To see the other types of publications on this topic, follow the link: Literacy development; African languages.
Dissertations / Theses on the topic 'Literacy development; African languages'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Literacy development; African languages.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Kamanda, Mohamed Combo. "A basis of language planning for education for future Sierra Leone." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310291.
Full text
2
Schutte, Henriëtte. "The development of early literacy skills among a group of urban Sepedi-speaking children." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01312006-113635.
Full text
3
Sam, Msindisi Scara. "The development and implementation of computer literacy terminology in isiXhosa." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002155.
Full text
4
Smith, Felicia C. "African American Female Narratives and Identity Development: A Case Study of Language, Literacy, and Identity Development in the Beauty Salon." UKnowledge, 2014. http://uknowledge.uky.edu/edc_etds/8.
Full textAbstract:
This four-month case study explored the connections among language, literacy, and identity development of five African American women as they shared narratives within a beauty salon context. The questions that guided the study were: (a) What language and literacy practices are enacted in the beauty salon? (b) In what way do African American women narrate their experiences? (c) What stories are shared by African American women in the salon? (d) What are the effects on the listeners of the narratives shared in the salon? and (e) How are social and cultural identities (co)constructed and performed in the narratives?
The narratives were analyzed using Reissman’s (2008) dialogic/performance analysis approach. The Identities in Practice framework applied, situated the work in relation to the four contexts for identity development (figured worlds, positionality, spaces for authoring, and making world through serious play) outlined in Holland, Lachicotte, Skinner, and Cain’s (2008).
The findings supported previous findings that storytelling events and the use of narratives were the primary means for African American women sharing their lived experiences in the beauty salon. This corroborated with findings from Richardson (2003) and others focused on African American female language and literacy practices. Three themes emerged from the narrative data, which reflected challenges the women experience in their social, racial/cultural, and gendered conversations and experiences. Additionally, two focal participants’ narratives were examined to explore the ways identity was performed through their use of language in the narratives. The analysis indicated Kelly and Pam were strongly affiliated to social and cultural identities that included identities about motherhood, gender equity, and activists in the Black community.
The importance of this research is to continue to explore the ways African American women build and shape their identities through language. Schools across the nation are neglecting the power and uses of language to build up the language and literacy resources of children that arrive to school with a history of oral traditions. Presenting school contexts as a space of authoring would undoubtedly create greater equity and access for others to learn about their lived experiences that make up a part of their educational experiences.
5
Lamping, Sally Anne. "Dusty Windows and Urban American Dreams: Five African Journeys toward Literacy through Participatory Research and Program Development." Cincinnati, Ohio : University of Cincinnati, 2006. http://rave.ohiolink.edu/etdc//view?acc_num=ucin1144463880.
Full textAbstract:
Thesis (Dr. of Education)--University of Cincinnati, 2006.Advisor: Dr. James W. Koschoreck. Title from electronic thesis title page (viewed July 15, 2009). Includes abstract. Keywords: African Immigrants; Adult Education; English as a Second Language; Literacy. Includes bibliographical references.
6
Schäfer, Marc. "Concept Literacy in Mathematics and Science: experiences with the development and use of a multilingual resource book in Xhosa, Zulu, English and Afrikaans in South Africa." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80926.
Full text
7
Kerfoot, Caroline. "Changing conceptions of literacies, language and development : Implications for the provision of adult basic education in South Africa." Doctoral thesis, Stockholm : Centre for Research on Bilingualism, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26581.
Full text
8
Alexander, Rasheedah. "Exploring the Impact of the Economic Decline on the Literacy of Middle-Class Families in Three Regions of the United States." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1367335162.
Full text
9
McClary, Nancy Hill. "“Be a Voice, Not an Echo”: Understanding the Urban Youth Call for High School Literacy Reform." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1304970452.
Full text
10
Mataka, Tawanda Wallace. "Language and literacy development for a Grade 10 English first additional language classroom: a reading to learn case study." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/249.
Full textAbstract:
The problem of poor reading skills is a serious one in South Africa, with negative implications for learners’ educational achievement. The failure of learners to read at age- and grade-appropriate levels presents a major challenge to the teaching of reading in South African schools. It is against this background that this study aimed at ascertaining the positive impact of the Reading to Learn methodology in improving the literacy levels of learners in a Grade 10 English First Additional Language classroom in a township school. Reading ability levels were established via a passage extracted from a Grade Platinum English First Additional Learner’s book. Pronunciation and word recognition formed the basis of the reading assessment. Reading translates into writing, so the learners were also assessed in comprehension and creative writing. The results indicated that the learners’ reading abilities were weak, the methodology used to teach reading led to research findings that caused the study to yield findings that suggest that RtL may be the solution to reading problems in the classroom. In addition the study revealed that the ability to read corresponds with cognitive development. The study therefore calls for the adoption of RtL to assist in alleviating reading problems in the classroom.
11
Saliwa-Mogale, Ncebakazi Faith. "Development and empowerment of previously-marginalised languages: a case of African languages in South Africa." Doctoral thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33954.
Full textAbstract:
South Africa is a multilingual country with 11 official languages and 9 of these languages are Indigenous African languages. The South African government has developed policies and created an environment for these languages to be developed. National and provincial language policies have been adopted and the country has even passed a language Act called the Use of Official Languages Act, 2012. The national Department of Education has also passed policies and Acts that enable indigenous languages to be made compulsory to all learners in all public schools in the foundation phase. Despite all these efforts, very little has been done to implement these policies. The aim of this study is to interrogate the role played by these language bodies in the implementation of the National Language Policies, particularly the development and empowerment of these previously marginalized languages. Using textual analysis, questionnaires and interviews, the study identified the bottlenecks in the system that hinder the development of these languages. Amongst the many obstructions that were uncovered, is the increased economic benefit associated with English and how this continues to undermine efforts to elevate the status of African languages. Further, this linguistic hegemony has created a situation where speakers of the nine indigenous African languages are denied access to social, economic and political developments of the country, a clear violation of language rights enshrined in the Constitution of South Africa. The study concludes by making recommendations on steps that can be taken to develop African languages in South Africa.
12
Fulani, Ntombekhaya Cynthia. "An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018914.
Full textAbstract:
The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner
13
Hodgskiss, Jennifer Adelé. "A case study : tracing the development of emergent literacy in a Grade R class." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003324.
Full textAbstract:
The introduction of the new curriculum in South Africa has introduced a new approach to literacy in the early years of the Foundation Phase (Grade R – 1), which has a strong emphasis on emergent literacy. The National Curriculum Statement (NCS) for English – Home Language describes this approach as balanced “because it begins with children’s emergent literacy, it involves them in reading real books and writing for genuine purposes, and it gives attention to phonics”. For many teachers in South Africa, this means moving away from the “reading readiness approach” which held that children were not ready to read and write until they were able to perform sub-skills such as auditory discrimination and visual discrimination, and had developed their fine and large motor skills to a certain level. The purpose of this study was to trace and document children’s emergent literacy development in a Grade R class over a period of two months. More specifically, the intention was to investigate whether it was possible for trained, motivated teachers who have access to everyday resources in otherwise ordinary South African schools, to achieve the Assessment Standards set out in the NCS for Home Language in Grade R. In this school-based case study, the sample consisted of 4 children from 1 preschool in Queenstown, South Africa. The participants were selected according to gender and language because these appear to be significant factors in literacy development. The interpretive approach was used to collect and analyse data. Data were gathered from three main sources; (1) a research journal, (2) semi-structured interviews with the parents of the 4 participants, and (3) samples of the participants’ spontaneous writing. These were then triangulated to give credibility, objectivity and validity to the interpretation of the data. The findings revealed that: (1) Social class, language and to a lesser extent gender emerged as factors which impacted significantly on the children’s literacy development, resulting in some children progressing more quickly than others. In South Africa, language is an indicator of social class. The English-speaking children had a socioeconomic and language advantage which enabled them to make considerable strides in their literacy development. In contrast, the Xhosa-speaking children were disadvantaged by their socioeconomic and language circumstances, which made their literacy progress much slower. (2) The disparities between the English and Xhosa-speaking children in terms of the stability and structure of their families, had a considerable impact on their literacy performance. (3) Finally, teachers in English medium classes need to be aware of these factors. They need to design strategies and interventions to help those children who are learning in their additional language to achieve at similar levels to their English-speaking peers. If this is not done, the gap between the literacy achievements of the English-speakers and speakers of other languages will get wider and wider as time goes by.
14
Ogechi, Nathan Oyori. "Publishing in Kiswahili and indigenous languages for enhanced adult literacy in Kenya." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91659.
Full textAbstract:
This paper argues a case for the preparation of reading materials in Kiswahili and other African languages in order to enhance adult education in Kenya. Adult education clientele are defined as those aged over 15 who (a) were either never enrolled in primary schools or dropped out before completing and (b) `graduated` and currently participate in community extension services. Cognisance of mothertongues as the best languages to begin basic literacy is taken. However, since the literacy so acquired should be useful to the individual at both local and national levels, one needs Kiswahili for wider communication. Therefore, reading materials, especially for post literacy and adult literacy teacher training should be in Kiswahili. This will not only guard against relapsing to illiteracy and misinformation but will also alleviate the scarcity of reading materials in the face of hard economic times in Kenya.
15
Odipo, Kelley E. "Balanced Literacy and its Impact on the Reading Development of African American Students." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3558.
Full textAbstract:
This study represents findings of a case study focused on the connections between balanced literacy and the reading development of African American students in first and second grade. Utilizing a conceptual framework of culturally relevant pedagogy, this study investigated: (a) the ways in which teachers understood and implemented balanced literacy; (b) the role culturally relevant pedagogy played in balanced literacy instruction; and (c) how teachers utilized balanced literacy to support the reading development of African American students. Data from multiple observations of instruction and interviews resulted in the identification of three factors that contributed to the implementation of balanced literacy and the reading development of African American students – a sense of community, emphasis on reading strategies to decipher unknown words, and assessment as a tool to guide instruction and gain a deeper understanding of students’ reading ability. The findings of this study build on current literature and also contribute to new knowledge of the factors that play a role in developing the reading abilities of African American children.
16
Faulkner-Springfield, Shirley Elizabeth. "Claiming and Framing African American Male Ethos: Case Studies of the Literacy Practices of Two African American Male Writers." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429218711.
Full text
17
Osman, M. Shariff. "Reading for Development: The Somali Rural Literacy Campaign of 1975." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1330305397.
Full text
18
Öjbro, Jasmine. "“I need to prove comprehension” : Experiences of literacy development of Swedish university students of Japanese." Thesis, Stockholms universitet, Avdelningen för japanska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131880.
Full text
19
Kabugo, Merit Ronald. "Participation and decision making in Luganda : an appraisal and genre-theoretic investigation of spoken discourse at community development project meetings." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79924.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: If they don’t come out clearly to show us the true picture of different areas, it means that some areas that do not get the weather forecast cannot profit from their farming activities. This pushes our country into more poverty. If an agency can be identified and charged with the responsibility to disseminate the forecast to the various parts of the country, it would greatly help the farmers and Uganda as a country to develop. These are the words of a participant at one of fifteen Ugandan farmer group meetings that were convened and asked to discuss a tape-recorded seasonal weather forecast, following their own rules of procedure. The audio recordings and transcriptions of these meetings, which are in Luganda, form the object of inquiry for this study. Using a multi-perspective approach to spoken discourse analysis, this study investigates manifestations and patterns of participation and decision-making as they emerge through evaluation and appraisal in the context of participatory community development processes. Taking the discourse of farmer group meetings as a genre of business meetings, where the public is included in decision-making interactions between government and citizens, the study invokes the appraisal theory, genre analysis theory, citizenship talk analysis model, and the business-meeting negotiation approach to explore how participants use Luganda to express assessment and make decisions during interactive discourse. The study identifies three main styles of making decisions, which demonstrate a culturally constructed concept of participation in Luganda. Whereas subtle decision-making involves spontaneous group positions that are not formally announced as a decision, explicit decision-making manifests positions that are overtly announced by a participant. Virtual decision-making involves intermittent moves towards a group position. While some meetings have moderators, several others have the role of moderator performed by various participants. Indeed, in several cases participants take turns to speak in a spontaneous way, without having to seek the permission of the moderator. Despite the difference in styles of decision-making, the overarching goal of participation in this genre of Luganda discourse is to reach consensus and to demonstrate a collective identity. This goal however does not take away the right and freedom of participants to reason critically, negotiate for a position, express conflict, and to question authority. This study breaks the ground for further research into areas of evaluation, intercultural communication, forensic linguistics, professional discourse, and other fields of applied linguistics in Ugandan languages, as well as in other African languages.
AFRIKAANSE OPSOMMING: As hulle nie duidelik na vore kom om aan ons die ware prentjie van verskillende gebiede te toon nie, beteken dit dat sommige gebiede wat nie die weervoorspelling kry nie, nie wins uit hulle landbou-aktiwiteite kan maak nie. Dit dompel ons land al meer in armoede. As ʼn agentskap geïdentifiseer kan word en met die verantwoordelikheid getaak kan word om die voorspelling na die verskillende dele van die land te versprei, sal dit die boere baie help en Uganda as ʼn land help ontwikkel. Dit is die woorde van ʼn deelnemer by een van vyftien vergaderings vir Ugandese boere wat byeengeroep is en gevra is om ʼn bandopname van seisoenale weervoorspelling te bespreek deur hulle eie reëls van prosedure te volg. Die bandopnames en transkripsies van hierdie vergaderings in Luganda was die navorsingsonderwerp vir hierdie studie. Met behulp van ʼn multiperspektiefbenadering tot gesproke diskoersanalise het hierdie studie manifestasies en patrone van deelname en besluitneming ondersoek soos dit deur evaluering en waardebepaling teen die agtergrond van deelnemende gemeenskapsontwikkelingsprosesse na vore gekom het. Met die diskoers van vergaderings deur boeregroepe as ʼn genre van sakevergaderings, waar die publiek by besluitnemingsinteraksies tussen regering en burgers ingesluit is, het hierdie studie sig op die teorie van waardebepaling, die teorie van genre-analise, die model vir die analise van burgerskapgesprekke, en die benadering tot sakevergadering-onderhandeling beroep om te verken hoe deelnemers Luganda gebruik om assessering uit te druk en gedurende interaktiewe diskoers besluite te neem. Die studie het drie belangrike besluitnemingstyle geïdentifiseer wat ʼn kultureel gekonstrueerde begrip van deelname in Luganda demonstreer. Terwyl subtiele besluitneming spontane groepsposisies behels wat nie formeel as ʼn besluit bekend gemaak word nie, gee eksplisiete besluitneming blyke van posisies wat op overte wyse deur ʼn deelnemer aangekondig word. Virtuele besluitneming behels intermitterende beweging in die rigting van ʼn groepsposisie. Terwyl sommige vergaderings moderators het, voer verskeie ander die rol van moderator deur verskillende deelnemers uit. Om die waarheid te sê, in etlike gevalle neem deelnemers beurte om op ʼn spontane wyse te praat, sonder om die toestemming van die moderator te verkry. Ondanks die verskil in besluitnemingstyle is die oorkoepelende doel van deelname in hierdie genre van Luganda-diskoers om konsensus te bereik en ʼn kollektiewe identiteit te toon. Hierdie doel neem egter nie die reg en vryheid van deelnemers om krities te redeneer, vir ʼn posisie te onderhandel, konflik uit te spreek, en gesag te bevraagteken weg nie. Hierdie studie baan die weg vir verdere navorsing ten opsigte van gebiede van evaluering, interkulturele kommunikasie, forensiese linguistiek, professionele diskoers, en ander gebiede van toegepaste linguistiek in Ugandese tale, asook in ander Afrikatale.
The Graduate School of the Faculty of Arts and Social Sciences at the University of Stellenbosch, the African Doctoral Academy (ADA), Makerere University, the French Institute for Research in Africa (IFRA), and the Center for Research on Environmental Decisions (CRED) at Columbia University
20
Childs, Margaret Mary. "A reading based theory of teaching appropriate for the South African context." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/687.
Full textAbstract:
The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests to this. Based on the understanding that a teacher, whose literacy level is less than adequate, is in a weak position to teach others how to read and write, the imperative to systematically address the issue of poor teacher and learner literacy levels, provided the impetus for a careful investigation of the methodology and theory of the Learning to Read: Reading to Learn pedagogy. Originally developed in Australia and applied in primary, secondary and tertiary contexts, this literacy pedagogy was described as a means of rapidly improving the literacy competence of all learners, across all subject areas. Using an approach located within the tradition of interpretative educational theory, the meaning of the theory and practice of the Learning to Read: Reading to Learn pedagogy was explored. As a result of the enquiry undertaken, it was found that the Learning to Read: Reading to Learn approach provides a practical means of enhancing epistemological access. Access of this nature is a precondition for success of learning in schools and in tertiary education. The LR:RL pedagogy provides a carefully structured means of holding literacy at the centre of learning. The sequence of practical steps theoretically rooted in three powerful – but usually separate realms of discourse, is a central contribution of the pedagogy to field of literacy development. Intersecting three discrete disciplines, represented by Bernstein’s model of education as pedagogic discourse, Vygotsky’s model of learning as a social process and Halliday’s model of language as text in social context gives rise to a unique literacy pedagogy. The theory that emerges from use, in a range of situations, over many years, and the carefully sequenced practice, together offer a sound means of addressing the challenges of literacy and learning prevalent in the South African context. iii This thesis argues for a reading based theory of teaching as a means of meeting the challenges of literacy and learning head on. The capacity to learn independently from written text is critical for progress within the schooling and tertiary systems. The Learning to Read: Reading to Learn pedagogy provides a means of realizing such a theory of teaching. Simultaneously teaching print literacy, while teaching the content of curricula, is proposed as a way of bringing about effective learning. Within the context of teacher education, the pedagogical content knowledge (PCK) of many teachers is acknowledged to be inadequate. However, there is a key dimension missing for the construct of PCK to be truly useful for South African teachers. Print literacy is as an essential determinant of the knowledge of teachers. The construct of PCK can thus supplemented by foregrounding reading and writing as essential elements of this category of teacher knowledge. Thus the content of the teacher education curriculum is taught as the reading and writing competence of teachers is developed. Similarly, within the school context, the Learning to Read: Reading to Learn pedagogy can be used to teach required content and teach the requisite high level reading and writing skills needed by all learners to progress successfully through the schooling system.
21
Prinsloo, Mastin. "Studying literacy as situated social practice : the application and development of a research orientation for purposes of addressing educational and social issues in South African contexts." Doctoral thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/19377.
Full textAbstract:
This is a study of the application in South Africa of a social practices approach to the study of literacy. A social practices approach conceptualizes literacy practices as variable practices which link people, linguistic resources, media objects, and strategies for meaning-making in contextualized ways. These literacy practices are seen as varying across broad social contexts, and across social domains within these contexts, and they can be studied ethnographically. I examine how this approach is applied across four critical themes of study in South Africa, namely: the uses and valuations of reading and writing by adults without schooling; the historical circumstances whereby literacy comes to be identified as a resource of European culture in colonial South Africa; children's early engagement with literacy informal and informal contexts; and reading and writing in relation to electronic and digital media. I review examples of ethnographic research in each case, in which I have participated as a researcher, and examine how the approach has been applied, tested and modified in each case of its application. The research in each case showed literacy's incorporation in complex and variable ways in situated, located human activities. Whereas the first application of the social practices approach, that of the SoUL project detailed how literacy operated as everyday practice amongst people with little or no schooling, the research lacked a theoretical perspective to explain how these practices came to take the form and status that they did, as regards the influences upon them from outside the immediate settings that were studied. Over the subsequent studies I developed a revised approach to the study of literacy which detailed the explanatory usefulness of studying how literacy practices that network across larger domains than the local have effect on the construction of local practices, in both historical as well as contemporary examples. Literacy practices were not simply the products of local activity but involved rather the particular local application of communication technologies, language and artefacts that originated from outside the immediate social space. However, local applications involved original, indeterminate and varied uses of those resources. Includes bibliographical references (p. 203-223).
22
Baltazar, Sofia Yolanda. "The integration of Mexican culture in the development of Mexican student literacy." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/884.
Full text
23
Coyne-Martinson, Patricia Anne. "Assessing the prereading language development of kindergarten students : the reliability, validity, and sensitivity of Basic Language Assessment Story tasks as dynamic indicators of basic early literacy skills /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9947974.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 1999.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-126). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9947974.
24
Olivier, Johanna M. "Investigating literacy development among learners with a second language as medium of education : the effects of an emergent literacy stimulation program in Grade R." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1238.
Full textAbstract:
Thesis (DPhil (General Linguistics))—University of Stellenbosch, 2009.ENGLISH ABSTRACT: Addressing the low literacy rates in South Africa poses a mountainous challenge. However, identifying children at risk for reading difficulties and providing timely and preventative intervention might be a good starting point to addressing this challenge. This study aimed at making a contribution to the existing body of literature on emergent literacy skills of learners who are educated in a second or additional language. The study investigated English Language Learners’ (ELLs) emergent literacy skills prior to entering Grade 1 and evaluated the effectiveness of an evidence-based stimulation program in the South African context. The main research question this study attempted to answer was: “What is the effect of a stimulation program for emergent literacy skills in Grade R on the development of literacy of English Language Learners in Grade 1?” In a quasiexperimental design, ELLs’ emergent literacy skills were assessed with an adapted version of the Emergent Literacy Assessment battery (Willenberg 2004) and were compared to those of English first language (L1) and of ELL control groups, both prior to and after an 8-week purpose-designed stimulation program. Results indicated that while learners showed significant improvement on six out of the eight subtests, the particular intervention program did not significantly improve ELLs’ emergent literacy skills (those pertaining to alphabet knowledge, phoneme awareness, print awareness and oral language skills, amongst others) when compared to learners in the respective control groups. When controlling for receptive language abilities, English L1 learners did not perform any better than their L2 peers on any of the eight measures of emergent literacy prior to intervention. Furthermore, upon entering Grade 1, there was no statistical significant difference in the performance of the English L1 learners and ELLs on any of the eight subtests after intervention. Possible independent variables contributing to the dearth of intervention effect included socio-economic status, learners’ L1, and teacher and classroom specific characteristics. These variables were addressed, and clinical implications for speech-language therapists with regards to assessment, intervention, service delivery and outcome measures were highlighted.
AFRIKAANS OPSOMMING: Die aanspreek van Suid-Afrika se geletterdheidsvraagstuk is ‘n reuse uitdaging. Die vroeë identifisering van kinders met ‘n hoë risiko vir leesprobleme en die verskaffing van tydige en voorkomende intervensie mag egter ‘n goeie beginpunt wees in die aanspreek van hierdie uitdaging. Hierdie studie het gepoog om ‘n bydrae te lewer tot die bestaande literatuur oor ontluikende geletterdheidsvaardighede van kinders wat in ‘n tweede of addisionele taal onderrig word. Die studie het die ontluikende geletterheidsvaardighede ondersoek van Graad R-leerders wat in Engels onderrig word, maar vir wie Engels nie hul eerste taal is nie, asook die effektiwiteit van ‘n navorsingsgebaseerde stimulasieprogram binne die Suid-Afrikaanse konteks. Die hoof navorsingsvraag van die studie was: “Wat is die effek van ‘n stimulasieprogram vir ontluikende geletterheidsvaardighede in Graad R op die ontwikkeling van geletterdheid van Engels tweede taal (T2)-leerders in Graad 1?” In ‘n kwasieksperimentele ontwerp is Engels T2-leerders se ontluikende geletterheidsvaardighede met ‘n aangepaste weergawe van die Emergent Literacy Assessment Battery (Willenberg 2004) geëvalueer, en voor en na ‘n 8-week doelgerigte stimulasieprogram vergelyk met die vaardighede van kontrolegroepe wat bestaan het uit Engels eerste taal (T1)-leerders en Engels T2-leerders onderskeidelik. Alhoewel leerders ‘n beduidende verbetering in ses van die agt subtoetse getoon het, het die spesifieke intervensieprogram nie T2-leerders in die eksperimentele groepe se ontluikende geletterdheidsvaardighede beduidend verbeter in vergelyking met leerders in die twee kontrole groepe nie (dit sluit in onder andere alfabetkennis, foneembewustheid, drukbewustheid en orale taalvaardighede). Wanneer daar vir reseptiewe taalvaardighede gekontroleer is, het die T1-leerders nie beduidend beter gevaar as hul T2-portuurgroep op enige van die agt subtoetse van ontluikende geletterdheid nie, en met toetrede tot Graad 1 was daar gevolglik geen statisties beduidende verskil tussen die T1- en T2-groepe ten opsigte van enige van die agt subtoetse nie. Moontlike onafhanklike veranderlikes wat tot hierdie gebrek aan intervensie-effek kon bydra, sluit sosio-ekonomiese status, leerders se T1 en onderwyseren klaskamer-spesifieke eienskappe in. Hierdie veranderlikes is aangespreek, en die kliniese implikasies vir spraak-taalterapeute met betrekking tot evaluasie, intervensie, dienslewering en die noukeurige meting van uitkomste is toegelig.
25
Powell, Stephen. "Positive Autonomy as a Mechanism in Rwanda’s Post-Genocide Development." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1592.
Full textAbstract:
Rwanda is a small resource poor country in East Africa that has experienced almost two decades’ worth of significant growth following a genocide that claimed almost 10% of the country’s population. This paper explores the role of positive autonomy in the countries path to development hoping to demonstrate that countries that are ready to pursue independent policy initiatives ought to be encouraged to do so by their international partners. Positive autonomy has three defining characteristics; the ability of a country to pursue its own internally driven policy choices, especially in the face of external opposition but not necessarily in the face of opposition, “ownership” of a community over policy developments that affect them, i.e. their involvement in the administration of policy, and lastly, the ability of a country to reject policy propositions from the outside. Negative autonomy would be a lack of two or more of those conditions. Using this model, I seek to show that these three characteristics have been pursued by Rwanda as a result of its pre-genocide history. I also seek to show that these three characteristics have played a vital role in the development of Rwanda by allowing the government to pursue innovative strategies outside of international norms. To demonstrate this conclusion, I first look to the pre and post-colonial histories of Rwanda in order to examine the role of negative autonomy, seeking to build a case that demonstrates its lasting impact in Rwanda’s political character. I then examine an extreme case of negative autonomy in the case of the CFA monetary union followed by an extended examination of a clear case of positive autonomy in Rwanda and the benefits and failures it has produced. I then briefly examine the relationship between development aid and influence also demonstrating that Rwanda’s position on development aid mirrors its position on positive autonomy in general. Finally, I briefly examine three different examples of positive autonomy in Rwanda as a supplement to the extended example to demonstrate that some of the biggest policy initiatives undertaken by the Rwandan government are either the result of positive autonomy, are successful because of positive autonomy or can be drastically improved by a better implementation of positive autonomy. I hope that this research can be seen as a fresh lens for examining the relationship between weak and powerful states to validate the position that more autonomy for weaker states in their decision-making processes can produce much more successful results in their development drives.
26
Regier, Gerald Paul. "Transformative Leadership and Its Development in Public Service Reform in Kenya." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3366.
Full textAbstract:
Leadership on the African continent has been a focus of scholars as African nations have incredible human and natural resources but seem to be bereft of the leaders necessary to capitalize on its opportunities. Researchers acknowledge that the barrier to progress in the developing world is not the deficiency of money or natural resources, but suggested it to be the lack of leadership. Researchers have demonstrated reasons for this deficiency including the effects of the colonial system upon people and civil service systems, but have yet been able to establish a promising path to economic and social progress. Leaders in Kenya provided promising solutions in the national strategic plan, Kenya Vision 2030, to move it to a first world economy within 25 years. One of the foundations of the plan was public service reform with a flagship project to establish the Kenya School of Government to develop transformative leadership training and fill the leadership gap. The purpose of this study was to investigate, understand, and describe the process and progress of this strategic goal of Kenya's public service reform. The transformational leadership theory approach of Burns (1978) was used as the locus point for the study. Using a qualitative case study method, interview data were gathered from persons in Kenya who were integrally involved in the design and development of this strategic goal. The result of the analysis was that development of training for transformative leadership was an intentional goal which was seen as critical for national success. I described how the strategy was begun and implemented. Kenya and other developing countries may benefit from the results of this study as it provides a possible roadmap of leadership training for national progress.
27
Wessels, Ester Marie. "The challenge and the crisis facing the educational publishing industry in the dissemination of information in South Africa." Diss., University of Pretoria, 1999. http://hdl.handle.net/2263/29120.
Full textAbstract:
In this study the role of the educational publisher as an information intermediary is considered. The focus is on the developmental role of the publisher, against the background of the information age the world is entering today. The publishing industry is regarded as both a vehicle for and the product of development, which entails a twofold responsibility: the development of society in general and the development of the industry in particular. This study highlights the role of the publisher in the development of society, and it is argued that the recent changes in the education system and the language policy potentially offer a great challenge to educational publishers in South Africa to help create suitable educational material in order to facilitate the successful implementation of the new curriculum, thereby contributing to the development of South African society as a whole. However, developments since 1994, when the new political dispensation came into effect, have practically halted the development input of publishers in the new education system and created a severe crisis for the educational publishing industry.Dissertation (MA)--University of Pretoria, 2012.
Information Science
unrestricted
28
Nweke, James E. Conable. "Investigating the Nigerian Leadership Capability and its Impact in Development and Society." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5111.
Full textAbstract:
Despite Nigeria's abundance of human and natural resources, after 57 years of independence, most Nigerians live in absolute poverty. The purpose of this quantitative study was to determine the extent to which the Nigerian leadership exercised leadership capability. The primary research question investigated leadership actions that facilitated or undermined development and good governance objectives. This study adopted critical thinking leadership framework, as developed by the author. The primary data used in this study came from Afrobarometer surveys, round 4, 5, and combined data round 6, which is an updated version of independent surveys administered between 1999 and 2016. Also, data from the Transparency International, the World Bank, and the World Economic Forum were used to complement the Afrobarometer surveys. This study used descriptive statistics, multiple regression analysis, analysis of covariance, and multivariate analysis of covariance. Study results suggest Nigerian leadership exhibits self-centered attitudes toward development and good governance. Hence, the observed outcomes include poor government performance, weak economic management and governance, a high-level of ethical and financial corruption, and eroded public trust in government. It is an indication of a weak leadership capability and an absence of critical thinking leadership. This study recommends a change in the way the Nigerian government recruits top public servants if Nigeria seeks to curtail ethical and financial corruption and achieve its development objectives. This study is expected to contribute to positive social change by offering the Nigerian policymakers recommendations that are essential to address the issues associated with weak leadership capability among the Nigerian leadership.
29
Bezuidenhout, Marianne M. "An investigation into the effect of mobile poetry-based instruction on the literacy levels of Grade 8 English first additional language learners within the South African rural context : a case study." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80361.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study is an addition to the growing body of research on the relevance of mobile assisted learning (MALL) or m-learning. Grounded in a sound theoretical framework and informed by practice, it identifies the importance of literacy as a liberating skill, as well as the groundbreaking impact and potential of mobile technologies to enhance literacy levels in developing countries. The ubiquity of mobile devices worldwide, and specifically in South Africa, coupled with the educational needs arising from overcrowded classrooms, and a dearth of resources and textbooks in rural South Africa, led to the conception of this study. The objective was to ascertain the viability of incorporating web- and mobile technology based instruction to enhance the English literacy levels of Grade 8 (Senior Phase) students within the South African rural context. The study showed that there was a significant improvement in the participants’ reading comprehension, visual comprehension and writing skills. The encouraging results of this study indicate that web-based mobile instruction can indeed improve the literacy levels of learners from remote and disadvantaged communities. The implications of these findings for literacy development and emerging literacy development in rural communities are discussed in the final chapter of this thesis.
AFRIKAANSE OPSOMMING: Hierdie studie lewer ‘n bydrae tot die groeiende navorsingsliggaam oor die invloed en moontlikhede van web-en mobiele tegnologiegebaseerde instruksie op die Engelse geletterdheidsvlak van Graad 8 (Seniorfase) leerders in die Suid-Afrikaanse landelike konteks. Die teoretiese basis van die studie word aangevul deur die praktiese toepassing daarvan. Die toenemende beskikbaarheid van mobiele en sellulêre toestelle wêreldwyd en spesifiek in Suid-Afrika, tesame met die opvoedkundige behoeftes wat ontstaan as ‘n uitvloeisel van oorvol klaskamers en die gebrek aan opvoedkundige hulpbronne en veral handboeke in landelike Suid- Afrika, het aan hierdie studie gestalte gegee. Die belangrikheid van geletterdheid as ‘n bemagtigingsvaardigheid, en die baanbrekersimpak en potensiaal van mobiele tegnologie om die geletterdheidsvlak van mense in Afrika en spesifiek Suid-Afrika te verbeter, word bespreek. Hierdie studie het bewys dat daar ‘n beduidende verbetering in die begriplees-, visuele begriplees- en skryfvaardighede van die deelnemers teweeggebring is. Die inspirerende uitslae van hierdie studie dui aan dat web-gebaseerde, mobiele instruksie en intervensie beslis die geletterdheidsvlak van leerders kan verbeter wat hulle in afgeleë, landelike of benadeelde gemeenskappe of omstandighede bevind. Die omvang en implikasies wat hierdie bevindinge vir geletterdheidsontwikkeling –en verbetering, asook vir ontluikende geletterdheidsonderrig inhou, word in die slothoofstuk van hierdie tesis bespreek.
30
Luvhengo, Nkhangweleni. "Linguistic minorities in the South African context : the case of Tshivenda." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001862.
Full textAbstract:
After many years of the oppressive apartheid government, the new democratic era came into being in 1994. Lot of policy changes came into being, including language policy. This new language policy of the post-apartheid era recognises eleven official languages which include the nine indigenous African languages which were previously recognised as regional languages in the different homelands. The present study investigates the progress of Tshivenda in terms of status and development since it was accorded the official status in South Africa. Literature investigating the status of Tshivenda is generally sparse. This study investigates the status of Tshivenda in South Africa to explore how minority languages which are also recognised as official languages are treated. In most multilingual countries, there are issues which affect the development of minority languages, but the South African situation is interesting in that some of the minority languages are recognised as official languages. This study is a comparative in nature. Firstly, the study compares the level of corpus planning and development in Tshivenda and other indigenous South African languages. Secondly, it compares how people use Tshivenda in a rural area of Lukalo Village where the language is not under pressure from other languages and in Cosmo City, an urban area in Gauteng where Tshivenda speakers come into contact with speakers of more dominant languages such as isiZulu and Sesotho. Language use in different domains like, media, education, government and the home is considered in order to establish how people use languages and the factors which influence their linguistic behaviours. The study also establishes the perceptions and attitudes of the speakers of Tshivenda as a minority and those of the speakers of other languages towards Tshivenda’s role in the different domains such as education and the media. This study was influenced by previous research (Alexander 1989, Webb 2002) which found out that during the apartheid period Tshivenda speakers used to disguise their identity by adopting dominant languages like isiZulu and Sesotho in Johannesburg. Accordingly, the present research wanted to establish how the language policy change in the democratic era has impacted on the confidence of Tshivenda speakers regarding themselves and their language. This study establishes that although Tshivenda is now an official language in post-apartheid South Africa, it still has features of underdevelopment and marginalization that are typically of unofficial minority languages. Translation, lexicographic and terminological work in this language still lags behind that of other indigenous South African languages and there is still a shortage of school textbooks and adult literature in this language. As a result, using the language in education, the media and other controlling domains is still quite challenging, although positive developments such as the teaching of the language at university level can be noted. The Tshivenda speakers generally have a positive attitude towards their language and seem prepared to learn and use it confidently as long its functional value is enhanced, which is currently not happening. As a result, some Tshivenda speakers still regard English as a more worthwhile language to learn at the expense of their language
31
Afidegnon, Kodjo Galevissi. "Success Factors for Power Project Development Businesses in Sub-Saharan Africa." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6502.
Full textAbstract:
Despite the financing gap in the sub-Saharan Africa power sector, private investors struggle to capitalize on the opportunity because of the high failure rate of power project development companies. Using the conceptual framework of the behavioral finance theory, this multiple case study was conducted to explore the strategies used by executives of 4 companies in sub-Saharan Africa who successfully developed power projects within the last 5 years. Data were collected from semistructured interviews and a review of government and institutions' websites. Yin's 5-phased cycle for analyzing case studies provided the guidelines for data analysis. Three themes emerged from data analysis: market knowledge, stakeholder alignment, and commercial viability. Findings revealed strategies that current and aspiring power project development company executives may use as a guide to mitigate business failure risks. Implications of these findings for positive social change include the potential to increase the power generation capacity in sub-Saharan Africa and provide electricity to many of the 620 million Africans who currently lack access. Implications also include poverty alleviation and economic growth through creation of successful power project development companies.
32
Bell-Nolan, Mary E. "Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556.
Full text
33
Mhlana, Siphe. "Development of isiXhosa text-to-speech modules to support e-Services in marginalized rural areas." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/495.
Full textAbstract:
Information and Communication Technology (ICT) projects are being initiated and deployed in marginalized areas to help improve the standard of living for community members. This has lead to a new field, which is responsible for information processing and knowledge development in rural areas, called Information and Communication Technology for Development (ICT4D). An ICT4D projects has been implemented in a marginalized area called Dwesa; this is a rural area situated in the wild coast of the former homelandof Transkei, in the Eastern Cape Province of South Africa. In this rural community there are e-Service projects which have been developed and deployed to support the already existent ICT infrastructure. Some of these projects include the e-Commerce platform, e-Judiciary service, e-Health and e-Government portal. Although these projects are deployed in this area, community members face a language and literacy barrier because these services are typically accessed through English textual interfaces. This becomes a challenge because their language of communication is isiXhosa and some of the community members are illiterate. Most of the rural areas consist of illiterate people who cannot read and write isiXhosa but can only speak the language. This problem of illiteracy in rural areas affects both the youth and the elderly. This research seeks to design, develop and implement software modules that can be used to convert isiXhosa text into natural sounding isiXhosa speech. Such an application is called a Text-to-Speech (TTS) system. The main objective of this research is to improve ICT4D eServices’ usability through the development of an isiXhosa Text-to-Speech system. This research is undertaken within the context of Siyakhula Living Lab (SLL), an ICT4D intervention towards improving the lives of rural communities of South Africa in an attempt to bridge the digital divide. Thedeveloped TTS modules were subsequently tested to determine their applicability to improve eServices usability. The results show acceptable levels of usability as having produced audio utterances for the isiXhosa Text-To-Speech system for marginalized areas.
34
Fransson, Caroline. "Högläsning - en nyckel till barns litteracitetsutveckling : En intervustudie kring sambandet mellan högläsning och barns läs-, språk- och skrivutveckling." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56565.
Full textAbstract:
The purpose of this study is to determine which effect preschool teachers believe that read aloud has on children’s literacy development. To gain knowledge about this I have interviewed and observed currently working preschool teachers at two preschools in Västra Götalands län. As guidance, I have used a designed interview guide which encouraged the preschool teachers to openminded answers. In relation to those I’ve also carried out unstructured observations during read aloud occasions. The material was analysed out of the sociocultural perspective. The outcome of this has concluded that preschool teachers claims that read aloud should be given more space in preschools as it is developing the language but also, that the interest itself is a key to development. The result shows at the same time that read aloud is bound socially and that children needs to be challenged in their reading to be able to move forward. But it also shows that the connection between read aloud and children’s reading-, language- and writing development is hard for preschool teachers to connect.
35
Seedee, Roosevelt. "The Impact of Foreign Aid on Extreme Poverty: A Case Study of Liberia’s Development Complexities (1980-2018)." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3487.
Full textAbstract:
Many countries in West Africa, including Liberia, remain trapped in extreme poverty and dysfunctional social services amid continued increase in foreign aid. This study examines complexities influencing decisions of government donors in determining the kind of development assistance needed in Liberia and nation states in West Africa. This research explains the ways in which aid perpetuates poverty instead of alleviating it using interdisciplinary research approaches. Although aid is critical to Liberia’s development agenda, aid implementation faces numerous challenges because of extant poverty and rampant corruption.
Part of the problem in Liberia is not solely the failure of aid to meet its goals. I conclude that poverty persists despite billions of dollars in aid because of corruption, human rights abuses, and inequalities, not the concept of aid. Democracy is effective when economic development allows citizens to have power within their own nation and government is accountable to its citizens.
36
Howard, Arianna. "ILLUMINATING PRACTICES OF EDUCATIONAL CARE AMONG FEMALE AFRICAN AMERICAN CAREGIVERS." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480516735305684.
Full text
37
Murray, Robin Anne. "On my watch : a review of the environmental education literature with particular reference to South Africa, and South African teenagers." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96937.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT: About half a million students matriculate from South African high schools each year, with limited environmental education and an underdeveloped capacity to live sustainable lives. This does not seem to be the case in some other parts of the world, where many high school students appear to be receiving education that is relevant to the socio-ecological crisis. The rationale of this thesis was to understand this phenomenon and explore what could be done to improve the situation for South African teenagers. This was a desktop study based upon systematic literature review methodology. The primary research objectives were to describe the local context of the study, explore emerging environmental education theoretical themes and detail a number of practical initiatives from around the world. The research process culminated in the fourth objective, which was to consolidate the work into key learnings for South Africa, with particular reference to South African teenagers. A backdrop to environmental education was provided that included a discussion on the global socio-ecological crisis, development and sustainable development in South Africa. The definition and use of the term “environmental education” was justified. In this instance, it is an inclusive definition that incorporates eco-literacy, ecological learning and education for sustainability. In addition to this, a brief comparative history of sustainable development and environmental education has been tabulated. Key theoretical themes in environmental education cluster around the centrality of place. Six themes are presented, namely space and place, trans-national education and third-culture kids, claims of transformation, principles of environmental education, institutional innovation, and the sustainability researcher. Three kinds of practical initiatives emerged in the literature review. These are “green fields” environmental education (brand new institutions), “moving train” environmental education (adaption of existing organisations) and “plug-in” environmental education. Eight initiatives are described, providing examples for all three of these groups. The key learnings for environmental education in South Africa and South African teenagers conclude this thesis. Among other key learnings, the value of the radical perspective is presented, as well as the benefit of perceiving environmental education through different lenses, including a historical one. The link between environmental education and food is explored. It is suggested that the theory and praxis of place-based education exerts a gravitational pull on many aspects of this work. It seems that place-based education provides a “holding space” for environmental education in South Africa, and a starting point for future research or practical application.
AFRIKAANSE OPSOMMING: Ongeveer ’n halfmiljoen studente matrikuleer jaarliks aan Suid-Afrikaanse hoërskole. Hierdie leerders beskik oor beperkte omgewingsopvoeding en ’n onderontwikkelde vermoë om volhoubare lewens te lei. Dít blyk nie die geval te wees in ander wêrelddele nie, waar baie hoërskoolleerders oënskynlik onderrig ontvang wat met die sosio-ekologiese krisis verband hou. Die beweegrede vir hierdie tesis was om hierdie verskynsel te verstaan en te bepaal wat gedoen kan word om die stand van sake vir Suid-Afrikaanse tieners te verbeter. Die navorsing het bestaan uit ’n lessenaarstudie op grond van ’n stelselmatige literatuuroorsig. Die hoofnavorsingsdoelwitte was om die plaaslike konteks van die studie te beskryf, ontluikende teoretiese temas op omgewingsopvoedkundige gebied te verken, en ’n aantal praktiese inisiatiewe van oor die hele wêreld te beskryf. Die navorsingsproses het uitgeloop op die vierde doelwit, naamlik om die studieresultate in kernlesse vir Suid-Afrika, bepaald met verwysing na Suid-Afrikaanse tieners, te verwerk. Eerstens word die agtergrond van omgewingsopvoeding geskets, wat onder meer bestaan uit ’n bespreking van die wêreldwye sosio-ekologiese krisis sowel as ontwikkeling en volhoubare ontwikkeling in Suid-Afrika. Die omskrywing en gebruik van die term ‘omgewingsopvoeding’ word ook geregverdig. In hierdie geval word die term inklusief gebruik om ook na eko-geletterdheid, ekologiese leer en onderwys vir volhoubaarheid te verwys. Daarbenewens bied die studie ’n bondige vergelykende geskiedenis van volhoubare ontwikkeling en omgewingsopvoeding in tabelvorm. Die vernaamste teoretiese temas op omgewingsopvoedkundige gebied draai om die kernrol van plek. Ses temas word aangebied, naamlik ruimte en plek, transnasionale onderwys en derdekultuurkinders, bewerings van transformasie, beginsels van omgewingsopvoeding, institusionele innovasie, en die volhoubaarheidsnavorser. Drie soorte praktiese inisiatiewe het uit die literatuuroorsig na vore getree, naamlik “braakland”-omgewingsopvoeding (splinternuwe instellings), “bewegende trein”-omgewingsopvoeding (aanpassing van bestaande organisasies) en “inprop”-omgewingsopvoeding. Agt inisiatiewe word beskryf, wat voorbeelde van ál drie hierdie groepe bied. Die tesis bied ten slotte die belangrikste lesse vir omgewingsopvoeding in Suid-Afrika en vir Suid-Afrikaanse tieners aan. Dit sluit onder andere in die waarde van die radikale perspektief, sowel as die voordeel daarvan om omgewingsopvoeding deur verskillende lense, waaronder ’n historiese een, te beskou. Die koppeling tussen omgewingsopvoeding en voedsel word verken. Die studie kom tot die gevolgtrekking dat die teorie en praktyk van plekgebaseerde onderwys ’n soort ‘beweegruimte’ vir omgewingsopvoeding in Suid-Afrika, sowel as ’n wegspringplek vir toekomstige navorsing of praktiese toepassing, bied.
38
Kile, Stacy Nicole. "The Influence Of Dialect On The Perception Of Final Consonant Voicing." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3837.
Full textAbstract:
Children at risk for reading problems also have difficulty perceiving critical
differences in speech sounds (Breier et al., 2004; Edwards, Fox, & Rogers, 2003; de-
Gelder & Vroomen, 1998). These children rely more heavily on context than the acoustic
qualities of sound to facilitate word reading. Dialect use, such as African American
English (AAE) may influence literacy development in similar ways. Dialect use has been
shown to affect speech sound processing and can even result in spelling errors (Kohler, et
al., in press). The purpose of this study is to determine if children who speak AAE
process cues indicative of final consonant voicing differently than children who speak a
more mainstream dialect of English.
Twenty-six typically developing children in grades K-2 who spoke either AAE or
a more mainstream American English dialect participated. The speech stimuli consisted
of nonsense productions of vowel + plosive consonant. These stimuli were systematically
altered by changing the vowel and stop-gap closure duration simultaneously, which
resulted in the final consonant changing from a voiced consonant, like “ib”, to a voiceless
consonant, like “ip”. Two tasks were developed: a continuum task where the child had to
indicate when the stimuli changed in voicing and a same-different task which involved
determining if two stimuli were identical in voicing or not.
No significant differences between groups were found for dialect use or grade for
the same/different task. In the continuum task, chi-square analyses revealed significant
differences in response patterns attributable to dialect and grade. In addition, a significant
consonant by speaker interaction was found for mean ratings. Correlations between mean
continuum rating and phonological awareness composites were not significant.
In conclusion, it was evident that children who speak AAE present with
differences in their perception of final consonants in VC nonsense syllables. This finding
suggests the dialect speakers may be using different cues to make judgments regarding
the speech signal, or that the speakers of AAE have a less mature ability to extract fine
phonetic detail due to the influence of their dialect (Baran & Seymour, 1979). More
research is warranted to determine the exact role that dialect plays.
39
Sorensen, Meghan Marie. "Student Attitudes toward Social Media Technology as an Enhancement to Language Acquisition." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3783.
Full textAbstract:
Language students today have grown up with a plethora of technology tools at their fingertips, which has in some cases earned them the title of "digital native". 'Students' high use of technology outside the classroom has led teachers and researchers to believe that technology could be highly effective for language learners when used appropriately. Yet little is known about how students actually react to technology-based tools for language learning purposes. This study seeks to not only understand student attitudes toward technology in general, but also to see how those attitudes might affect student attitudes toward online language learning tools in a social media context. Using a design-based research approach, we implemented a curriculum that utilizes a social networking environment in which students could consume authentic language samples and practice using the language in a controlled environment. Through the analysis of pre and post surveys, it was discovered that age was the most significant predictor of student attitudes toward technology, but that the extent to which students use technology proves to be a more significant predictor when other variables are factored in. Furthermore, it was discovered that general attitudes toward technology do affect the ways in which students will react to a technology-based curriculum. Nevertheless, the way in which a curriculum is presented can be a stronger factor in predicting how the curriculum will be received.
40
Makhatini, Freedom Nkanyiso. "The development of isiZulu as an academic language for the teaching of fundamental concepts in economics." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002164.
Full textAbstract:
This thesis looks at language as the medium of all our ideas and sentiments. The thesis represents a position statement regarding the development of isiZulu as an academic language. The field of Economics is used to merely illustrate and support the points that are being made in this work. It is argued that each language is viewed as the means of expression of the cultural heritage of its people, and it remains a reflection of cultural groups who speak that particular language. It is a fact that indigenous African Languages have been, for obvious reasons, blatantly understudied during the apartheid years in South Africa (Rudwick 2004). Languages have market value and the desirability of English as the most important global language today has an effect in most Black learners in South Africa. The study examined the development of indigenous African languages, isiZulu in particular, in Zululand University where ninety percent of students and lecturers are isiZulu first language speakers, and came to a conclusion that there is an urgent need for Black South African students to learn academic subjects through their mother tongues. This would help them in thorough understanding and interpretation of analytic text presented in a foreign language such as English. The study advocates that isiZulu, which is the mother-tongue of many students at the University of Zululand, should be a language for upward mobility to these students, but as the situation stands, isiZulu becomes a neglected or marginalised language since it is not the normal medium of instruction and it is not used for effective communication in their education system.
41
Mutasa, D. E. "The language policy of South Africa what do people say? /." Thesis, Connect to this title online, 2003. http://etd.unisa.ac.za/ETD-db/ETD-desc/describe?urn=etd-04132005-085827.
Full text
42
Murphy, Fulford Wanda. "Secondary English Teachers' Experiences on Critical Thinking for African American Male Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4873.
Full textAbstract:
African American male students (AAMSs) can benefit from literacy instruction that is student-based and geared towards using higher-level thinking skills. The conceptual framework was guided by Dewey's constructivism theory, the purpose of this qualitative case study was to explore whether high school English language arts (ELA) teachers in an urban-suburban Midwest region of the United States have sufficient knowledge and skills to incorporate higher order thinking skills (HOT) instruction for AAMSs. Five ELA teachers from a low-performing, urban-suburban high school in the Midwest region of the United States participated in semistructured interviews; observations were conducted in the classroom, and lesson plans were reviewed. Patterns, categories, and themes emerged through using the coding process by breaking down the data into units and then grouped according to their characteristics. According to the findings, participants from this study suggested that problem- solving was the main higher level thinking skill for AAMSs. These local ELA teachers also used the Socratic questioning method as their primary instructional strategy but limited constructivist activities for AAMSs to engage during the instructional process. The findings from the data collection support the development of a professional training program. The professional development program could help teachers engage AAMSs in increasing their academic endeavors. ELA teachers can participate in professional learning communities by communicating concerns about AAMSs, using HOT skills to increase AAMSs literacy performance, become change agents, and promote a positive social change by using constructivist practices into school curriculum and instructions for AAMSs, eventually closing the achievement gap.
43
Chaka, Mpho Phillip. "The Usability and effectiveness of a printed information booklet a survey amongst small-scale rural farmers /." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-11092004-100255.
Full text
44
Roux, Sparreskog Christa. "”Välkommen till 3a!” : – En etnografisk fallstudie om språkutvecklande undervisning i ett språkligt och kulturellt heterogent klassrum." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-40928.
Full textAbstract:
Title: ”Welcome to 3a!”– An ethnographic case study on language-focused teaching in a linguistically and culturally heterogenic classroom The overall aim of this ethnographic case study is to study language-focused teaching in a multicultural Swedish school and a third grade composed of pupils with different linguistic and cultural backgrounds. The study focuses on the support of multilingual pupils offered by teachers and educators, on what didactic choices teachers make and what didactical methods are used during reading and writing lessons and on what language-focused teaching strategies the teachers and educators use. The results show that the school staff meet parents and pupils with openness, curious humility and advocate the use of dialogue for effective cooperation between school and home. Different vocational categories and educators with different linguistic and cultural backgrounds collaborate. They work solution-focused and language-oriented. The study shows didactical choices and methods used by teachers and educators and their reflections on the choices and methods. Working with words and texts is an important part of the lessons. Instructions, expressions of learning goals and delivery of working strategies are frequent. A variety of different methods is used, where many questions are asked and individual words or student responses are often repeated. The teachers work with clear frameworks and structure. The proximity and a good relationship with the pupils are valued. Professional cooperation is seen as a success factor and is a common feature of school life. The heterogeneity of the pupil group determines the choice of working methods. Building a Swedish vocabulary while developing knowledge is one of the most important objectives of teaching. The use of the Swedish language dominates the teaching A language-focused teaching strategy the teachers and educators use is the presentation of good examples. Strategies regarding writing, as well as behavioural instructions, were given. Confirmation and praise were expressed and subject-related questions and clues were given. The class teacher clearly orchestrates the classroom, where subject content and concepts are put in context and parallels are drawn. The class teacher refers to previous lessons and other subjects as well as adjusts her language to the students' linguistic levels. Different forms of visual support are used regularly. Overall, this dissertation highlights: (a) Working at a culturally and linguistically heterogeneous school means a daily balancing act between socialisation and inclusion. Future democratic citizens must be trained, the Swedish school and the subject of language have to be developed, while taking into account the linguistic habits and cultural expectations of the home. Swedish school culture is to be conveyed without emptying the families of previous experiences. (b) Pupils in need of a higher linguistic or knowledge-based challenge need to stand back for the collective structural and linguistic needs for support. Pupils with the greatest need for linguistic compensatory bridges between home and school receive support through multilingual staff directly at school if they belong to one of the language groups represented at the school. (c) In spite of experienced, committed and cooperative staff, L1 education remains a difficult task to complete. L1 education seems to meet many practical organisational and status-related challenges. By employing multilingual staff, alternative solutions were found. L1 education is experienced by several pupils student as being something voluntary and unnecessary.
45
Mullins, Daniel Austin. "The evolution of literacy : a cross-cultural account of literacy's emergence, spread, and relationship with human cooperation." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:98d1f155-c96d-4ba0-ac36-c610d3d7454c.
Full textAbstract:
Social theorists have long argued that literacy is one of the principal causes and hallmark features of complex society. However, the relationship between literacy and social complexity remains poorly understood because the relevant data have not been assembled in a way that would allow competing hypotheses to be adjudicated. The project set out in this thesis provides a novel account of the multiple origins of literate behaviour around the globe, the principal mechanisms of its cultural transmission, and its relationship with the cultural evolution of large-group human cooperation and complex forms of socio-political organisation. A multi-method large-scale cross-cultural approach provided the data necessary to achieve these objectives. Evidence from the societies within which literate behaviour first emerged, and from a representative sample of ethnographically-attested societies worldwide (n=74), indicates that literate behaviour emerged through the routinization of rituals and pre-literate sign systems, eventually spreading more widely through classical religions. Cross-cultural evidence also suggests that literacy assumed a wide variety of forms and socio-political functions, particularly in large, complex groups, extending evolved psychological mechanisms for cooperation, which include reciprocity, reputation formation and maintenance systems, social norms and norm enforcement systems, and group identification. Finally, the results of a cross-cultural historical survey of first-generation states (n=10) reveal that simple models assuming single cause-and-effect relationships between literacy and complex forms of socio-political organisation must be rejected. Instead, literacy and first-generation state-level polities appear to have interacted in a complex positive feedback loop. This thesis contributes to the wider goal of transforming social and cultural anthropology into a cumulative and rapid-discovery science.
46
Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
Full text
47
Wasike, Lyndah Naswa. "Actual Progress or Stagnation? Exploring the State of Women's Education in Western Kenya." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1587162115060929.
Full text
48
Hickey, Chris L. Sr. "The Phenomenal Characteristics of the Son-Father Relationship Experience." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1366845575.
Full text
49
(6577898), Lauren E. Dalton. "Merging Past and Present: Historical African American Literacy Development and Culturally Sustaining Pedagogy in the Contemporary English Language Arts Classroom." Thesis, 2019.
Find full textAbstract:
For African Americans, literacy has historically been rooted in passion, collaboration, and social justice. This study explores two distinct sites of historical African American literacy development: literary societies of the 1800s and print culture of the Harlem Renaissance. Notably, literacy and culture were fundamentally intertwined during these times, creating an urgency and inspiration for literary pursuits not often seen today. In an effort to rekindle this reverence and utility for literacy in classrooms today, a culturally sustaining pedagogy is called for. Culturally sustaining pedagogy seeks to leverage students’ cultural knowledge and skills. By culturally aligning curriculum and instruction, educators position students to experience the transformative power of literacy—a transformative power that was evident in African American literary societies and through the Harlem Renaissance print culture. This study seeks to merge historical and contemporary approaches to literacy development to reconceptualize literacy education and engagement for all students.
50
Ludidi, Yolisa Yolande. "Evaluating the effect of academic literacy intervention programme on the SATAP English scores of first year students at a university in the Eastern Cape Province, South Africa." Diss., 2015. http://hdl.handle.net/10500/19031.
Full textAbstract:
The effect of the academic literacy intervention programme on the SATAP English scores was evaluated. This study begins as a longitudinal study in the Faculty of Science, Engineering and Technology (FSET). 120 subjects from the Electrical, Civil, Building and Mechanical departments in the FSET were randomly selected to serve as an experimental group. The research design employed a quantitative methodology. Data was collected using the Standardised Assessment Tests for Access and Placement (SATAP) English Test. The test was administered to the experimental group as a pre- test and post-test measure at the beginning of the year and at the end of the year. The SPSS statistical programme with frequency tables and graphs was utilised to analyse the data obtained. The results indicated that the difference between the pre-test scores and the post-test scores was statistically significant. The post-test scores were significantly higher than the pre-test ones. It was concluded that the academic literacy intervention programme was effective in increasing the SATAP scores and therefore addressed some of the language needs of students.Language Education Arts and Culture
M. Ed. (Adult Education)