Grellet (1981), Kennedy (1981), and Harri-Augstein (1982), inter alia, regard these skills as crucial to efficient text processing. Analyses of data show there are developmental patterns, but skills emerge 1 - 3 years late when compared with results obtained by Kennedy (1981 ) and develop at a retarded and erratic pace. The readers in all the standards have not mastered the skills sufficiently to process text efficiently. This research shows that Std 3 is a cut-off level where a transition takes place from lower-order to higher-order skills processing. In addition, Chi-Square Statistics show little transfer from Afrikaans to English; the skills develop independently in the two languages. Enquiry has identified various factors that influence skills deficiencies, viz.: syllabus prescriptions and problems of interpretation; teachers' understanding of the reading process and the methods employed; teacher-training progresses; materials prescribed for reading; and reading in the society. This research recommends ways in which short comings can be remedied
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- Date Issued: 1987
Xhosa-English pronunciation in the south-east Cape
- Authors: Hundleby, C E
- Date: 1965
- Subjects: Xhosa language -- Pronunciation by foreign speakers English language -- Pronunciation by foreign speakers
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2303 , http://hdl.handle.net/10962/d1012467
- Description: The thesis mainly concerns itself with an analysis of the present day pronunciation of Xhosa-English. The isolation and identification of the segmental phonemes and the phonemes of stress, intonation and transition form the core of the work. The author has attempted to give continuity by introducing a subsidiary theme, the Lado hypothesis as stated on page 1. In conformity with the the methodology imposed by the Lado formula, it was first necessary to establish two things: first, a standard background against which the characteristics of XEP could be compared, and secondly, to give briefly, but in sufficient detail for our purpose, the main phonological features of the mother tongue.
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- Date Issued: 1965