Repository logo
 

Theses and dissertations (Arts and Design)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/8

Browse

Filters

2012 - 201942020 - 20221

Settings

Start date: 1988Subject: search.filters.subject.Second language acquisition

Search Results

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    The role of the foundational learning competence course in preparing English second language students for work integrated learning
    (2022-09) Naidoo, Veantha; Hiralaal, Anita; Makondo, Livingstone
    The advent of democracy in South Africa has led to the influx of numerous students into the higher education system whose first language is not English. However, the medium of instruction at Higher Education Institutions in South Africa is English. This saw English Second Language (ESL) students being confronted with the challenges of communicating in English during Work-Integrated Learning (WIL). To address these challenges, the Foundational Learning Competence (FLC) course in English was introduced in higher education institutions and became a compulsory module for all first-year students irrespective of their course of study. This study, therefore, specifically explored the experiences of English Second Language students who completed the Foundational Learning Competence course in preparation for WorkIntegrated Learning, to establish its influence in developing their English language and communication that is necessary during Work-Integrated Learning. This study also examined the perspectives of the employers or the WIL coordinators who accept and supervise these students for work-integrated learning, on the English language and communication skills of ESL students who completed the FLC course in English. The researcher utilised a qualitative explorative, descriptive, and contextual research design in this study. Data was generated through individual participant interviews, based at a private higher education institution in the eThekwini Municipality, in the Province of KwaZulu-Natal, South Africa. All participants were selected through purposive sampling techniques and data was analysed according to Creswell’s thematic analytical approach. The overall findings of this study have revealed that the contribution of the FLC course in English to the education of the ESL student is a vital contributor to workplace functioning and efficiency
  • Thumbnail Image
    Item
    The impact of medium of instruction on the learning of computer applications technology in tertiary education
    (2015-08) Els, Lorraine; Pratt, Deirdre Denise; Siyakwazi, Peggy Doris
    This study investigated the impact of medium of instruction (MOI) on the learning of computer technology, and took place in two second-language contexts where this was being taught. The first context was that of Computer Applications Technology (CAT) lectures given to isiZulu-speaking students, mainly female, in KwaZulu-Natal. The second context was that of teaching Instructional Technology (IT) to Arabic speaking students in the Middle East. The goal of this research was to understand how students overcame any language barriers which they might face in the teaching and learning of computer technology through the medium of English. It was hoped that the insights gained might be used to support English second language (ESL) learners in acquiring the language skills necessary for effective learning of computer technology. The research approach used was action research for both the groups, using the data collected to construct two case studies, as local customs resulted in differences in both course delivery and measures to assist ESL learners to gain fluency in the MOI. Data were collected in two case studies, comprising notes of personal reflections, field notes, researcher-developed questionnaires and comparisons of translated assessments to second language learners. The finding from two groups could then be compared and contrasted with each other to see which language barriers experienced in learning computer technology were common to both ESL groups and which were context-specific, as well as which context-specific factors might be involved. The study of different cultural groups in the setting of a different continent provided the opportunity to triangulate the data, and thus achieve more reliability and validity than would be achieved with one cultural group in a common context. This study discusses the findings of the above-mentioned investigation in two main areas: how the MOI affected the academic results obtained by students and how it impacted on their learning capacity. The findings confirm the fact that, the earlier children attend an English medium school, the easier it is for them to achieve better results, and therefore there is less need for translation or interpretation at tertiary level. Further research is required to determine what Higher Education institutions could do to develop second language learning competences so as to facilitate the learning of technical subjects such as computer technology.
  • Thumbnail Image
    Item
    A self study of curriculum design for the teaching and learning of isiZulu as an additional language in primary schools in the Maye babo! series
    (2012-09-10) Soni, Sumithra Jaysooklal; Pratt, Deirdre Denise
    This autoethnographic self study tracks my new ways of knowing in the various roles I play from daughter (passive recipient) to curriculum designer (active analytical composer). It retells my journey in the teaching profession at a school in Durban, in South Africa. The story occurs during a period when schools were racially desegregated in order to address the anti-apartheid policies that were prevalent prior to the first democratic elections in 1994. The story captures the challenges I faced during the transformation era in education and how I went about addressing two of the main challenges I faced: 1. Cultural diversity in racially desegregated schools. 2. Teaching isiZulu as an additional language as a pioneer, non- mother tongue teacher of learners with mixed abilities in an environment deprived of resources in terms of mentorship, and teacher/learner resource material. This study reveals how the challenges I experienced were, in retrospect, the disguised opportunities that led to my growth from teacher to textbook writer. It gives an account of the “behind the scenes making”, of the Maye babo! series, with a view to offer an exemplar for curriculum development. The study uses autoethnography (Ellis 2004) as a method to bring to life the teaching of isiZulu as an additional language in South Africa. It defines some of the difficulties experienced by teachers during a transformation era in education. In this study I clarify the relationship between Outcomes Based Education and the National Curriculum Statement (NCS), as well as where the Curriculum and Assessment Policy Statement (CAPS) is located within the NCS. More importantly, I use the tacit knowledge gained from intuition and experience to demonstrate how these policies can be applied in the classroom to achieve effective learning, an aspect often ignored in in-service teacher education. Readers (particularly teachers) will resonate with the experiences described in the stories, and, in so doing, gain a better understanding of themselves and their teaching practices; this might provide the much needed optimism amongst teachers, and might motivate and inspire them to grow professionally. The personal benefit in writing this thesis is that it renewed my place in the academic world, and more importantly, it has satisfied my quest for self realisation. Through personal exploration, questions such as who am I? and how did I become? reveal my evolvement. This project has been a soul satisfying and enriching journey. It is hoped that this study will in some way contribute to the transformation in education process in post liberation South Africa.
  • Thumbnail Image
    Item
    The impact of English as medium of instruction on the academic performance of second language learners in the Further Education and Traning band at schools in KwaZulu-Natal
    (2012-09-03) Dorasamy, Rajendren Sabapathy; Pratt, Deirdre Denise
    This study, in adopting a phenomenological approach, provides an overview of the contextual realities surrounding language choice and usage as it impacts on the academic performance of English second language learners. There have been concerns that the majority of learners with indigenous mother tongues can be seen to fare badly in a post liberation educational system in which English or Afrikaans is still used as medium of instruction. The focus of this study was therefore the impact of English as the medium of instruction on the academic performance of English second language learners. Using a mixed method approach, through a case study, data from questionnaires, interviews and observations were analysed using various statistical packages and the findings were reported on. It was established that it was not so much the language per se which had a negative impact on the academic performance of English second language learners: it was rather the efficacy of usage of the chosen language and other periphery issues in the formal environment, such as lack of interactions with target language speakers, code-switching, and teacher competence, which resulted in the poor academic performance of English second language learners. Furthermore, it was also established that the informal environment, consisting of learners’ culture and traditions, family educational qualifications, absenteeism and appropriate resources at home and community libraries, which also had a negative impact on academic performance. It was therefore recommended that, amongst other things, the Language in Education Policy be amended to provide for more opportunities for learner interaction with the target language. Furthermore, given that the efficacy of education is contingent upon the competence of the teachers, relevant skills and competencies among teachers should be developed to enhance their performance in class. It was also found that code-switching was counterproductive to learning the target language, thus holding back ESL learners’ acquisition of content knowledge. As such, code-switching should be used very restrictively, if at all, in the Further Education and Training phase. It was also recommended that necessary lexicons and registers of the indigenous languages be developed sufficiently so that these are worthy of use as media of instruction, without necessarily being seen as a replacement of English as medium of instruction. There should also be greater involvement of all stakeholders in the choice of and availability of resources which are relevant to the context of learners. Other issues requiring intervention from a broader stakeholder involvement include iii interdepartmental integration to alleviate poverty, and provision of transport so that learners might report regularly and timeously to school, thus reducing absenteeism. The solution to improving learner academic performance requires concerted and co-ordinated inter-governmental, community and other stakeholders’ effort and the necessary will of the government to ensure that learners receive quality education.
  • Thumbnail Image
    Item
    The hegemonic position of English as a medium of instruction at primary school level in KwaZulu-Natal, and its impact on parents' preferences of schooling for their children
    (2012-08-21) Naidoo, Jeevarathanum; Pratt, Deirdre Denise; Naidoo, Richard
    This study is concerned with the choices parents of second language learners make with regard to the schooling of their children in respect of medium of instruction, and explores the reasons why parents choose to disregard education in their mother tongue in favour of English as a medium of instruction. This is contrary to the Language in Education Policy, as the Department of Education instils in principals, educators and parents the need for children at primary school level to be taught in their mother tongue. The theoretical framework used to address the problem was the Critical Language Approach, this being an appropriate position from which to investigate language and power. A combination of questionnaires, interviews and observation was used to acquire data from parents and management in a large primary school in KwaZulu-Natal. After analysis of the data, which confirmed the hegemonic position of English as influencing choice of medium of instruction by parents of English second language learners, a model was developed to assist them to see the possible consequences of various choices. The model comprised a tenpoint questionnaire to identify needs, a flow chart diagram resulting from the needs analysis, a pictograph to assist stakeholders to understand the relevant choices available, and workshops to support the choice of medium of instruction. The value of the research, it is thought, lies in clarifying the various influences at play, in particular, the hegemonic position of English, and offering stakeholders a rational, rather than political or emotional basis for the choice of medium of instruction for second language learners, as well as pointing out the possible consequences of such choices.