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- Volume 43, Issue 1, 2009
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 43, Issue 1, 2009
Volume 43, Issue 1, 2009
Benadeling van leerders en opvoeders in laerskole in Eldoradopark : 'n psigolinguistiese / neorofilosofiese perspektiefAuthor Jane AllieSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 43, pp 7 –23 (2009)More Less
Learners at primary school level will in most cases be disadvantaged if learning and teaching take place in a language which is not their mother-tongue. This has in recent years been a topic for serious debate, not only in educational circles and publications, but also in the media. The research undertaken which preceded the doctoral dissertation on which the following article is based, focused on the nature of such disadvantage in the primary schools in Eldoradopark, south of Johannesburg. While the implementation of integration and transformation in education remains the responsibility of the national education authority, its practical implementation is relegated to the educators / teachers in the classroom. They need professional and material assistance. While the dissertation as a whole attempts to cover the complete spectrum of the problems experienced in this regard in Eldorado Park, this article focuses on the insights provided by neurophilosophy, an interdisciplinary approach not hitherto often touched upon as an important contributor to the debate.
Die begrip "sosiale afstand" en Afrikaanse woordeskatkennis by 'n groep tweedetaalleerders - 'n gevallestudieAuthor Tswaledi John PhaladiSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 43, pp 25 –38 (2009)More Less
This article reports on a case study undertaken amongst Grade 11 and 12 learners of Afrikaans as additional language at a high school in the Limpopo Province. The point of departure of the article is the importance, on the one hand, of a good vocabulary and, on the other hand, the reality that the language facilitator is confronted with a very deficient active vocabulary. The importance of the lexicon in learning and teaching a second language is highlighted. The state of the vocabulary knowledge of the research group is discussed. The conclusion of the researchers is that learners demonstrate an extremely deficient vocabulary not only in the diagnostic test but in general. In an attempt to account for the attitudes, perceptions and degree of motivation of the learners, use was made of questionnaires and interviews. The concept "social distance" was a valuable instrument to place the apathetic and even hostile attitude of the learners within context. The conclusion is that due to the enormous social distance between learners and speakers of the target language (Afrikaans) no meaningful learning can take place.
Is synchronous computer-mediated communication a viable instructional mode in the language classroom? A facilitator and learner perspectiveSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 43, pp 40 –52 (2009)More Less
Increasing enrolments at tertiary institutions in South Africa have seen a proliferation in the number of courses offered via blended learning systems. This paper reports on one such system at the University of the Free State in which a third-year module, Computer-assisted Language Learning, was offered via WebCT in 2007. During synchronous communication, a simulation was devised in which learners had to (a) complete activities in a foreign language (Latin), and (b) discuss the feasibility of learning a foreign language in synchronous WebCT Chat. Employing a conversation-analytic perspective, the logs were analysed to determine whether the interaction reflected in them replicated that characteristic of face-to-face classroom interaction. Once the discourse study had been completed, the logs were used to determine learners' perceptions of synchronous learning. As a follow-up exercise, some of the learners wrote an assignment in which they had to weigh up the strengths and weaknesses of the networked environment for language learning. The findings of both analyses confirm the notion among some researchers that '[c]ontroversy surrounds the relative learning benefits of synchronous...text-based discussion...' (Johnson, 2008: 166).
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 43, pp 54 –65 (2009)More Less
In tertiary education settings it is imperative for students to move confidently between the academic discourses of a variety of disciplines. Thus, it is merited to aim writing interventions at genres that straddle disciplinary boundaries. Following a survey on preferred genres and text types at the University of Pretoria an essay-writing intervention for second-year undergraduate students was designed and developed. The effectiveness of the intervention was evaluated using a pretest-posttest design. On average the scores of the respondents improved by 7%. The largest improvement was on structure and development (15%), followed by the use of source materials (10%) and academic writing style (7%). An interpretation of the findings, combined with feedback from the respondents, suggested that extensive writing should be introduced soon after the commencement of an essay-writing intervention, and that a series of shorter teaching and learning cycles might be more effective than a single cycle. Furthermore, study units dealing with making and supporting claims might focus more strongly on learning from models than on explicit teaching of a variety of disciplinary conventions and preferences.
Author Thinus ConradieSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 43, pp 67 –82 (2009)More Less
The purpose of this article is to present an explorative study on the role of synchronous electronic discussions in the context of tutorial lectures on literature. More specifically, synchronous electronic interaction is compared with small-group discussions. A single session of each instructional method was recorded and analysed qualitatively, from a conversation analytic approach. The findings suggest that although synchronous chat and small-group discussion share certain characteristics, they are also distinct in several significant ways. The implications that these differences hold for language instruction are then discussed.
Author Donovan C. LawrenceSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 43, pp 84 –98 (2009)More Less
In the midst of the increased availability of computers in South African schools and the publication of a White Paper on e-Education, (language) teachers are facing the new and exciting challenge of successfully integrating ICT in their teaching. In the light of these developments, it becomes imperative to develop guidelines for the effective integration of computers in language and other areas of teaching. Unlike most overseas countries, Computer-assisted Language Learning in South Africa is still in its infancy. Therefore, it becomes necessary to draw on international best practices and findings of the most recent research on CALL. The focal point of this article is the value of computers for developing reading skills, with reference to the use of text reconstruction activities, multimedia CD-ROMs and the World Wide Web. Emanating from this extensive literature survey are critical success factors for the integration of computer-based and conventional reading activities. These factors include the goal of the lesson, the time available, learners' level of language proficiency and learners' level of computer literacy.
"Welcome to my side of town" - teaching and learning by means of service learning in translator educationAuthor Kobus MaraisSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 43, pp 100 –113 (2009)More Less
This article investigates Service Learning (SL) as pedagogy for educating translator students in higher education. Situating translator education within new theories of knowledge, this article provides a description of a first-year module presented in translation practice. It makes use of Bringle and Hatcher's conceptualisation of SL, with a focus on the application thereof at the UFS. The aim of the article is to argue for more attention to the curriculum in translator education, rather than mere pedagogy, as well as for attention to philosophical and ideological issues in designing the curriculum of translator education. It also focuses on the transforming role that SL could play in translator education in particular and higher education in general by exposing students to various cultural and ideological spaces.
Author Themba NgwenyaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 43, pp 115 –133 (2009)More Less
South Africa promotes multilingualism as one of the means for creating a common national identity in the country but with regard to the teaching of indigenous African languages as additional languages, there is a dearth of teaching material for carrying out this ideal. This article is about negotiating the design of a nuanced communicative Setswana syllabus for learners to whom Setswana is an additional language. The insight gained from data collection obtained through literature review, a questionnaire, and semi-structured individual and group interviews, is used to negotiate the design of the syllabus in question. The syllabus is nuanced by making it involve an overt teaching of grammar and critical language awareness. The study could be used to inform syllabus design for teaching South African indigenous languages as additional languages and to help promote the use of multilingualism South Africa seeks for creating a common national identity.
Author Marne PienaarSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 43, pp 135 –145 (2009)More Less
In contrast to other (mainly European countries) where liaison interpreters act as intercultural brokers and interlingual facilitators between state service providers and immigrant communities, the South African situation calls for interpreting between service providers and citizens. This form of interpreting however mainly takes place within an unregulated and informal setting. Since 2004 the larger financial sector had to put measures in place to ensure that all relevant documentation were available in the 11 official languages of the country. However, due to inter alia high levels of illiteracy, it was found that the bottom end of the banking population still employ the services of bank security staff to act as interpreters on their behalf. This paper reports on this well-established form of liaison interpreting in the financial sector. It is argued that the non-provision of trained interpreters who are also bound to a code of ethics leads to the exploitation of linguistic marginalised groupings and thus perpetuates asymmetrical power relations in financial discourse.