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Relevant bibliographies by topics / Language and education – Botswana

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Dissertations / Theses

Academic literature on the topic 'Language and education – Botswana'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Dissertations / Theses on the topic "Language and education – Botswana"

1

Ntshabele, Carol Mmamonyana. "Language variation in the Botswana speech community and its impact on children's education." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/16837.

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Bibliography: pages 133-141.<br>This study seeks to investigate Language variation in the Botswana speech community and its impact on children's education. The study is premised on the assumption that the learner's non-standard language from the home environment is not accommodated in the learning environment. The language used in the classroom is the standard language. This study deals with aspects such as language change, language contact, language interference as well as standardisation and the differences that exist in the spoken and written Setswana. Sociolinguistic factors such as langua

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2

Tselayakhumo, Dumelang. "Language-in-education policy and language practices in Botswana primary schools: a case study of 3 schools." Thesis, Rhodes University, 2019. http://hdl.handle.net/10962/68271.

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This is a multiple case study of language practices in relation to the language-in-education policy of Botswana. The impetus for this study came after realising a decline in the academic achievement of learners as they move to higher levels of education. Taking into cognisance other factors like socio-economic background and marginalised communities, this study intended to investigate language practices at 3 primary schools at Standard 1, Standard 4 and Standard 7. Cases were selected from 3 various schools in different districts that present the language situation in Botswana. School A was in

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3

Macheng, Cornelious Binnie. "Local ways of knowing : schooling, language, and literacy in a marginal, culturally distinctive community in Botswana." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12687.

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Includes bibliographical references.<br>In this minor dissertation, I undertook to examine perspectives held by people in one, marginal, culturally distinct immigrant community in respect to schooling, language, and literacy and how these are likely to impact on their children's participation in schools. The methodological frame for both data collection and analysis for this study aligned with those employed in most 'ethnographies of literacy'. I however. settled for what is referred to as an ethnographic-style study to account for time constraints.

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4

Chimbganda, Ambrose Bruce. "A study of the summarizing strategies used by ESL first year science students at the University of Botswana." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1002623.

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One of the major problems faced by speakers of English as a second language (ESL) or non-native speakers of English (NNS) is that when they go to college or university, they find themselves without sufficient academic literacy skills to enable them to navigate their learning successfully, such as the ability to summarize textual material. This thesis examines the summarizing strategies used by ESL first year science students at the University of Botswana. Using multiple data collection methods, otherwise known as triangulation or pluralistic research, which is a combination of quantitative and

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5

Tsietso-Moses, Biongotlo Alice. "Qualitative study of some effects of using English as a language of instruction at Standard 2 and 5 in the Botswana education system, where learners are not primary language speakers of English." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/19806.

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Bibliography: pages 104-109.<br>The purpose of this study is to address the issue of language in education policy in Botswana where English is used as a language of instruction at the lower levels of primary education, in this instance focusing on grades 2 and 5. Bearing in mind that English is not the learners' first language, this dissertation firstly attempts to discover some of the possible effects this could have on learners concerning their acquisition of English as a second language, and their progression into further education. Secondly it looks at the role of the primary language (Set

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6

Dixey, Rachael Anne. "Education and inequality in Botswana." Thesis, University of Liverpool, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357560.

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7

Russell, Anthony. "Primary science education in Botswana." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019698/.

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8

Kerton, G. A. J. "Vocational education and training in Botswana." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/56166/.

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The development of skill formation in Botswana was investigated in the context of the global economy and high youth unemployment. At independence (1966) Botswana was one of the ten poorest countries in the world. As a democratic country the welfare of its citizens was paramount, consequently, when diamonds were discovered (1967) the main objective was to improve living standards throughout the country. When revenue from diamonds increased. diversification by creating a stronger industrial base was considered necessary to develop a sound economy, more employment for its expanding youth populati

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9

Tshinki, Abby Mosetsanagape. "Code-switching in Setswana in Botswana." Pretoria : [S.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-10132005-120122.

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10

bw, mrammola@bca, and Mogadime Rammolai. "The Image of Agriculture Education in Botswana." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090722.110138.

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This study examines agricultural education in Botswana among students and teachers. Since independence in 1966 to the present time, agricultural production has declined from about 40 percent to about 3 percent. Harsh climatic conditions and a general ignorance about agriculture contribute to the restricted perception of agriculture and careers in this field. Individual and focus group interviews were conducted with agricultural teachers who had resigned and former graduates in four secondary schools and three postsecondary educational institutions (Botswana College of Agriculture, University o

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