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- Volume 42, Issue 1, 2008
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 42, Issue 1, 2008
Volume 42, Issue 1, 2008
Author Charles Van RenenSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 7 –21 (2008)More Less
The argument is put forward that graphic or illustrated material can make a valuable contribution to reading and viewing with discrimination and enjoyment in all school phases. This article focuses on the genre of the picture book, one that is frequently associated with pre-school children or beginner readers. It raises examples of how picture books can add another dimension to learning, particularly in the field of language. It is argued that this genre can play a useful role both in the education of children throughout their primary school years and beyond, and in the field of language methodology and related areas in teacher education. The writer cites examples of his own experience when working with pre-service students. This includes the facilitating of ideas for teaching and learning, for example in language study, or exploring themes such as satire and humour. The study of picture books as a genre also encourages visual literacy through revealing connections between graphic art and verbal text. It is maintained that picture books encourage variety in the teaching of literature and language and in engaging with meanings at different levels. Ultimately, the study of quality picture books raises questions about the elusiveness and complexity of verbal and pictorial texts, and challenges the notion that outcomes in reading can be tied to meanings that emerge from the printed page alone.
Author Philip H. MhundwaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 23 –36 (2008)More Less
Linguists have proposed and discussed a number of theories about the nature and functions of language. As yet, there is no agreement on which theory best describes language and which theory should be accepted and applied in second language teaching situations. Linguistic institutions the world over adopt and apply definitions and theories they think are appropriate for developing applied linguistics courses. These are chosen from schools of linguistic theories such as systemic functional grammar, transformational generative grammar, descriptive grammar, comparative grammar and others. Conceptions on the relevance of each of these theories in the teaching of English as a second language vary from one speech community to the other. Kilpert (2001), Van Rooy and Butler (2000) suggest that systemic functional grammar (SFG) should be studied in second language situations where communicative competence, as an aspect of 'Outcomes Based Education', is desired. This article supports this view and proceeds to highlight selected features of SFG which the writer believes enhance the development of communicative competence in English as a second language.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 38 –47 (2008)More Less
As early literacy development is the foundation of reading proficiency, reading problems should cause concern for educators. Recent global reports about reading imply that large numbers of children are failing to learn to read. This phenomenon is also manifesting in South Africa. Support to learners who experience reading problems should start in the early childhood years and entails intervening in the development of early literacy. This article reflects a literature study on the development of early literacy as well as an empirical investigation which is conducted to determine the state of early literacy development of grade R learners in a number of schools. The results of the empirical investigation indicate that on average 35,9% of the participants meet the minimum criteria for early literacy development. When this average is analysed it reveals that only 16,8% of the learners possess basic early literacy competency, while 77,0% show potential for the development thereof.
Die ontwikkeling en evaluering van 'n visuele geletterdheidsprogram vir dowe grondslagfase-leerders met lees- en spellingagterstandeSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 49 –63 (2008)More Less
Learning to read and write can be readily identified as the most difficult challenges for deaf learners. In practice, there are contradictory viewpoints regarding the use of auditory or visual techniques to enhance the teaching of deaf learners. The aural-oral approach, which aims to build literacy skills through the 'phonological route' (i.e. the pathway to literacy, which is based on the analysis of sounds), is still followed in some schools for the deaf in South Africa. South African sign language as a medium of instruction is used in other schools for the deaf in South Africa. Sign language is a visual-gestural language and since most deaf learners have a preference for the visual coding of stimuli, one can assume that they will benefit from visual literacy programmes. This study developed a visual literacy program that focuses on different visual coding strategies and visual imaging techniques to improve the reading and spelling abilities of deaf learners. The research results show that the reading and spelling performance of the deaf persons involved in this investigation (experimental groups from grade 1 to grade 3) were significantly better than that of the deaf learners in the control groups who had not been exposed to the visual literacy program.
A new step forward for South African learners' lexicography : the Oxford Afrikaans-Engels / English-Afrikaans Skoolwoordeboek / School DictionarySource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 65 –79 (2008)More Less
This paper focuses on various aspects of the recently published dictionary Oxford Afrikaans-Engels / English-Afrikaans Skoolwoordeboek / School Dictionary. From the perspective of the theory of lexicographic functions the dictionary is evaluated as an instrument in the hand of the intended target user. An identification of the relevant dictionary functions and the way in which they are achieved is followed by a discussion of the central word lists and the dictionary articles. This section offers a critical analysis of the micro-architecture of the articles and the article contents. Suggestions are made for an improved presentation and treatment. Innovative proposals regarding the macro- and microstructural presentation of homonyms and polysemes are made to enhance the user-friendliness of this dictionary. The value of the outer texts and the prevailing transtextual function is emphasised. It is shown how certain inconsistencies impede the optimal transfer of information.
Author Adelia CarstensSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 81 –97 (2008)More Less
Genre approaches to academic writing are still enjoying wide support among pedagogues and applied linguists in the UK, US and Australia. However, genre-based pedagogies have been widely criticised for their explicit teaching of discourse structure and their emphasis on lexis and grammar. This article aims to demonstrate that the foundational principles of genre approaches are reconcilable with postmodern ways of reasoning and with most post-process approaches in language teaching. It is suggested that current method and postmethod pedagogies share an underlying component structure; they only differ with regard to their emphases. Based on the notion of 'principled pragmatism' a multidirectional, genre-focused model for teaching and learning academic writing in a tertiary education context is designed and justified.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 99 –116 (2008)More Less
An outcomes-based Afrikaans literature module for non-mother-tongue speakers was evaluated by the students as well as outside role players at Vista University, Bloemfontein before its integration with the University of the Free State. Evaluation tools included reflection cards, letters, questionnaires and interviews. The specific outcomes of this language module served as criteria for the evaluation of students' portfolios, community service learning, learning material, learning and teaching methods, assessment and language proficiency in authentic contexts. The results and conclusions of this exercise were used in the review of a literature module for the same year group. The latter module is currently being evaluated by means of a questionnaire (students) and an internal moderator (educationalist). The evaluation of this module with a view to planning for improvement and launching a project on module evaluation is an attempt to respond to the demands for excellence in teaching and learning, innovation and the challenges that confront South African communities regarding language proficiency.
Author Kobus MaraisSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 118 –135 (2008)More Less
In this paper, I suggest that the notion of a "wise translator" ought to summarise the outcome of translator education. The suggestion is that demands for both pure disciplinary education and pure technical skill should be subsumed under the notion of wisdom. The article explores the role that choices in curriculum play at the level of higher education. It also conceptualises the outcome of translator education. It then makes a number of choices for such a curriculum to be aligned with wisdom as outcome.
The enhancement of student performance at Fort Hare University through the Language and Writing Advancement ProgramAuthor Thembinkosi TwaloSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 137 –150 (2008)More Less
This paper seeks to identify and measure the development of the students' proficiency in academic writing. It shows how one can eat and finish the whole elephant in the writing context by taking few pieces at a time in terms of drafts under the auspices of highly trained language and writing consultants. A group of students who had been submitting their work to the language and writing consultants was monitored and their writing challenges recorded over time. An analysis of their growth was made to evaluate the impact of the program on the beneficiaries. Some of the hallmarks of this program that were seen to be getting the students to meaningfully engage with academic discourse are the nature of feedback given to students, consultation processes and the inculcation of the culture of active learning. Language and Writing Advancement Program (LWAP) is one of the programs offered at Fort Hare's Teaching and Learning Centre. It forms part of the peer assisted student services (PASS) programs. PASS offers an integrated approach to learning as it covers a number of learning advancement programs namely supplemental instruction (SI), LWAP, writing centre, basic tutor training program, credit-bearing certificate in the facilitation of learning, academic orientation, placement and access testing and academic consultations.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 152 –170 (2008)More Less
In this article the current state of language practice in die SAPS is scrutinised against the backdrop of the general move towards monolingualism in state departments. The importance of communication in the day-to-day work of the police officer is discussed and the lack of language courses in the basic training of police constables is highlighted. It is hypothesised that constables are probably not equipped to deal with the linguistic challenges posed by their work environment, that the implementation of multilingualism is lacking in the SAPS and that this has a negative impact on service delivery by the SAPS in Gauteng. The study reports on an empirical study involving a total of 354 respondents and concludes that a lack of language skills indeed impacts negatively on efficient service delivery.