- A-Z Publications
- Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig
- Previous Issues
- Volume 44, Issue 2, 2010
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 44, Issue 2, 2010
Volume 44, Issue 2, 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.
Instructional and regulative discourse in language tutorials : an analysis of educators' response to potentially offensive viewsAuthor Marthinus ConradieSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 7 –21 (2010)More Less
Contemporary perspectives on language learning emphasises the importance of encouraging students to play an active role in the learning process. Accordingly, teacher-student interaction must reflect these views, by facilitating student participation. This presents educators with unique challenges. For example, students may express views which are potentially offensive to their peers. This article conducts an analysis of two case studies, in which educators were faced with this challenge. The research is situated in the context of literature tutorials. To achieve this goal Bernstein's (1990; 1996) pedagogic discourse is employed, as it was used by Buzzelli and Johnston (2001).
Teaching and learning English as a home language in a predominantly non-native English classroom : a study from KwaZulu-NatalSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 23 –38 (2010)More Less
This study focuses on a secondary school in an Indian-African suburb of Merewent in KwaZulu-Natal, an example of a suburban school where English as a Home Language (EHL) is taught to a majority of non-native English learners from township schools. The EHL classrooms were investigated for 'communicativeness' and then compared to English as a Second Language (ESL) classrooms. It might be expected that EHL classrooms would exhibit an affinity with ESL classrooms. However, although non-native EHL has many aspects in common with ESL, there were significant differences between the two. The most important difference from the standpoint of Communicative Language Teaching (CLT) was in the learning content selection, with the EHL settings using more literary works, and so focusing less on the direct teaching of grammatical forms. However, a disturbing pattern was the inability of the learners in both sets of settings to take full advantage of CLT, which suggested that the learners might not be at the appropriate level of language development.
Students' comprehension of the representation of African American Vernacular in Alice Walker's The Color PurpleAuthor Marilize PretoriusSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 40 –50 (2010)More Less
This article was prompted by observations in tutorial lectures on African American Literature and reports on a subsequent pilot study. It explores students' responses to African American Vernacular (AAV) as used in the novel The Color Purple by Alice Walker. A questionnaire was used to explore students' comprehension of AAV. The results indicate that although students were confident of their understanding of AAV, most could not correctly translate it into Standard English (SE). The findings have implications for the field of Applied Linguistics, in terms of the way linguistic features affect the reading and teaching of a literary text, and suggests that students will benefit from guidelines for interpreting Walker's representation of AAV.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 52 –67 (2010)More Less
Dismal literacy figures of South African learners, on the one hand, and poor matriculation results of public school learners who still prefer English as a medium of instruction, raise the question whether the current second language curriculum has failed to promote academic literacy and additive bilingualism. The authors argue that more time spent in the EFAL classroom will not necessarily mean that the objectives as envisaged by the curriculum will be attained. In order for academic literacy to be improved, the distinction between a language of learning and a language as subject matter should be acknowledged. In lieu of this distinction, a new English curriculum should be introduced from Grade 1-12 in all South African schools where English is used as the medium of instruction. The authors propose the implementation of an adjunct CBI and CLIL syllabus where language development and content development are not regarded in isolation and where the focus is on the intersection of language, content and thinking objectives.
"Dwelling in fear of the scales forever" : religious diction in Pro-Anorectic websites from a discourse-analytic perspectiveAuthor Gisela UllyattSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 69 –86 (2010)More Less
Anorexia Internet sites (also known as "Pro-Ana" sites) employ various linguistic devices in the propagation of their message. This article sets out to investigate such devices as they are used in or by these sites. The sites themselves are regarded as texts, and are explored within the ambit of Discourse Analysis. The research looks at discourse strategies employed by Pro-Ana participants by which they share their experiences as a type of virtual support group. To decode the concealed language of these sites, Discourse Analysis is used. Central to this language are coinage, code words, and metaphors. One of the problems inherent in such language strategies are that they continually reshape themselves either to escape being shut down by search engines or to keep the sites from being read by anti-Ana individuals or groups. This constant changing was in itself a type of language evolving faster than everyday language outside these sites. Because the articulation of the Pro-Ana dogma manifests strongly religious overtones and demands absolute adherence to its liturgy, portions of the websites sampled revealed religious or quasi-spiritual diction. The aim and scope of this article is to focus particularly on specific religious diction by making use of the semantic and syntactic levels of Kitis and Milapides-model (1997) to amplify the religious aspect of anorectic websites. Because of the limited scope of the article format, Kitis and Milapides' (1997) pragmatic and intertextual/textual rhetorical levels have been excluded. The article has a three-fold relevance for language teaching. First, it demonstrates the manner in which language is being manipulated on the internet to propagate the insidious "worship" of anorexia, and so brings awareness of such strategies to language facilitators and, through them, to learners. Secondly, in discussing specific examples of religious diction from these websites, the article shows how these language strategies are used (and misused), no matter how ineptly, for the advocacy of Anorexia Nervosa as a desirable way of life which may lead to tragic and unnecessary deaths. Finally, through worked examples, the article demonstrates ways in which Discourse Analysis may be usefully used to decode internet websites devoted to Anorexia.
Vinkel en koljander? 'n Diversiteitsperspektief op Afrikaanse en Nederlandse moedertaal-taalhandboekeAuthor Alta EngelbrechtSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 88 –104 (2010)More Less
Where human society is involved, the world can never be objective, but is a place where, through cultural power relations, human inequalities are legitimized by meaning, interpretation and value (Hall 1997). At the same time prejudice and stereotyping disguise inequality and enhance the exclusion of certain sectors of society. Mechanisms such as inclusions, exclusions, confusing representations, cultural codes, and silences are relevant stereotyping strategies. In this article the visual representations in Dutch and Afrikaans language textbooks are compared in order to determine the strategies used to address diversity within the textbooks. The conceptual framework and literature review comprise an explication of the concepts and influential issues presented in the literature. Data sources are constituted by the visual material of one textbook series from each of the two language communities. The findings are presented as indicators derived from focus group discussions. Eurocentric perspectives of the dominant white group about the 'other' were identified, projecting the 'other' as problematic, poor and primitive. The cultural codes in the visual material furthermore generalise the non-Western 'other' as either extremely religious or as fundamentally different. No signs of apartheid prejudice could be found in the Afrikaans textbooks and Afrikaans is demythologised as a 'white' language. The visual material offers a platform for different, even contradictory, values in order to create a new cultural and social reality, even if the representation, in which everybody speaks Afrikaans, is sometimes forced and unauthentic.
Examining bias in a test of academic literacy : does the Test of Academic Literacy Levels (TALL) treat students from English and African language backgrounds differently?Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 106 –118 (2010)More Less
Responsible test design relies on close examination of a number of parameters of a test. After finding a clearly argued, rational basis (construct) for the ability being tested, then articulating this in detailed specifications for subtests and item types, and subsequently setting benchmarks for both test reliability and item productivity, there remains, after the results become available, a number of further dimensions of a test that need attention. This article examines one such dimension: that of Differential Item Functioning (DIF), asking whether there is, in the case of the test under consideration, bias towards a certain group of test-takers (testees), so that they are unfairly disadvantaged by some of the items or task types in the test. The test results across four different years (2005-2008) of a large group of first year students, the bulk of the intake at one South African university, are analysed. The fact that there are variations in DIF across the different years and across different task types (subtests) calls for specific explanations. The findings suggest that one would do well to examine test results in depth, in order to avoid conclusions that may be fashionable but inaccurate. However, the argument returns to the defensibility of the test construct, and what should legitimately be included in that, and, by extension, measured.
Author Elza VenterSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 120 –131 (2010)More Less
Bullying has become a major problem in schools worldwide. It might escalate to serious forms of anti-social behaviour, therefore the teaching of social skills are important in the school as a whole. The language classroom is the ideal place to teach social and communication skills. In the whole language approach, combined with content-based teaching, the teacher can choose a theme, like 'bullying' and include specific language skills in the lesson. The class could for instance discuss the theme, debate the contentious issue, write a dialogue about the theme and dramatise it. By engaging with an issue in this way, learners not only learn social and communication skills, but also various language skills. Learners learn best when they are engaged in their own learning; when the learning material is part of their life world and they are interested in the topic.
Author Anna J. HugoSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 44, pp 133 –144 (2010)More Less
There is evidence that learners attending South African schools have reading problems. This article is an attempt to gain insight into some of the possible reasons why learners in Grades 1 to 3 fail to become proficient readers. Research was conducted in the province of Gauteng with Grade 1 to 3 teachers at 11 schools. During this mixed method research it became clear that due to many problems teachers 'battle' to teach reading properly. These include the home language spoken by the learners and the teachers, the reading methods used in the classrooms and the lack of reading materials in the classrooms. Research needs to be done in South African schools to advise individual schools about their language policy and the teaching of reading. The findings of this research can also be used to pave the way for well-planned in-service teacher training on the teaching of reading.