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Tesis sobre el tema "South Africa. Commission on Native Education"

Autor: Grafiati

Publicado: 25 de julio de 2024

Última modificación: 31 de julio de 2025

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1

Ray, Giulia. ""Wiping the Slate Clean of What Has Never Been Written". The Sout African Truth and Reconciliation Commission, History Education and the Building of National Identity." Thesis, Linköping University, Department of Thematic Studies, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2621.

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<p>During Apartheid, the history subject in South African national education and the use of history served as fuel both for apartheid as well as for counterhistoriography. Afterthe 1994 elections, the official debate used phrases like "reconciliation through truth" and "knowledge about the past" in order to"move on". The national institution the Truth and Reconciliation Commission advocated a shared understanding of the past for promoting reconciliation. Considering historiography’s earlier contested use, one might expect the history subject in post-apartheid national education would be emphas

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2

Swartz, Moshe Edward. "African perspectives on the land question: The Native Laws Commission 1883." University of the Western Cape, 1995. http://hdl.handle.net/11394/6335.

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Magister Artium - MA<br>Both Am-Xhosa and the European farmers, being pastoralists "the search for land and grass was (their) first principle", notes Walker (1928). When they met, they differed fundamentally on the "vital matter oflandholding" . So different were their perspectives, that Lekhehla (1955) suggested, as far as the treaties were concerned: "The Native Chiefs either did not understand the implications of the border treaties, or if they did, never intended to respect such treaties" (p.2 1). Hopper (1980) says the tension between the Europeans and the Africans on the land issue

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3

Fumba, Zamumzi Norman. "Development of a language policy in a rural school." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1007798.

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The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by lear

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4

Mhlanga, Samkelisiwe Isabel. "Parental preferences regarding medium of instruction in primary schools in the Nongoma district of Kwazulu-Natal." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003569.

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This thesis looks at what choice of medium of instruction (MOl) parents in a rural village in KwaZulu would make if they had the opportunity to choose. The background to this choice goes back to 1979, when Education and Training Act No. 90 established the mother tongue as MOl from Sub A to Std 2 in Department of Education and Training (DET) primary schools, followed by a sudden transition to English medium of instruction - (EMl) in Std 3. Though by 1990 98% of the schools had opted for EMI, conditions were not favourable for a sudden transition and the policy led to high drop-out rates. The pr

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5

Prinsloo, Dawn Lilian. "The right to mother tongue education a multi-disciplinary, normative perspective." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/365.

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The post-apartheid South African Constitution guarantees the children of this country “the right to receive education in the official language or languages of their choice in public education institutions where that education is reasonably practicable” (The Constitution of the Republic of South Africa, Act 108 of 1996, Section 29 (2)) (Juta’s Statutes 2003). Yet ten years into the new dispensation nothing significant has been done to alter a situation in which the majority of children are obliged to access their basic education largely through the medium of a second or even a third language —

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6

Mawonga, Sisonke. "Bilingual teaching practices in South African higher education : making a case for terminology planning." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017894.

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When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to div

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7

Jackson, Gail. "A comparative case study of the strategies used by grade one teachers who teach through the medium of English." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007855.

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This research project begins by exploring the problems surrounding the implementation of the 1997 Language in Education Policy (LiEP), and offers insight into why some schools, despite the promotion of additive bilingualism, choose English as the primary medium of instruction. It is a comparative case study of two Grade 1 classes in different situational contexts, which highlights the teaching strategies and language practices of teachers who teach predominantly non-English speakers through the medium of English. Research carried out through this case study illustrates the use of a wide range

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8

Gambushe, Wanga. "Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017890.

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This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students stu

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9

Rundle, Margaret. "Accommodation or confrontation? Some responses to the Eiselen commission report and the Bantu education act with special reference to the Methodist church of South Africa." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/19520.

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This study was undertaken at a time when South African politicians and educators are facing the challenge of a major restructuring of the education system, and at a time when the the Methodist Church of South Africa is being encouraged, by some, to become more involved in the provision of education again. It focusses on the three events - the appointment of the 'Commission of Inquiry into Native Education' (usually referred to as the Eiselen Commission), the Report of that Commission, and the Bantu Education Act of 1954 which led to the introduction of the system of Bantu Education in 1955. Co

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10

Nocanda, Mawethu Elvis. "The implementation of mother tongue instruction in a grade 6 natural science class." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1897.

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A mini-dissertation submitted in partial fulfilment of the requirements for the Magister Educationis (M Ed) at the Cape Peninsula University of Technology, 2012<br>This mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators f

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11

Weimann, Alan Gilbert. "An analysis of problems arising out of English medium instruction of pupils in ten Ciskeian schools, with particular reference to geography in standard eight." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001408.

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Pupils in the Republic of South Africa in the T.B.V.C. States (Transkei, Bophuthatswana, Venda and Ciskei) are expected to commence study in all school subjects, except the first language (Xhosa, Tswana, Venda etc.) and the third language (Afrikaans), through the medium of English at the Std 3 level. English thus is the official medium of instruction for the greater part of the pupil's school experience. All examinations in all subjects (except those mentioned above) are set and answered through the medium of English. School textbooks from Std 3 upwards, in all subjects, are written in English

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12

Dalvit, Lorenzo. "Multilingualism and ICT education at Rhodes University: an exploratory study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003556.

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In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those spea

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13

Gobingca, Zameka. "Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006250.

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The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following

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14

Duncan, Kenneth Foster. "A comparative study of L1 and EFL reading abilities amongst junior primary students using different reading schemes in black schools." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1002628.

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This thesis examines the development of children's reading skills, in both the mother tongue and English as a foreign language, during their first four years of school. It is an attempt to enter the reading world of very young learners in underdeveloped, mainly rural communities in search of practical insights into the teaching of reading in the junior primary classroom. The research focuses specifically on two approaches to reading instruction. The first is the approach traditionally used in black South African schools, characterised by teacher-centredness and rote-recall techniques. The seco

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15

Maqam, Eslinah Zodwa. "The experiences of isiMpondo speakers in learning standard isiXhosa through the formal education system : an exploratory study at a school in the Bizana district of the Eastern Cape." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017893.

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This study investigates the experiences of isiMpondo speakers in learning standard language through the formal education system. The sociolinguistic factors such as attitudes, language policies and language use in multilingual societies are taken into considerations. The children of non-standard language speakers such as those who speak dialects like isiMpondo have to use another language in their early years in the school system. It is articulated that the isiMpondo that the child brings to the school from the environment is not accommodated simply because it is a non-standard language; where

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16

Dalvit, Lorenzo. "Attitudes of isiXhosa-speaking students at the University of Fort Hare towards the use of isiXhosa as a language of learning and teaching (LOLT)." Thesis, Rhodes University, 2004. http://eprints.ru.ac.za/16/.

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17

Bottomley, Edward-John. "Governing 'Poor Whites' : race, philanthropy and transnational governmentality between the United States and South Africa." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/270079.

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Throughout the twentieth century so-called Poor Whites caused anxiety in countries where racial domination was crucial, such as South Africa, the colonies of European empire and the United States. The Poor Whites were troubling for a number of reasons, not least because they threatened white prestige and the entire system of racial control. The efforts of various governments, organisations and experts to discipline, control and uplift the group necessarily disadvantaged other races. These controls, such as colour bars and Jim Crow laws, had an enormous effect on the countries where the Poor Wh

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18

Sedibe, G. Konotia. "A comparison of isiXhosa-speaking learners' responses to word problems given in English and isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53234.

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Thesis (MEd)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: According to Prins(1995), readability factors in Mathematics text do not only influence the comprehension of questions, but also have a marked influence on learner achievement levels. Extending on Prins (op cit), this study sought to investigate whether there are any differences in the quality of interpretation and choice of algo-heuristic methods when isiXhosa-speaking learners respond to mathematical word problems set in English and isiXhosa. The study was located within an ethnographic framework, with all of the 109

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19

Knoetze, Susanna. "An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018910.

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There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a

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20

Fobe, Mila Pamella. "Language policy and practice at CM Vellem and PJ Olivier primary schools." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002161.

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This study looks at language policy and practice at two Eastern Cape schools. It further explores the link between language learning and teaching. Language implementation strategies were the main focus of this study. The Language-in-education policy of the Republic of South Africa (1997) promotes the use of all nine African languages, which have been afforded the status of official languages. This study looks at the language teaching practices at two Grahamstown primary schools, where isiXhosa and Afrikaans have been used as media of instruction. Qualitative methods were used, and the study to

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21

Manditereza, Blandina. "Improving quality of pedagogical practices in English as a language of learning instruction." Thesis, Bloemfontein : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/211.

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Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2013<br>This study investigates current pedagogical practices in teaching in English as a language of learning and instruction. The study seeks to examine whether current teachers are in need of re-training or whether they possess relevant content pedagogical knowledge to use English as a medium of instruction. At present, the Governing Bodies of schools have the authority to choose the language of learning and instruction according to the provisions of the Constitution.The language chosen as the medium is critical

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22

April, Thozama. "Theorising women: the intellectual contributions of Charlotte Maxeke to the struggle for liberation in South Africa." Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3847_1360849448.

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<p>The study outlines five areas of intervention in the development of women&rsquo<br>s studies and politics on the continent. Firstly, it examines the problematic construction and the inclusion of women in the narratives of the liberation struggle in South Africa. Secondly, the study identifies the sphere of intellectual debates as one of the crucial sites in the production of historical knowledge about the legacies of liberation struggles on the continent. Thirdly, it traces the intellectual trajectory of Charlotte Maxeke as an embodiment of the intellectual contributions of women in the str

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23

Van, Zijl George Clifford. "n Prosesbenadering tot skryfonderrig (Afrikaans Eerste Taal) in die intermediêre fase." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52966.

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Thesis (MEd)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: Presently(2002) South Africa finds itself in the centre of a transformation process as far as the provision of education is concerned. Curriculum restructuring is an ongoing process. An exciting development which is coupled herewith is the dissemination of curriculum information, in order to implement outcomes directed curriculum development successfully. This implies that educators must be able to handle these challenges; it demands that they have to be empowered in respect of appropriate curriculum knowledge and skil

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24

Masina, Edward Muntu. "An analysis of African reluctance to meet the labour demands of the Transvaal colony as expressed in the Labour Commission of 1903 and the South African Native Affairs Commission, 1903-1905." Diss., 2002. http://hdl.handle.net/10500/756.

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The Transvaal Colony experienced a huge problem with the scarcity of African labour for the mines and for the farms after the South African War. From 1901 to 1906 African labourers displayed great reluctance to meet the labour demands of the Transvaal colony. Both black and white witnesses to the Transvaal Labour Commission (TLC) and the South African Native Affairs Commission (SANAC) gave their views regarding the reasons why African labourers were unavailable for wage labour. The Chamber of Mines dominated the proceedings of the TLC so that in the end very little objective information could

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Moore, Andrew John. "Natal's "Native" education, 1917-1953 : education for segregation." Thesis, 1990. http://hdl.handle.net/10413/3918.

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The Natal Education Department's "Native" education system which functioned from 1910 to 1953 has often been termed a good example of "liberal" education for Africans. However an investigation into the administrative structure and curricula content of this education order proved that numerous similarities existed between "Native" education, as formulated by the Natal Education Department, and "Bantu" education as established by the Nationalist government as part of its apartheid program. "Native" education in Natal could be considered a forerunner of "Bantu" education. Both systems were design

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26

Mutsila, Ndivhuho. "The role of African languages in education and training (skills-development) in South Africa." Diss., 2003. http://hdl.handle.net/10500/1953.

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This study investigates the possibilities of incorporating African languages in skills development and training in South Africa as part of functional multilingualism. This investigation is done in relation to the Skills Development Act (Act No.97 of 1998) promulgated by the South African government, through parliament in order to address skills shortage among workers in South Africa the majority of whom are black whose education and training needs can be more effectively addressed through mother-tongue instruction than through English or Afrikaans. A literature review of global trends in skill

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27

Nkosi, John Pilson. "Mother tongue instruction in a secondary school in Mpumalanga : a survey of grades 10 and 11 learners and teachers." Thesis, 2011. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000348.

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Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2011.<br>The Constitution of South Africa in its Bill of Rights and the Language Policy introduced nine more official languages in addition to English and Afrikaans which were the only languages used as media of instruction in schools before 1994. The other nine official languages now embraced by the Policy as the media of instruction in schools are isiZulu, siSwati, isiNdebele, isiXhosa, Sepedi, Sesotho, Setswana, Xitsonga, and Tshivenda. The purpose of this study was to determine how the Language Policy is implemented in

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Mothata, Matoane Steward. "The provision of education to minorities, with special emphasis on South Africa." Thesis, 2000. http://hdl.handle.net/10500/17519.

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Against the background of the lack of consensus on the definition of the concept minority and the continuing debates on minorities and their rights in education, a need exists for adequate provision of education suitable to different minorities. This study investigates the provision of education to minorities. A literature survey investigated how various countries make provision for minorities in their education systems, starting from the Constitutions and various education laws to educational practice. These countries include Belgium, Getmany, the Netherlands, the United Kingdom (UK) a

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Mudzanani, Ndiimafhi Nelson. "Effect of language of instruction on learners in secondary schools in Vhembe district, Limpopo Province." Thesis, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000255.

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M. Tech. Education Tshwane University of Technology 2009.<br>Determines the effect of language of instruction (LOI) on the performance of learners in Vhembe District, Limpopo Province. The findings revealed that language of instruction has an effect on the performance of learners. There is difference in the performance of learners who use mother tongue as medium of instruction compared to those using second language as medium of instruction. The government practices and peoples perception on the issue of language of instruction in African schools are the main factors hindering the introduction

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Baker, Marian Joan. "The historical construction of policy as discourse: the report of the commission of technical education and vocational education in South Africa 1945-1948." Thesis, 2016. http://hdl.handle.net/10539/20445.

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A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in partil:lI fulfilment of the requirements for the degree of Master of Education • .Johannesburg, 1999<br>The following research 'aport presents an outline of !~e De Villiers Commission Report of 1948, and contains biographical information concerning its authors. The Report intended to refine and establish policy guidelines for technical and vocational education in the 1940s. The research will attempt a review of the relevant literature which examined the Report and its hlstorlcal co

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31

Keane, Moyra. "The effect of the RADMASTE science dictionaries on students' understanding of science concepts." Thesis, 1998. https://hdl.handle.net/10539/26130.

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A research report in part fulfilment of the requirements of an MSc in Science Education at the University of the Witwatersrand<br>This study reports the findings of a research project in a DET (Department of Education and Training)* school in Mamelodi, South Africa, in 1995. An investigrtion was carried out to ascertain whether students benefit from having access to science definitions in their vernacular, and to determine their preference in terms of the medium of instruction in the science classroom. A Science Concept Guide, written at RADMASTE** Centre, was used as the main compon

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"Language learning in a multicultural classroom." Thesis, 2012. http://hdl.handle.net/10210/7022.

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M.Ed.<br>The problem of different languages, as well as academic, social and educational performance, among learners of different cultures within a multicultural school career, is a cause for concern. The number of cases of failure, underachievement, low self-image and poor socialisation is unacceptably high among these learners of diverse cultures. The unfamiliar educational milieu leads to feelings of frustration and confusion. Although it is true that the explanation for this frustration and confusion is complex, certain aspects of the problem are readily identifiable, viz. the unpreparedne

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Ndukwani, Tiyiselani. "The attitudes of grades 5-7 Xitsonga learners towards learning English as a first additional language." 2016. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001913.

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M. Tech. Language Practice<br>This study investigates the attitudes of Grades 5-7 Xitsonga learners towards learning English as a first additional language using the four language skills viz. listening, speaking, reading and writing. Variables such as attitude, orientation, motivation, and anxiety are imperative, influential factors to consider when studying aspects that contribute to learning a second language. Learners' attitude towards language learning is considered to be the key factor that affects the levels of learner motivation in their trajectory to learn a language and are intertwine

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Pienaar, Marius. "Leerderbehoeftes as 'n determinant vir 'n kurrikulum vir Afrikaans eerste taal." Thesis, 2014. http://hdl.handle.net/10210/9377.

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M.Ed. (Curriculum Studies)<br>Many changes are taking place in our country. One aspect that must be emphasized, is provision for proper education. The demands on our country and its citizens, necessitate change in education. In South Africa there are still many defects concerning education. There are for example many uncertainties about curriculum, and attempts are made to eliminate defects in syllabi. One of the curricula concerned, is that of Afrikaans First Language. Due to current changes multi-cultural schools have been founded. Thus the curriculum must change in order to accommodate ever

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Nyangiwe, Bulelwa Lynette. "The language-in-education policy and attitudes of learners, educators and parents towards English or/and isiZulu as the language of learning and teaching : the case of selected secondary schools in Durban Metro in KwaZulu-Natal province." Thesis, 2004. http://hdl.handle.net/10413/9088.

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South Africa has undergone many political changes since the apartheid era. A recent one has included the adoption of a new language-in-education policy recommending, among other things, the use of African indigenous languages as languages of learning and teaching (LOLT). The country has moved into a system in which learners and schools are entitled to choose their preferred LOLT. However, there have been few concrete changes to accommodate this choice. In particular, the above language-in-education policy has not yet been adequately implemented in schools. This study investigates learners', ed

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36

Liebenberg, Barend Frederik. "Relevansie van kultuurgebonde onderwys vir die verwesenliking van behoorlike volwassewording : 'n studie in tydsperspektief." Thesis, 1997. http://hdl.handle.net/10500/17213.

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Summaries in English and Afrikaans<br>In die verlede het matrikulante van Tswanaskole in die Noord-Kaap oor die algemeen nie goeie uitslae verkry nte. Politieke onstabiliteit wat tot klasboikotte aanleiding gegee het, was as een van die hoofredes aangevoer. Die hoofoorsaak van hierdie navorsing is om die rol van kultuur wat tot swak prestasie lei, te bepaal. Met behulp van literatuurstudie is bepaal dat daar 'n noue verband tussen onderwys/opvoeding, volwassenheid en kultuur bestaan. Geen mens kan volwassenheid bereik sonder opvoeding nie en verskillende kulture het verskillende kriteria

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37

Coertzee, Geraldine. "Open sesame! : learning life skills from Takalani Sesame : a reception study of selected grade one learners in Pietermaritzburg, South Africa." Thesis, 2011. http://hdl.handle.net/10413/6374.

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Early Childhood Development (ECD) programmes are important in the promotion of intellectual development and school readiness in children. Equally important is the opportunity to learn in one‟s mother tongue. This study aimed to determine the value of using the multilingual television series Takalani Sesame as a Life Skills educational resource in specific South African schools, amongst Grade One learners. The focus lay on researching a possible mechanism for allowing children who had not attended quality ECD programmes to „catch up‟ in terms of knowledge they may be lacking, as well as providi

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Cockburn, Jessica Jane, B. Khumalo-Seegelken, and Martin Herrer Villet. "IziNambuzane: isiZulu names for insects." 2014. http://hdl.handle.net/10962/d1014581.

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We provide a tool for communicating about insects in isiZulu to facilitate research and knowledge sharing in the fields of indigenous knowledge, cultural entomology, environmental education and community extensioninvolving isiZulu speakers. A total of 213 different names for 64 insect specimens were encountered among a sample of 67 respondents in 11 communities distributed across the province of KwaZulu-Natal, South Africa. This list includes 93 names that can be considered core isiZulu vocabulary and which are widely used to identify insects that are agriculturally, medically, domestically, c

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Allie, Jane Jennifer. "Die inskakeling van moedertaalsprekers van Afrikatale in laerskole in Eldoradopark." Thesis, 2012. http://hdl.handle.net/10210/6346.

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M.A.<br>South Africa is going through a transitional phase and urbanization, which among other things, has caused many families to resettle. The education system is no longer based on bilingualism with English and Afrikaans as the languages used in the senior primary phase. Our multicultural, multilingual society requires that children from different backgrounds be taught in the same classes. Schools in Eldorado Park have experienced an influx of learners with other mother tongues than English and Afrikaans into the schools. This influx has brought with it challenges for both learners and teac

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Ampofo, Isaac Yaw. "The challenge of using English as a medium of technology instruction: a study of grade 9 in King Sabata Dalinyebo district, Eastern Cape." Thesis, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000228.

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Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2009.<br>The English language is not used by the majority of people in their daily and normal conversations at King Sabata Dalindyebo (KSD) district. It is not even encouraged in many homes and townships because it is associated with an oppressive regime. Hence, it is difficult for children to experience the English language before they start formal education. This study investigated the challenges posed by the English language in the teaching and learning of Technology in Grade 9 at King Sabata Dalindyebo educational dis

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Siwisa, Mvuyisi Isaac. "Standard isiXhosa in a multilingual classroom : an interpretation of urban learners' literary texts." Diss., 2013. http://hdl.handle.net/10500/13230.

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This study is on standard isiXhosa in a multilingual classroom and includes an interpretation of both urban and rurual learners’ literary texts. An attempt is made to examine a selection of isiXhosa texts in order to interprete the state of affairs of the isiXhosa language in the 21st century. Organization of the study This dissertation was organized in the following manner: Chapter one includes an introduction to the study, its aims and objectives as well as the research methodology. Since the isiXhosa language is the focal point of the study, it is discussed in some depth. In chapter two,

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Ukwandu, Damian Chukwudi. "Water use and sustainable development in South Africa." Diss., 2009. http://hdl.handle.net/10500/3482.

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This study is non-empirical and is based on the conceptualisations and theoretical foundations that gave rise to the global issue of sustainable development. It also traces the evolution and meaning of sustainable development in the South African socio-cultural context, and shows how the legacies of colonialism and apartheid contributed towards the national policy of sustainable development. This study explains the reasons for the presence (or lack) of sustainable development paradigms in apartheid and post-apartheid South Africa, as well as their implications for the future development of the

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Molokomme, Nina Lorraine. "The effects of multilingualism on mother tongue acquisition." Diss., 2020. http://hdl.handle.net/10500/27385.

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Abstracts in English and Zulu<br>Multilingualism is the norm in most urban areas of South Africa. This study aims to discover the perceptions of young adults towards their mother tongue due to being exposed to multiple languages in their daily environment at a very young age. The study further investigates whether young adults acquire their mother tongue whilst growing up in an environment that has multiple languages. It also seeks to determine the role that parents play in the acquisition of mother tongue by their children. Literature was reviewed in order to explain and understand the stand

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Nothling, Marie. "Riglyne vir die onderrig van taalvariasie in Afrikaans eerste taal." Thesis, 2014. http://hdl.handle.net/10210/11902.

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M.Ed. (Language Teaching)<br>The lack of proper regard for language variation and the heterogeneous nature of language in the teaching of Afrikaans First Language Secondary Phase caused various problems. Not only individuals but the whole Afrikaans language community and the language itself suffered. Language variation is actually recognised in the learning content and teaching approach of the latest Afrikaans First Language syllabus. However, because of the inadequate recognition in the syllabus and the current complexity of the Afrikaans language community, it is necessary to provide guideli

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Ngcobo, Sandiso. "IsiZulu-speaking educators' attitudes towards the role of isiZulu in education in Durban." Thesis, 2001. http://hdl.handle.net/10413/3337.

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The South African Schools Act (1996) is now in place to allow the governing bodies to decide on language policies for their schools. This has come about as a means to redress the past situation whereby policies were imposed upon schools. The most affected groups of people were Africans since those policies were designed with the sole aim of undermining their home languages. The only two languages that were promoted at all cost were English and Afrikaans. These languages were also used as languages of learning and instructions. This had detrimental effects on the school results of black childre

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Bekker, Ian. "The attitudes of L1-African language students towards the LOLT issue at Unisa." Diss., 2002. http://hdl.handle.net/10500/596.

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Recent language policy developments at the University of South Africa (Unisa) indicate that the language attitudes of its students should be researched, particularly the attitudes of students who have an African language as their first language. This study takes a first but solid step towards meeting this requirement. It conducts exploratory research into the nature of the relevant language attitudes and, based on the findings of this research, constructs an attitude scale that can be usefully employed in the measurement of such attitudes, both at Unisa and other tertiary institutions in

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Njobe, Mandisa Purity. "Understanding the influence of a second language on the academic performance of learners in information technology : a case study of isiZulu-speaking English second language learners in KwaZulu-Natal." Thesis, 2007. http://hdl.handle.net/10321/302.

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Thesis (M.Tech.: Information Technology)-Dept. of Information Technology, Durban University of Technology, 2007 xv, 150 leaves, Annexures A-J<br>Over the years, computers have been introduced to many South African classrooms in an attempt to improve education, and this is true for Previously Technologically Disadvantaged (PTD) schools in Kwazulu-Natal with learners whose first language is isiZulu. However, frameworks of computer learning vary widely and there is a crucial need to understand how specific situational conditions either facilitate or constrain the implementation of computer-suppor

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Hadebe, Thobekile. "Issues arising from the implementation of language policy in historically disadvantaged schools in greater Pietermaritzburg : a policy analysis." Thesis, 2001. http://hdl.handle.net/10413/3015.

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This project sets out to outline the problems that are encountered by teachers in most black schools in South Africa, with regard to the language of instruction. In an attempt to cope with these problems teachers exercise their discretion, which often leads to them making policy. The language policy in education gives the learners a right to receive education in the official language or languages of their choice. The current situation in South Africa does not allow for the exercise of such a right. Black schools in rural areas, therefore, continue to choose English as the medium of instruction

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Dyosop, Ntombenkosi. "Translation of Shakespeare as a tool for the advancement of South African indigenous languages: Romeo and Juliet and Peteni's Kwazidenge." Thesis, 2016. http://hdl.handle.net/10539/22629.

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A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Translation. Johannesburg, 2016<br>There are eleven official languages in South Africa. However, only two of these languages – English and Afrikaans – are dominant. It is often argued that this is because the other 9 official languages do not have enough terminology to be used in institutions of higher learning and in technical fields. I argue that the adaptation of literary texts helps in improving the status of

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Mona, M. J. "Attitudes of intermediate phase learners, educators, and school governing bodies towards Xitsonga as medium of learning and teaching in Limpopo Province." Thesis, 2015. http://hdl.handle.net/10386/1509.

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Thesis (Ph. D. (Language and Education)) -- University of Limpopo, 2014<br>This research study dealt with specific aspects relating to attitudes of intermediate phase learners, educators, and SGB members towards Xitsonga as medium of learning and teaching in Limpopo. The statement of the study’s problem was articulated against clearly defined contexts. As a foundational slab for the study, the thesis deemed it fit and necessary to give the background to the problem on attitudes in general and language attitude in particular. When the foundation had been laid, the statement of the problem

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