- A-Z Publications
- Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig
- Previous Issues
- Volume 44, Issue 1, 2010
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 44, Issue 1, 2010
Volume 44, Issue 1, 2010
Author T. HumanSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44 (2010)More Less
Without the contributions of the relevant authors whose specific research is published in this publication and the reviewers who judged the scientific merits of the contributions, this edition of Journal for Language Teaching would not have been possible. I thank you sincerely for this.
Sonder die bydraes van die betrokke outeurs wie se spesifieke navorsing in hierdie publikasie neerslag vind en die keurders wat die wetenskaplike meriete van die bydraes beoordeel het, sou hierdie uitgawe van Tydskrif vir Taalonderrig nie moontlik gewees het nie. Ek bedank hulle daarvoor.
Author Visvaganthie MoodleySource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 7 –22 (2010)More Less
Code switching (CS) is a normal practice among bilingual and multilingual speakers both in the community at large and at schools despite it being mostly prohibited in most South African classrooms. Even though educators express the banes of CS or even deny its use in the classroom, the study on which this paper draws demonstrates that both teachers and learners engage in CS behaviour in classroom interaction. The paper examines language teaching sessions of Grade 8 and 9 learners in multilingual classrooms in three semi-urban schools in KwaZulu Natal. It demonstrates that in language classrooms, within the framework of OBE, CS involving learners' home and additional languages can be used as a teaching and learning strategy in accomplishing communicative competence, especially grammatical, sociolinguistic and strategic competences, as described by Canale and Swain (1980). The paper concludes by exploring the implications of 'strategic' CS for second or additional language pedagogy, and suggests the need for education role-players to engage in continued consciousness raising as CS is a reality in and outside the classroom.
Author Matilda De BeerSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 24 –36 (2010)More Less
The purpose of the project on community service-learning in curricula was to test the merits of this methodology in a second year Afrikaans (non-mother-tongue) class at university level. Community service-learning provides learners with the empowering opportunity to offer authentic service in and for communities and to be assessed in authentic situations. This structured learning that goes beyond the classroom engages communities in service activities that benefit student teachers as well as communities. The reflection sessions which all of the partners engaged in during and at the end of the semester were a means of identifying areas where improvements could be effected.
Die invloed van die herkenning van hoëfrekwensiewoorde op die leesvaardighede van Graad 2-leerders in die GrondslagfaseSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 38 –57 (2010)More Less
It is of utmost importance for learners to master language in order to learn effectively at school. Many learners are initially taught in school to read and write. Learners should later be able to use acquired reading skills to learn, and acquired writing skills must be applied to reproduce that which has been learnt. If learners do not master the foregoing skills, their progress at school will be seriously handicapped. In spite of the implementation of the National Curriculum Statement Grade R-9 (Schools) and Grade 10-12 (Schools) as well as the Foundations for Learning-campaign, illiteracy is still a serious problem in South Africa. Because the basis of all reading and writing skills are laid in the Foundation Phase, it is necessary for drastic steps to be taken to ensure that learners will be able to read with comprehension in their first years at school. This research is aimed at proving the significant relationship between high frequency words and reading skills (measured by word recognition and reading comprehension) and also to prove that the teaching of high frequency words can lead to the improvement of the above mentioned reading skills. The gathering/collection of data is characterised by the use of standardised tests. In addition, use was made of descriptive statistics; Pearson's product moment correlations and Cohen's r-values; t-tests and Cohen's d-values; as well as one sample t-tests to analyse and interpret data.
Using English as a second language as the language of instruction : concerns and needs of primary school teachers in South AfricaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 59 –69 (2010)More Less
The issues discussed in this article have arisen from the authors' concern about primary school teachers' ability to use English as the language of instruction in their classrooms. Teachers in primary schools who are English second language speakers were asked to comment on the three main problems that they experience in using English as the medium of instruction in their classrooms. From the teachers' responses it was deduced that their main problems in using English as the language of instructions are that their learners are 'deaf' to correct English pronunciation and that the learners do not understand English. Teachers also indicated that they have a lack of vocabulary and that they also lack the confidence to teach in English.
Author Eleanor CorneliusSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 71 –87 (2010)More Less
Legal translation is a complex activity which has to date received little attention in South Africa, despite the increasing demand for well-trained legal translators. This article explores the field of legal translation by considering its position in terms of different theoretical models of translation. The relation between (legal) text type and translation strategy is also investigated. In legal translation, the main focus is on two important notions, namely legal force and legal equivalence. As a consequence, any theory of legal translation must take into account the importance of these concepts. In this regard, legal translation may be regarded as a special case, which cannot be dealt with in general theories of translation. In addition, this article focuses on the problems translation students experience with the unique and distinctive characteristics of legal language, and their inability to approach the translation task methodically and systematically. In the latter part of the article, a teaching method is proposed and demonstrated, whereby the cognitive structure of a legal text is simplified. It is suggested that this method of text analysis is a useful tool in the training of legal translators.
Die verband tussen die blootstelling aan en gebruik van elektroniese media en akademiese taalvaardigheidSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 89 –105 (2010)More Less
The focus of this article is the possible contribution of exposure to and use of modern electronic media to the problem of students' perceived weak command of formal academic language. Concepts such as academic literacy, the relationship between language and thought, and the effect of modern media on thought patterns will be discussed. The frequent exposure to images on the one hand and the absence of formal reading material on the other, are seen as important factors contributing to language problems experienced by university students. A questionnaire was used to examine the frequency at which grade 8 learners in four Bloemfontein schools, as well as a group of second year students at the University of the Free State, use computers and cell phones, watch television and films, etc. User patterns were established. The results of this research are discussed here.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 107 –125 (2010)More Less
This paper describes an experiment in which Boolean feedback (a kind of checklist) was used to provide feedback on the paragraph structures of first year students in an Academic Literacy course. We begin by introducing the major problems with feedback on L2 writing and establishing why a focus on paragraph structures in particular is of importance. The experiment conducted was a two-draft assignment in which three different kinds of feedback (technique A: handwritten comments, B: consciousness-raising through generalised Boolean feedback, and C: specific Boolean feedback) were presented to three different groups of students. The results indicate that specific Boolean feedback is more effective than the other two techniques, in small part because a higher proportion of the instances of negative feedback on the first draft was corrected in the second draft (improvements), but much more substantially because in the revision a much lower number of changes to the text resulted in negative feedback on the second draft (regressions). For non-specific feedback, almost as many regressions occurred as improvements. In combination with automatic analytical techniques made possible with software, the results from this study make a case for the use of such checklists in giving feedback on student writing.
Author Alta EngelbrechtSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 127 –140 (2010)More Less
Based on the assumption that textbooks could hardly be free from prejudice, cultural stereotyping and marginalising of the 'other', the purpose of this article is to determine the extent to which the reigning social and cultural order is fostered in a Flemish language textbook series. Mechanisms such as inclusions, exclusions, confusing representations, cultural codes, values, preferences and silences are investigated to determine the extent of stereotyping strategies in textbook caricatures. The data source for the Critical Discourse Analysis (CDA) is constituted by a focus group discussion held in Flanders, discussing visual material in one textbook series, Vitaal. An insider perspective on representational practices projecting the (non-Western) 'other' was obtained through the discussion by Flemish participants, who are all involved in the educational sphere. The conceptual framework comprises an explication of concepts and theories on studies of implicit stereotyping, culture studies and visual antropology. Influential issues in the literature on textbook representation in Flanders over the past decade are also described. The data were analysed through the lens of CDA (Barton and Stygall 2002;1-27; Huckins 2004:1-15) and according to the thematic analysis procedure introduced by Braun and Clarke (2006). The findings show that the caricatures serve as ideological rhetoric of the dominant white group, projecting the 'other' as problematic, focusing on their country of origin rather than their well-being in their new country. Although humour conceals the cultural exclusion in the data set, the cultural codes in the visual material generalise the non-Western 'other' as either extremely religious or as fundamentally different.