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- Volume 41, Issue 2, 2007
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 41, Issue 2, 2007
Volume 41, Issue 2, 2007
Mother-tongue education or bilingual education for South Africa : theories, pedagogies and sustainabilityAuthor Robert John BalfourSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 1 –14 (2007)More Less
Language rights, language development and the need for a multilingual literate population in South Africa have been issues debated not only in public, but also among academics and other stakeholders in education in South Africa. There remains a need for a population proficient at least in some indigenous languages, but also able to access languages that facilitate communication beyond the confines of the nation or region. In the recent past schools and universities have responded to national imperatives to develop this capacity. They have employed a range of policy and other types of incentives aimed at increasing access to the indigenous languages of South Africa and improving the quality of education received in those languages, where sufficiently large communities exist to support mother-tongue communication and use. This article provides a different account from those already mentioned, drawing instead on theoretical developments in linguistics to illustrate a number of points concerning the relationship between theory, approaches and contexts in language development in South Africa. The article addresses the educational imperatives in relation to theoretical, socio-geographic, and socio-economic contingencies that affect their sustainability.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 16 –32 (2007)More Less
This article is a report on a study that investigated the opportunities provided in language textbooks to develop learners' full potential. Howard Gardner's theory of multiple intelligences, which is used as a theoretical framework, claims that learners have different combinations of intelligences and that the various intelligences can be developed. Thus learners are developed in their totality as knowledgeable, skilful and balanced adults. By giving them a variety of activities which accommodate the different intelligences, learners have the opportunity to use their most strongly developed intelligences in the language classroom. At the same time, learners are given the opportunity to expand their less developed intelligences. In this study, eight selected Afrikaans and English language textbooks were analysed to determine how the different intelligences are covered. The study brings to light that only some intelligences receive attention in the analysed language textbooks, while other intelligences get little or no attention.
Author Miki FlockemanSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 34 –45 (2007)More Less
One of the aims here is to consider how knowledge can be negotiated through engagement with performance-related projects. To do this, I will offer a teaching perspective on how exposure to cultural events as part of group activity can provide strategic interventions which enable a type of border-crossing between social and academic contexts. In turn, this holds implications for attempting to develop what has been termed curriculum responsiveness. The concept of 'border crossing' pedagogy has been explored at length by education theorists like Henry Giroux, and there is considerable overlap between discussions on the need for a critical pedagogy and recent local debates on what has been broadly termed 'responsive pedagogy'. In contextualising this discussion, I look at notions of performance as outcome, and performativity as process, in relation to debates in tertiary education. I also consider how knowledge is re-contextualised through the intervention of performance-related projects, as well as the role of affective investment and pleasure in meaning making. I argue that border crossing interventions such as performance-related projects could contribute to a greater self-reflexivity concerning the forms of knowledge students have to engage with, and ideally also their own 'situatedness' in relation to this.
Author Estelle KrugerSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 47 –67 (2007)More Less
This article reports on a qualitative research programme regarding the use of humorous material in the teaching of Afrikaans. Based on a literature study, the article explores various aspects that may influence millennial learners' reception of humour and its application in the language teaching context. This is supplemented by an overview of the extent to which language teaching policy in South Africa provides for the development of the perception of humour to promote the integration of affective and creative development in secondary school learners. Furthermore, the study describes the reception and use of humour among adolescent learners, the sociocultural context experienced by millennials, and their appreciation and use of humour as members of generation X/Y/Z. The effect of humour on the classroom atmosphere is also considered, together with the selection of appropriate material. In conclusion several teaching strategies are discussed.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 69 –83 (2007)More Less
The language used in school education is a matter of great concern and conflict among different language groups in South Africa. Enjoying national and international status, English is often the only language in which the majority of South African parents want their children to be educated. More and more Afrikaans-speaking parents enrol their children in English medium schools. They believe it to be the only way to prepare their children for future international demands. In this article attention is given to issues regarding instruction in the mother tongue and second language, intelligence and academic achievement in grade 2 learners. A total of 138 grade 2 learners from two schools in Bloemfontein participated in the study. The research investigated the medium of instruction (mother tongue / non-mother tongue) as moderator in the relationship between grade 2 learners' intelligence and academic achievement. Education in the mother tongue, although of a small effect size, was found to be a moderator in the relationship between intelligence and academic achievement. Learners receiving mother-tongue instruction are inclined to achieve better academically than those receiving non-mother-tongue instruction.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 85 –97 (2007)More Less
Within the new education context in South Africa, French has to re invent itself in order to demonstrate its relevance in a multicultural and multilingual society. Traditionally the teaching of language at tertiary institutions has been inward-focused and the language itself has been the emphasis. But in an environment in which the integration of theory and practice is stressed, particularly with the creation of comprehensive institutions, it is necessary for languages, and in this case French in particular, to interrogate the integration of their curricula into the broader programme framework. In so doing, the emphasis shifts from language-specific knowledge to transferable skills applied within the linguistic context. Our article will therefore focus on a particular theme-based project that seeks to improve linguistic competence in an applied context and therefore demonstrate the potential to integrate the teaching of French into a discipline-specific programme.
L'enseignement de la traduction à vue à des apprenants de FLE : teaching of sight translation to French Foreign Language learnersAuthor Jeanne Van DykSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 99 –110 (2007)More Less
Contrary to the communication process in their first and second languages, students who try to speak a foreign language such as French tend to attempt a literal transfer of their various languages to compensate for insufficient language knowledge and intuition. This is a highly inefficient communication strategy which can be detrimental to language performance, resulting in an imperfect reflection of students' actual knowledge of language. The problem does not lie in the fact that they translate mentally before speaking, but that they tend to translate literally. Whereas the pedagogical or linguistic translation generally practised in the language class encourages literal transcoding, an interpretive translation approach enables to re-express the meaning of the original text. Such a professional translation approach should be applied to translation in the language class, notably through the technique of sight translation, in order to teach students to avoid a literal reproduction of their reference languages, whether they translate verbally or mentally.
Author Azila Talit ReisenbergerSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 112 –122 (2007)More Less
This paper deals with the selection of teaching material at school-leaving and tertiary levels in Hebrew learning institutes outside of the state of Israel. It proposes that, in addition to the core teaching material that is Israeli literature, one should include a sample of local works, as these are of great benefit in validating the students' lives as well as the viability of Hebrew language and literature. Such material, written in Hebrew, yet portraying familiar existence, interlinks various aspects of students' identity - such as their religious or ideological affiliation, together with their domestic life experience - with the Hebrew language. Furthermore, the paper suggests that personal validation through this particular study material may attract students to researching this field and lure them to produce similar works if they have the literary inclination.
Taiwanese student reaction to English language Internet teleconferencing for enriching EFL classroom instructionSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 124 –137 (2007)More Less
This paper reports students' reaction to a series of "live" Internet teleconferences in which an American interacted with Taiwanese English classes. The goal was to strengthen the integrative motivation of students who rarely have the opportunity to interact with L1 speakers. Using qualitative methodology, students were found to be particularly interested in instructional teleconferencing, focused on authentic pronunciation and usage, as well as improving understanding of American culture. Perceptions of the distance-learning experience were often framed in terms of nervousness or relaxation while speaking with an American through teleconferencing. Students frequently alluded to the benefits of teleconferencing to allow preparation in advance for the interaction. Details of the technology and curriculum design are presented, with recommendations for practice for others wishing to use teleconferencing to enrich classroom experience. Internet teleconferencing holds potential for significant increases in student motivation, confidence and ability, wherever a language is taught as a foreign language.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 41, pp 139 –151 (2007)More Less
This article reflects on an investigation into the barriers that hinder Zulu-speaking English second language (L2) learners in the Foundation Phase from acquiring reading and writing skills. These barriers are categorised as contextual, language, school and intrinsic learner factors. A questionnaire based on these categories was completed by teachers in the Foundation Phase in schools in and around Durban to determine to what extent teachers' experiences concur with the barriers identified in the literature on the subject. Several significant relationships were found between the various variables which contribute to the problems L2 learners experience in acquiring English reading and writing skills : poor socioeconomic environments, lack of parental involvement, low educational level of parents, cognitive factors and various language, school and intrinsic factors.