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- Volume 41, Issue 1, 2007
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 41, Issue 1, 2007
Volume 41, Issue 1, 2007
Taakgerigte aktiwiteite om die kommunikasievaardighede van addisioneletaal-leerders in Afrikaans te ontwikkelSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 1 –13 (2007)More Less
This article provides a report of a qualitative research programme which was conducted with learners in the senior phase at a primary school. The aim of the research was to determine how task-based activities may contribute to the communicative abilities in the teaching of Afrikaans as an additional language. The focus of the research is specifically on the learning of Afrikaans as an additional language in the classroom context, and the acquisition process by way of spontaneous communication and interaction with target language speakers is not taken into account. The researcher discusses the task-based approach to additional language teaching by giving a literature review in this regard and specific attention is given to aspects of form versus function language teaching. Criteria used in the design of the teaching material as well as the teaching programme are described. Eventually the communicative potential of the task-based activities in the teaching programme is evaluated and the researcher proposes some ideas for the possibility of similar teaching and research programmes.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 15 –30 (2007)More Less
This paper explores the application of Rose's (2004) Learning to Read : Reading to Learn (LRRL) scaffolded reading strategies to the reading, writing and academic problems of a grade 11 learner, Phindi, in a Pietermaritzburg school. Phindi's problems are placed in the context of the deepening crisis in the literacy levels being distributed by the South African schooling system. An exploration of Phindi's progress through the school system indicates how inappropriate teaching, systemic constraints, and a progressivist OBE curriculum have contributed to her problems with reading to learn from grade-appropriate texts. The theoretical basis (Bernstein, Vygotsky and Halliday) and methodology of Rose's LRRL programme is explained, and its application to Phindi's reading and learning problems described and evaluated. The paper charts how one teacher, Jean Moore, applied and adapted Rose's scaffolded strategies with Phindi, and her significant progress as a result of the intervention. The paper concludes with the authors' belief that Rose's strategies are applicable in the South African context, especially as they provide a means, and an appropriate methodology, to address the urgent need for systematic and explicit teaching of reading across the curriculum and through the different levels of schooling.
"I speaks English deliciously" - perceptions of oral proficiency within the context of televised instruction in a developing countryAuthor Rinelle EvansSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 32 –50 (2007)More Less
Interaction between educator and learners is widely considered a key variable of effective instruction. In face-to-face teaching, the educator is able to facilitate learning directly and gauge the level of the learners' English proficiency. Televised instruction makes this virtually impossible, as learners are invisible and thus immediate intervention in learning or estimations of proficiency are much more difficult to achieve. The TeleTuks Schools community project aimed to offer academic support to matriculants via interactive television. Several hundred Grade 12 learners watched daily broadcasts and while technology permitted bi-directional audio contact with the studio presenter, viewers seldom phoned in to ask questions or make comments about the academic content being presented on screen. These infrequent responses were unexpected and called for explanation. An initial proposition suggested that learners lacked sufficient proficiency in the medium of instruction - English - and thus refrained from participating. Further probing revealed that several non-linguistic factors rather than language proficiency silenced responsivity, yet it was deficient enough in several respects to merit additional investigation. This paper offers a language profile of Grade 12 learners who participated in the project and focuses specifically on the mismatch between their perceived and actual oral proficiency and how this may be influencing learning in general. Methods used for data gathering include analyses of oral and written responses obtained during learner interviews and open-ended survey questions. Recommendations are deemed applicable to any instructional context while avenues for further exploration relate to the increasing allure of English as the preferred instructional medium in the South African education system.
Learning a language with a colleague : a case study of South African Police Services (SAPS) members in the Western CapeSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 52 –63 (2007)More Less
This article is a case study of the language learning progress of members of the South African Police Services (SAPS) who were taught Xhosa and Afrikaans by the Iilwimi Centre for Multilingualism and the Language Professions at the University of the Western Cape. In particular, it evaluates the effect of the collaborative language learning partnerships that were established while the courses were in progress. These partnerships were set up between officers from the same police station, some learning Xhosa, and others learning Afrikaans. These partners continued to practise with each other after completing the formal course. The researchers also observed the level of multilingualism practised at each participating police station.
Employing constructivist-based principles in an Applied Language Studies in English course with a focus on ideology and the mediaAuthor Susan I. BrokenshaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 65 –80 (2007)More Less
In line with outcomes-based education (OBE), language practitioners in South Africa have shifted their focus from a predominantly transmission-based, instructionist approach to language teaching to a more cognitive approach, which no longer treats learners as passive recipients of knowledge. In keeping with this shift, several linguists and applied linguists in the field of language teaching have focused on constructivist approaches to learning (e.g. Blyth, 1997; Collentine, 2000; Kaufman, 2004). This article reports on how a constructivist model of learning, combined with a discourse-based approach to analysing newspaper language, was employed in an "Applied Language Studies in English" module currently offered at third-year level at a South African tertiary institution. The constructivist principles underlying the course are identified, the aim being to show how a discourse-based, constructivist approach may be used to (i) heighten learners' awareness of how global metaphors establish ideology in newspaper editorials and (ii) guide learners in the writing of their own editorials in which they generate metaphors that reflect specific ideological perspectives. At the same time, a common misconception that constructivist learning does not involve direct instruction from the teacher is countered. In this regard, the notion of pedagogical scaffolding is considered.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 82 –99 (2007)More Less
Essential for any student's successful study in the discipline of Life Science is attainment of a sense of belonging in the discipline, and mastery of the academic genres that are important in the discipline. Students in the Science Foundation Programme (SFP) at the University of KwaZulu-Natal, Pietermaritzburg, are English second-language students with poor background knowledge of science, and far less previous experience of writing than would be ideal. In teaching an SFP Biology course, we used two approaches for student acquisition of literacy practices as an indispensable part of acculturating them into the discourse of Biology. Firstly, a variety of experiences (most importantly a visit to the rocky shores) and written tasks (formal and informal) developed in students a sense of belonging in the discipline. Secondly, an explicitly scaffolded approach was used to teach students the discipline-specific experimental report genre that is central to experimental sciences. Analysis of students' reports following these approaches showed as yet incomplete acquisition of certain discourse conventions such as those related to use of source texts, lack of certainty about where to put certain information within the structure of the report, ability to focus on relevant material and inadequate use of logical connectors. However, students portrayed a growing sense of the audience they were writing for, as evidenced in features such as avoidance of personalised language. This information enabled further strategies to be developed for students to reach a level of competence as novice writers within the discipline.
Author Christa Van der WaltSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 101 –113 (2007)More Less
This study is concerned with the training of mainly Afrikaans- and English- speaking, postgraduate students to become teachers of English in multilingual secondary, South African schools.
The students involved in this study are graduates from linguistically and economically advantaged backgrounds; usually Afrikaans-English bilinguals. These prospective English language teachers followed undergraduate courses in English literature and they have little knowledge of or insight into applied linguistics issues like language contact and conflict and the different varieties of English.
In this context teacher trainees have very definite teacher identities that they want to develop: they want to be the model and measure of accurate, proper and decent English, in their own words. The article discusses the degree to which students find a 'third space' to accommodate what they perceive as conflicting ideas : their own teacher identity as a home language speaker model of English in opposition to classroom discussions and study materials aimed at developing awareness for different varieties of English in post-colonial countries.
"Shaking a dead geranium" - creating an experiential context for the study of a literary text : a descriptive and critical-reflective accountAuthor Tony UllyattSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 115 –126 (2007)More Less
Engendered by the question - Does the study of literature need to be related to life, and, if so, how? - this article and the module it describes constitute the outcomes of reflections on that question. It also considers briefly the shortcomings of the converse position - that literature does not necessarily need to be related to life.
The article's raison d'être is is to provide a descriptive and critical-reflective account of one attempt to create an experiential context within which a literary text could be studied. It offers a case study of the practicalities and processes involved in creating a teaching module for a one-semester course for third-year students in which life experience is integrated with literature study. Comments and suggestions are made en passant about ways in which the course could be expanded to 32 credits (from its present 16) by the inclusion of other appropriate texts.
A functional fusion of literacies : the graphic adaptation of Bessie Head's short story, 'The collector of treasures'Author Rizwana Habib LathaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 128 –140 (2007)More Less
In promoting literacy, English educators should be concerned with the whole range of cultural products, since simple texts can reveal as much about culture, power, society and identity as many other seemingly more "elevated" texts. It is clear that graphic texts, which include comics and other narratives, fall within this range. They have a widely accessible representational mode in which words and pictures are interdependent, conveying an idea that neither could convey alone. In the graphic adaptation of African short stories such as 'The Collector of Treasures', the oral mode of storytelling is reinvented and reinforced by visual and written modes of communication conveyed in the medium of a printed text. This type of graphic narrative promotes a functional fusion of visual, written, oral, cultural and critical literacies and advances a popular reading culture by facilitating a multiplicity of interactive responses. It may therefore serve as an authentic signpost for the feasibility of broadening the scope of literary studies in a wide variety of cultural and educational contexts.
Author Henrietta CloeteSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 142 –151 (2007)More Less
Owing to his studies of German and extensive reading in the field of German literature, the Afrikaans poet and playwright N.P. van Wyk Louw had been acquainted with Goethe's Faust when he wrote his first published drama Die dieper reg in 1938. The section entitled "Prolog im Himmel" and the character of Mephistopheles were of special interest to him, although he vehemently denied his indebtedness to the latter. This article explores to what extent Louw's drama was influenced by Goethe's Faust and also investigates his conception of the "deed", which is in accordance with the striving character of Faust.