Reading clubs as a literacy intervention tool to develop English vocabulary amongst Grade 3 English second language learners at a school in Grahamstown, Eastern Cape
- Authors: Tshuma, Sibhekinkosi Anna
- Date: 2014
- Subjects: Literacy programs -- South Africa -- Grahamstown Group reading -- South Africa -- Grahamstown Children -- Books and reading -- South Africa -- Grahamstown Books and reading -- Social aspects -- South Africa -- Grahamstown Second language acquisition Action research Social interaction -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1965 , http://hdl.handle.net/10962/d1011755
- Description: This study is part of a larger research programme that seeks to contribute towards an understanding of South Africa's complex literacy landscape and formulate strategies that may address these particularly in the Foundation Phase. It is a case study of one public primary school in Grahamstown where isiXhosa is used as a medium of instruction until Grade 3, after which the medium of instruction changes to English. This transition is not helped by the little reading that happens in the language at the FP. The learners under study are Grade 3 isiXhosa first language speakers, learning English as a First Additional Language (FAL) with limited exposure to the language. Through a qualitative participatory action research process, the study investigated the extent to which a reading club in general and a responsive reading programme in particular, might develop learners' English vocabulary at this particular school. The value of reading clubs as a vehicle for second language learning as well as the importance of considering learner needs in the development of the reading programme are key contributions this study makes. The study draws on social constructivism as a theoretical framework based on the principle that learning is a social acitvity. Vygotsky (1978) states that language learning (LL) takes place through interactions in meaningful events, rather that through isolated language activities. The process is seen as holistic, that is, each mode of language supoorts and enhances overall language development. Furthermore, LL develops in relation to the context in which it is used, that is, it develops according to the situation, the topic under discussion and the relationship betwwen participants. Language also develops through active engagement of the learners. The role of the teacher or a more competent other is then seen as that of a facilitator in a learning context in which learners are viewed as equally capable of contributing to their learning through learning from and with each other (Holt and Willard-Holt, 2000). Vygotsky's theory of social interaction has been influential in highlighting the important role of social and cultural contexts in extending children's learning. The preliminary results of this study point toward the importance of the learning environment, particularly an informal environment in second language development. The results also highlight the need for learners (a) to be provided with opportunities to engage with meaningful and authentic texts, (b) to be allowed to make their own book choices, (c) to participate in large group, small group and individual activities to enable them to engage with a variety of texts, and (d) to confront vocabulary in a variety of ways through multiple texts and genres.
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- Date Issued: 2014
In search of true humanity : a voice of protest
- Authors: Ntshebe, Ephraim Lulamile Cootler
- Date: 1981
- Subjects: Church and state -- South Africa Christianity and politics -- South Africa Apartheid -- Religious aspects Human rights -- South Africa Race relations -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:1221 , http://hdl.handle.net/10962/d1001551
- Description: My duty and aim in the writing of the thesis was neither based on scholarship nor on the fluttering of the dove coates of theological orthodoxy, but on the interpretation of the austere nature of the life of black people under the Nationalist Party rule of Apartheid. My duty, therefore, is that of an interpreter of the situation. There is nothing academic about apartheid. What is there is the monstrous evil perpetuated through the genius of the Afrikaner-Broederbond and the Afrikaans Churches and to a lesser extent by the liberal white community within the confines of South Africa (Introduction, p. vii)
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- Date Issued: 1981
Frontier heartland : analysing the impact of forestry and tourism on 'white' identity in Maclear
- Authors: Griffin, Donna-Lee
- Date: 2006
- Subjects: Agriculture -- South Africa -- Maclear Agriculture -- Economic aspects -- South Africa -- Maclear Economic development -- South Africa -- Maclear Tourism management -- South Africa -- Maclear Forests and forestry -- Economic aspects -- South Africa -- Maclear Whites -- South Africa -- Maclear -- Economic conditions
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2115 , http://hdl.handle.net/10962/d1008066
- Description: The North Eastern Cape in South Africa is part of a larger province that is in desperate need of job creation and economic development. In light of these needs, efforts have been made by members of the community and outside investors to generate new forms of income in the area. These economic developments emerged in the form of small-scale tourism initiatives and commercial forestry. The impact of these developments on the small community of Maclear differs in nature and is bringing about social change and influencing identity. In this thesis, I explore the effects of each of these developments on the local farming community, particularly the established white English-speaking farmers. For various important reasons, such as the changes to land use patterns occurring around them in terms of forestry and tourism initiatives, I chose to examine the situation of this minority. In general discussions and portrayals of white farmers, it is hypothesized that whites living in small farming communities are resistant to change, politically stagnant and socially conservative. In this thesis I test this hypothesis and investigate what South Africans might see as the core, or whether there is a core of, white settler identity. TIle idea of 'frontiers' being heartlands was emphasized in Maclear as residents spoke about the pioneering efforts of their forefathers and discussed these efforts as the essence of their identity. Forestry is a contemporary ' frontier' encroaching on these white Settlers. A dynamic concept of landscape is central to these identity construction efforts. In this thesis I explore, through different articulations of landscape, how residents, recent arrivals and investors attempt to embed their identity and resources in the community. I ask whether it is possible for members of the white community to produce an alternate and politically viable interpretation of landscape in post-apartheid South Africa. Can land and landscape offer them a sense of belonging and identity? What is their experience in view of the impositions of major investors who see land purely as an economic unit? The research does not explicitly investigate how 'new' black farmers and farming groups perceive and experience land and landscape. What is noted is the imagined passivity of black labourers on white-owned land. This thesis touches on issues inlportant to democratic change and progress in South Africa. How will the new government deal with the thorny issue of land redistribution in the face of competing claims for land and identity? How will the various sections of the white community (in this case the farming community) negotiate their identity in the new South Africa? Also, what do ' frontier' towns like Maclear reveal about the nature of white identity in post-apartheid South Africa? This thesis relies on gender and constructionist theories of landscape as developed by Appadurai (1996) to explain the dynamic nature of landscape in Maclear. It also explores and appraises the idea of ' frontier'. In the analysis of identity, I take into account that white settlers 'success' relies in part on the settlers ability to adapt to the ' frontier' and their ability to construct a new identity in their newfound 'homeland' (simliar to Paul Gilroy's (1993) "double consciousness). Keywords: South Africa, Maclear, Farming, White Identity, Landscape and Tourism.
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- Date Issued: 2006
Educators’ management of the learning environment for enhanced teaching and learning in selected primary schools in the East London Education District
- Authors: Olabode, Sadiat Adewumi , Adu, E O
- Date: 2019
- Subjects: Classroom management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16231 , vital:40701
- Description: Classroom environment has been conceptually and practically conceived as a place where learning takes place. However, despite the importance of classrooms in enhancing learning, most classrooms, especially in the sub-Saharan African countries are poorly arranged and situated in noisy and crowded environments. In addition to this, most teachers lack basic skills to manage classrooms. In the light of the above-mentioned issues, the main purpose of this study was to investigate educators’ management of the learning environments for enhanced teaching and learning in selected primary schools in the East London Education District, Eastern Cape Province, South Africa. In achieving this aim, the researcher adopted mixed method research approach. The population for this study was selected from intermediate phase educators in the East London Education District. The sample size was 76 intermediate phase educators, which was conveniently selected. Questionnaire (quantitative), interview and observation (qualitative) research instruments were used to collect the data. A structured questionnaire was administered to 76 respondents; while five Head of Departments (HOD) from study population were interviewed and observed. The SPSS was used to conduct both descriptive and inferential analysis. Quantitative data analysis was used to measure perceived stress level situations among intermediate phase educators, while content analysis was used to analyse narratives of the participants. The study found that giving motivational talks, asking about learners parents/guardians, asking about their experiences at home, knowing their needs, and having discussion with their parents/guardians, telling them interesting stories, learning how to call their names properly, giving them responsibilities in the classroom and motivating them to participate in learning activities are important techniques and approaches for dealing with the emotional problems of the learners in the classroom. This implies that teachers should be more compassionate about their learners, because learners with serious emotional problems cannot learn and be productive in the classroom. The study concludes that involving the learners in the decision-making on the procedures, approaches and strategies to classroom management are fundamental for ensuring efficient and productive classroom. Moreover, the educators should adopt varied approaches in the management of the classroom. This is because an approach that works for one teacher/learner may not work for other teacher/learner. Based on this conclusion, the study recommends that the teachers should set classroom rules and ensure that the learners follow these rules strictly in order to avoid rowdiness in the classroom. Failure to set rules and ensure that the learners follow classroom rules might be counter-productive to learning process.
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- Date Issued: 2019
An analysis of group adverse impact in selection strategies of a communications company
- Authors: Bradfield, Claire Caroline
- Date: 2004
- Subjects: Telecommunication -- Employees -- Selection and appointment -- South Africa , Employee selection -- South Africa , Discrimination in employment -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10993 , http://hdl.handle.net/10948/361 , Telecommunication -- Employees -- Selection and appointment -- South Africa , Employee selection -- South Africa , Discrimination in employment -- South Africa
- Description: An overview of the literature indicates that there is a real and pressing need to explore the concept of adverse impact in more detail. The Employment Equity Act of 1998 prioritises the issue of group representivity in staff selection and although there are merits in enforcing an Affirmative Action policy, an objective assessment of the inherent requirements of job applicants is still a constitutional and procedural outcome. There is no simple mechanism that can be used to determine the manifestation of adverse impact. However, evidence thereof can be most useful in securing fairness in selection and employment decisions. There is a distinct need to examine the matter of adverse impact and its implications in the South African context. South Africa is confronted with a labour force that is growing dramatically and changing significantly. The demographic trends in our dynamically changing labour markets are likely to amplify skill and ability differences between the resulting contradictory goals of equal opportunity based on individual merit and equal employment results for subgroups of populations. Three selection strategies of a communications company were used as a basis for the assessment of adverse impact. The total population of the Call Centre selection strategy was 150. Seven instruments and measures were utilised in the study, namely, a job analysis, pre-screening exercise, psychometric ability tests, role-play simulation, structured interview, job compatibility questionnaire and a performance evaluation. The total population of the Operator Services selection strategy was 139. Five psychometric instruments were utilised in the study. The total population of the Female Leadership Development Programme selection strategy was 471. Three psychometric instruments were utilised in the study. The Adverse Impact Model was applied to each of the aforementioned strategies. In terms of the definition, adverse impact exists if the selection ratio associated with a particular passing score on a test for one sub-group of job applicants is less than 4/5th’s or 80% of the selection ration for the largest sub-group of applicants. 13 The results of the study indicate that adverse impact occurred in the following instances. In the Call Centre selection strategy, there was evidence of adverse impact in the racial analysis in the ability testing stage. There was also evidence of adverse impact in the gender analysis during this stage. There was no evidence of adverse impact in either the racial or gender analyses during the interview stage. There was no evidence of adverse impact in the racial analysis during the appointment stage. There was however evidence of adverse impact in the gender analysis during the appointment stage. The Female Leadership Development Programme selection strategy revealed evidence of adverse impact in the racial analysis during the appointment stage. The Operator Services selection strategy revealed an adverse impact in both the racial and gender analyses during the testing stage. The issue of adverse impact is obviously controversial. However, data obtained from this process will provide for informative analysis.
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- Date Issued: 2004