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Articoli di riviste sul tema "English language south africa accents"
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Álvarez-Mosquera, Pedro, e Alejandro Marín-Gutiérrez. "Implicit Language Attitudes Toward Historically White Accents in the South African Context". Journal of Language and Social Psychology 37, n. 2 (11 agosto 2017): 238–48. http://dx.doi.org/10.1177/0261927x17718349.
Testo completoAbstract (sommario):
This study explores the use of Implicit Association Test as an effective research tool to investigate language attitudes in South Africa. We aim to show how Standard South African English and Afrikaans-accented English are cognitively managed by young L1 South African indigenous language speakers. Results corroborate (a) participants’ statistically significant negative attitudes toward Afrikaans-accented English speakers, (b) the indexical nature of accents in triggering language attitudes, and (c) a main effect of modality when processing visual versus audio inputs.
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Álvarez-Mosquera, Pedro. "Young Coloureds’ implicit attitudes towards two historically White English accents in the South African context". English World-Wide 40, n. 3 (24 settembre 2019): 325–44. http://dx.doi.org/10.1075/eww.00034.alv.
Testo completoAbstract (sommario):
Abstract This study explores the implicit language attitudes of a sample of 84 young Coloured South Africans towards two historically White accents in the country: the Standard South African English accent and Afrikaans-accented English. In order to shed light on the role of language in the process of social categorization among the younger generations, I present a mixed-methodological approach that investigates the interrelation between the results of an Implicit Association Test (IAT) towards the two selected accents and the participants’ linguistic background, language exposure, and social distance levels. Within the target demographic, the data confirm the existence of an overall positive implicit attitude towards Standard South African English, although positive attitudes towards Afrikaans-accented English were not uncommon. Correlations between IAT effect and the variables “social distance levels with Whites” and “places of residence” provide potential explanations and valuable sociolinguistic information about the language dynamics in this diverse ethnic group.
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Kang, Okim, Meghan Moran, Hyunkee Ahn e Soon Park. "PROFICIENCY AS A MEDIATING VARIABLE OF INTELLIGIBILITY FOR DIFFERENT VARIETIES OF ACCENTS". Studies in Second Language Acquisition 42, n. 2 (17 ottobre 2019): 471–87. http://dx.doi.org/10.1017/s0272263119000536.
Testo completoAbstract (sommario):
AbstractFactors that affect comprehension of accented English (e.g., Harding, 2011) have been well studied, but little research examines how listeners’ proficiency affects their sensitivity to second language (L2) accent. The current study investigated the effect of test takers’ English proficiency on their comprehension ratings and ability to correctly transcribe different World Englishes accents. Ten speakers from six countries with different L1 backgrounds (i.e., North American, British, Indian, South African, Chinese, and Spanish) with varying degrees of intelligibility provided speech samples. Ninety-two listeners from South Korea at three different proficiency levels listened to speech stimuli and determined their comprehension of the content as well as the intelligibility of the speech. The results showed that listeners were differentially affected by nonnative English accented varieties, based on both the intelligibility level of the speaker and the proficiency level of the listener. These findings have implications for the assessment and instruction of listening skills in global contexts.
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Goatley-Soan, Sean, e John R. Baldwin. "Words Apart: A Study of Attitudes Toward Varieties of South African English Accents in a United States Employment Scenario". Journal of Language and Social Psychology 37, n. 6 (18 settembre 2018): 692–705. http://dx.doi.org/10.1177/0261927x18800129.
Testo completoAbstract (sommario):
This study investigates Americans’ attitudes toward the four major accents of South African English (SAfE) and several of their subvarieties in a hypothetical U.S. employment scenario. Participants perceived that SAfE accents possess positive language personality traits in comparison with standard American English; however, respondents identify SAfE speakers as foreign and perceive specific SAfE-accented varieties to be superior and more dynamic (e.g., General/Cultivated White SAfE and Indian SAfE) in relation to other SAfE-accented speakers (e.g., Mesolect Black SAfE and Cape Flats SAfE), even when they do not correctly identify the speaker’s country of origin.
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Álvarez-Mosquera, Pedro, e Alejandro Marín-Gutiérrez. "A sociolinguistic approach to implicit language attitudes towards historically white English accents among young L1 South African indigenous language speakers". International Journal of the Sociology of Language 2019, n. 260 (26 novembre 2019): 131–53. http://dx.doi.org/10.1515/ijsl-2019-2051.
Testo completoAbstract (sommario):
Abstract This study investigates the potential role of context-relevant sociolinguistic factors in explaining young L1 indigenous South African language speakers’ IAT (Implicit Association Test) scores towards two varieties largely associated with the white group: Standard South African English and Afrikaans accented English. To this end, a post-IAT sociolinguistic survey on participants’ linguistic background, language exposure and intergroup social distance levels (among other social factors) was used. Separate ANOVAS were performed using the IAT reaction times as a dependent variable and sociolinguistic variables as factors. Notably, the sociolinguistic approach revealed that more positive attitudes towards Afrikaans accented English are correlated with the language range of participants, the dominant languages spoken in their places of origin, and the type of school they have attended.
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de Klerk, Vivian, e Barbara Bosch. "English in South Africa". English World-Wide 14, n. 2 (1 gennaio 1993): 209–29. http://dx.doi.org/10.1075/eww.14.2.03dek.
Testo completo
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Bernsten, Jan. "English in South Africa". Language Problems and Language Planning 25, n. 3 (31 dicembre 2001): 219–35. http://dx.doi.org/10.1075/lplp.25.3.02ber.
Testo completoAbstract (sommario):
In a departure from language policy in most other African countries, the 1996 South African Constitution added nine indigenous languages to join English and Afrikaans as official languages. This policy was meant to provide equal status to the indigenous languages and promote their use in power domains such as education, government, media and business. However, recent studies show that English has been expanding its domains at the expense of the other ten languages. At the same time, the expanded use of English has had an impact on the varieties of English used in South Africa. As the number of speakers and the domains of language use increase, the importance of Black South African English is also expanding. The purpose of this paper is to analyze current studies on South African Englishes, examining the way in which expanded use and domains for BSAE speakers will have a significant impact on the variety of English which will ultimately take center stage in South Africa.
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Simo Bobda, Augustin. "The formation of regional and national features in African English pronunciation". English World-Wide 24, n. 1 (9 maggio 2003): 17–42. http://dx.doi.org/10.1075/eww.24.1.03sim.
Testo completoAbstract (sommario):
Serious studies on English pronunciation in Africa, which are only beginning, have so far highlighted the regional and sociolinguistic distribution of some features on the continent. The present paper revisits some aspects of these studies and presents a sort of pronunciation atlas on the basis of some selected features. But more importantly, the paper examines how these features are formed. It considers, but goes beyond, the over-used theory of mother-tongue interference, and analyses a wide range of other factors: colonial input, shared historical experience, movement of populations, colonial and post-colonial opening to other continents, the psychological factor, speakers’ attitudes towards the various models of pronunciation in their community, etc. For example, the Krio connection accounts for some striking similarities between Nigerian, Sierra Leonean and Gambian Englishes despite the wide geographical distance between them. The positive perception of their accent, which they judge superior to the other West African accents, has, in the past three decades, shaped the English pronunciation of Ghanaians in a particular way. The northward movements of populations have disseminated to East Africa some typically Southern African features. Links between Southern and East Africa, and Asia, are reflected in the presence of some Asian features in East and Southern African Englishes. The paper shows how African accents of English result from the interaction between the influence of indigenous languages and Africans’ exposure to several colonial and post-colonial Englishes.
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Louw, Philippa, e Febe de Wet. "The perception and identification of accent in spoken Black South African English". Southern African Linguistics and Applied Language Studies 25, n. 1 (aprile 2007): 91–105. http://dx.doi.org/10.2989/16073610709486448.
Testo completo
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KADT, ELIZABETH. "Attitudes towards English in South Africa". World Englishes 12, n. 3 (novembre 1993): 311–24. http://dx.doi.org/10.1111/j.1467-971x.1993.tb00032.x.
Testo completoTesi sul tema "English language south africa accents"
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Galanakis, Linda. "Learners' attitudes to standard vs non-standard South African English accents of their teachers". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4259.
Testo completoAbstract (sommario):
Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This study is interested in the relationship between accent and hearers’ perception of the speaker. It investigates the kinds of stereotypes related to phonological features of the speaker’s language. Specifically this thesis focused on the perceptions that high school girls have of their Mathematics teachers who speak English with a non-standard accent. The general aims of the study were to establish whether high school girls perceived non-standard English speaking Mathematics teachers negatively and, if so, whether this perception changed as the girls mature. Twenty-seven Grade 8 learners and 14 Grade 12 learners from a private English-medium school in the Gauteng Province of South Africa participated in this study. The school attracts learners from the affluent socio-economic group, and the majority of the learners are white (76.8%) and first language speakers of English (86%). These participants completed questionnaires using the matched-guise technique (Lambert, Hodgson, Gardner and Fillenbaum 1960) to determine their perceptions of six accents. Five speakers were recorded reading the same Mathematics lesson in English. One reader read the same passage twice, using a so-called Standard South African English accent for one recording and a second language accent of an isiZulu mother tongue speaker for the second recording. The results of this investigation indicate that high school girls are inclined to stereotype teachers according to the teachers’ accents. Some of the characteristics attributed to the non-standard English speaking teachers were positive, but generally learners held a negative perception of such teachers. There was very little change in this perception from Grade 8 to Grade 12. Of particular importance in the National Curriculum Statement for Grades 10 to 12 is that learners emerge from this phase of their schooling being “sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors” (www.sabceducation.co.za/). The school where the research was conducted has addressed diversity in numerous ways in an attempt to prepare the learners for life in multilingual and multicultural South Africa. That the Grade 12 learners in this study, whether first language speakers of English or not, still display accent prejudice suggests that the life skills objectives are not adequately met and that this form of prejudice needs to be addressed in more creative ways.
AFRIKAANSE OPSOMMING:: Hierdie studie stel belang in die verhouding tussen aksent en hoorders se waarneming van die spreker. Dit ondersoek die soort stereotipering wat saamhang met die fonologiese eienskappe van die spreker se taal. Hierdie tesis het spesifiek gefokus op die persepsies wat hoërskoolmeisies het van hul Wiskunde-opvoeders wat Engels met ‘n nie-standaard aksent praat. Die algemene doelstellings van die studie was om vas te stel of hoërskoolmeisies hierdie opvoeders negatief beoordeel op grond van hul aksent en, indien wel, of hierdie oordeel minder fel raak met ouerdom. Sewe-en-twintig Graad 8-leerders en 14 Graad 12-leerders aan ‘n privaat- Engels-medium skool in die Gauteng Provinsie van Suid-Afrika het aan die studie deelgeneem. Die skool se leerders kom uit die hoë sosio-ekonomiese groep, en die meerderheid is Wit (76.8%) en eerstetaalsprekers van Engels (86%). Die deelnemers het vraelyste voltooi as deel van sogenaamde “matched guise”- (Lambert, Hodgson, Gardner en Fillenbaum 1960) navorsing om hul persepsies van ses aksente te bepaal. Vyf sprekers is op band opgeneem terwyl hulle dieselfde Wiskunde-les in Engels lees. Een leser het die les twee maal gelees, een maal met ’n sogenaamde Standaard Suid-Afrikaanse Engelse aksent en een maal met ’n tweedetaal aksent tipies van ‘n isiZulu moedertaalspreker. Die resultate van hierdie ondersoek dui daarop dat hoërskoolmeisies geneig is om opvoeders te stereotipeer op grond van die opvoeders se aksent. Party eienskappe wat aan die nie-standaard Engelssprekende opvoeders toegeskryf is, was positief, maar oor die algemeen het leerders ’n negatiewe persepsie van sulke opvoeders gehad. Baie min verandering in hierdie persepsies het van Graad 8 tot Graad 12 plaasgevind. Van besondere belang in die Graad 10 tot 12 Nasionale Kurrikulm is dat leerders aan die einde van hierdie fase ‘n sensitiwiteit sal hê vir kwessies aangaande “diversiteit, soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdheid en ander faktore” (www.sabceducation.co.za/). Die skool waar hierdie navorsing gedoen is, spreek diversiteit op velerlei maniere aan in ’n poging om leerders voor te berei vir lewe in veeltalige en multikulturele Suid-Afrika. Die feit dat Graad 12- leerders in hierdie studie, of hulle eerstetaalsprekers van Engels is al dan nie, steeds aksentvooroordele toon, dui aan dat die doelstellings van lewensvaardigheid onderrig nie voldoende bereik word nie en dat hierdie vorm van vooroordeel op meer kreatiewe maniere aangespreek moet word.
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Krstic, Nicole, e Nikki Nilsson. "The Goal of Literacy Teaching - to Complete School or to Make a Change? A Critical Analysis of Literacy Teaching in Multilingual Classrooms in South Africa". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34549.
Testo completoAbstract (sommario):
This qualitative minor field study is conducted in a multilingual public secondary school in the Eastern Cape province of South Africa. The aim is to analyse the literacy teaching from a critical literacy point of view and to gain new perspectives on how to work with literacy in multilingual classrooms in Sweden. The material was collected over approximately three weeks and consists of participant observations and two semi-structured group interviews with nine learners in total. The theoretical approach derives from a socio-cultural orientation and focuses on how unequal power relations are represented in language. Our results indicate a focus on individual learning of cognitive skills, for example, answering pre-written questions to a text in the work with reading comprehension. Furthermore, reading is considered important to be able to influence one’s own life and to connect with the surrounding society, as is good knowledge of English, which in turn is developed by reading. English is the language the learners are most used to use in school related activities and the language they feel confident to read in. In addition, the results show social, critical and transformative aspects of literacy. The teachers want to make use of the learners’ experiences in the teaching. Moreover, this goal is occasionally connected to a desire to empower the learners with agency to act for change. However, this desire is limited by the curriculum since it is forcing the teachers to teach at a certain pace. These results are then analysed by the use of Hilary Janks’ interdependent model for critical literacy by considering the consequences of focusing on any of its four parts – power, access, diversity and design – without any one of the others. We conclude that it is a challenge to design teaching that does not separate, but include cognitive, social, critical and transforming aspects of literacy in Sweden as well. Janks’ model can be used to design a teaching that includes these aspects to a greater extent and thereby create a more inclusive multilingual learning environment. Finally, we suggest that theories about critical literacy should be added to both teacher education and to the steering documents.
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Dommisse, Anne. "Criteria in English language assessment : a South African perspective". Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17078.
Testo completoAbstract (sommario):
Bibliography: pages 181-186.The study recorded in this dissertation was undertaken in the School of Education at the University of Cape Town (UCT) during the period 1986-1990. It was motivated by perceived anomalies in the administration of State regulations for endorsement of teachers' diplomas in respect of ability in English (E/e). The study commences with an analysis of the relevant requirements of the regulations for teacher bilingualism, as set out in sections 10 and 11 of Criteria for the Evaluation of South African Qualifications for Employment in Education, 1988. Theoretical and practical problems of evaluation and endorsement identified at UCT are considered in relation to the concept of test failure, as opposed to testee failure. Responses to a questionnaire sent to other teacher training centres indicate similar concerns elsewhere. Arising from a review of recent literature on language testing, and against the background of the multilingual target groups tested at UCT, a proposition is put forward for a distinction between communicative competence and language proficiency as criteria in language assessment, depending on whether English is the medium (communicative competence), or the subject (proficiency), of instruction. Assuming that English will remain a medium of instruction in a changing socio-political dispensation, at least in the short and medium terms, the study then focuses on test design, construction and scoring, where the objective is to test communicative competence in English, rather than proficiency. The role of English in the curriculum in a future South Africa is discussed briefly. It is concluded that current regulations for language endorsement are in urgent need of review. The following recommendations are made in this regard: that the relevant requirements for teachers in State schools be reformulated to account for one level, rather than two, of endorsement in English as the medium of instruction; that such endorsement be required only in the case of non-English medium graduates, thereby recognising the integrity of the English medium teachers' diploma itself; that procedures for assessment for the purpose of diploma endorsement be standardised; and that the State support further research in this area.
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Butler, Ian. "'People's English' in South Africa : theory and practice". Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003574.
Testo completoAbstract (sommario):
Communicative Language Teaching, an approach to language teaching currently widely prescribed, has been criticised for its unquestioning acceptance of the cultural and political norms of the target language. People's English (an aspect of the larger People's Education movement), on the other hand, offers a philosophy and methodology that takes an actively critical view of language and its relationship to power. In the context of South African society, this stance has had clear political implications. Although still imprecisely defined , the concepts of People's Education and People's English have been debated and discussed by various ant-apartheid movements in recent years. Attempts have also been made to translate the evolving theory into practice through the development of materials and methodologies. This has been achieved on a relatively small scale, with varying degrees of success. Recent reform measures by the South African government have, however, prompted the proponents of People's Education to reassess their position. This thesis presents a historical overview and critical assessment of the development of People's English in South Africa.
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Krause, Lara-Stephanie. "Relanguaging language in English(ing) classrooms in Khayelitsha South Africa". Doctoral thesis, Faculty of Humanities, 2019. https://hdl.handle.net/11427/31726.
Testo completoAbstract (sommario):
Institutional language teaching is built on the assumption that languages exist as homogeneous entities and is aimed at the mastery of standardised codes. In this view, English teaching in South African township schools is failing. Learners (and teachers) underperform in standardised English tests and are repeatedly described – by stakeholders in schooling and by scholars of language in education – as ‘ cut off’ from standard linguistic norms needed for success beyond the township. But is linguistic deficit all we can find in township English classrooms, given that the day-to-day language practices in these settings are known to be heterogeneous, flexible and creative? I begin here by taking this local linguistic heterogeneity seriously, asking: What does language education in Khayelitsha look like through a lens that is not a priori structured by separate, homogenised languages? In the first part of this thesis I develop such an analytical lens. I begin by committing not to use some key linguistic terms that imply a view of languages as discrete, homogeneous entities. I then engage with (trans)languaging literature and the inchoative sociolinguistic notion of ‘spatial repertoires’, conceptualising ‘languaging’ for my purposes as a spatial practice, with which speakers draw on and transform elements of spatial repertoires. This spatial perspective doesn’t allow for surface-level categorisation of linguistic phenomena. It demands instead fine-grained, situated analyses that I conduct with tools from Bantu linguistics, conversation analysis and ethnography, on data from participant observation, recorded classroom talk, a learners’ writing task and teacher interviews. Rather than training the spotlight on the alleged lack of Standard English, I show the Khayelitshan English classroom to be a space of specific linguistic possibilities, ordered by teachers through a linguistic sorting practice I call relanguaging. This practice instantiates teachers’ negotiations of Khayelitshan heterogeneous linguistic realities, and the demands of a centralised curriculum and testing system, in the classroom. Learners are also shown to be ‘relanguagers’, who display complex linguistic sorting processes in their writing, juggling what I find to be an oversupply rather than an undersupply of standard linguistic norms. My empirical findings and my conceptualisation of relanguaging, which develops and complexifies throughout this thesis, allow me to systematically unsettle a construction of linguistic hetero- and homogeneity as mutually exclusive. This comes with a theoretical critique of ‘translanguaging’ as a linguistic descriptor that, in my view, reifies a dichotomy between fluid languaging and fixed standard languages. As a result, it makes us overlook the relationality in practice regarding these two dimensions of language and the complexities that result therefrom. With the dichotomy between languaging and languages dissolved, I end by proposing ways of testing for Standard English beyond its own confines, i.e. to test for increasingly sophisticated linguistic sorting skills instantiated in emergent englishing.
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Distiller, Natasha. "Shakespeare in South Africa : literary theory and practice". Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10346.
Testo completoAbstract (sommario):
Bibliography: leaves 237-256.This thesis explores the development of a "South African Shakespeare". Relying on post-colonial theory as primary framework, it views colonised culture not as secondary and responsive, but as primary and creative. The main work of the thesis is to trace the role played by "Shakespeare", as a set of texts and as an icon, in a particular trajectory of writing in English in South Africa in the first half of the twentieth century.
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Van, Vuuren Kathrine. "A study of indigenous children's literature in South Africa". Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/21491.
Testo completoAbstract (sommario):
Bibliography: pages 151-159.Whilst an accepted area of investigation in most other English speaking countries, indigenous children's literature is a relatively new area of academic study in South Africa. Traditionally, South Africa children's literature has been targeted for a white middle class audience. In addition, most of the fiction for children that was available in South Africa, with the exception of fiction in Afrikaans, tended to be imported children's literature, which meant that there was little by way of indigenous children's literature being produced. However, since the mid-1970s there has been a considerable increase in the local production of children's literature, much of which in the last five years has been intended for a wider and more comprehensive audience and market. This study considers various issues relevant to the field of children's literature in South Africa, through both traditional means of research as well as through a series of interviews with people involved in the field itself The focus of this dissertation is a sociological study of the process whereby children's literature is disseminated in South Africa. International theories of children's literature are briefly considered in sq far as they relate to indigenous children's literature. Of particular interest to this study are current thoughts about racial and gender stereotypes in children's literature, as well as the recently developed theory of 'antibias' children's literature. The manner in which people's attitudes to and about children's literature are shaped is explored in detail. Traditional methods of publishing and distributing children's literature, as well as the current and uniquely South African award system are considered. The need to broaden the scope of current publishing methods is highlighted and the ways in which publishers foresee themselves doing this is considered. The limitations of current methods of distribution are highlighted, and some more innovative approaches, some of which are currently being used in other parts of Southern Africa, are suggested. The gap between the 'black' and the 'white' markets are considered, and possible methods of overcoming this divide are considered. The indigenous award system is considered in relation to international award systems, and criticisms of the South African award system are discussed. The issue of whether or not children should read indigenous children's literature is considered. The debate about this issue centres around a belief in the importance of children having something with which to identify when they read, as opposed to a belief in the culturally and ideologically isolating effects of providing children with mainly indigenous children's literature to read. Finally, the current belief in children's literature as a means of bridging gaps in South African society is considered through a study of three socially aware genres- namely, folktales, historical fiction and socially aware youth fiction. By way of conclusion, some of the issues raised in the body of this study are highlighted and discussed.
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Blunt, Sandra Viki. "An analysis of how the Senior Certificate examination constructs the language needs of English second language learners". Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1006243.
Testo completoAbstract (sommario):
The Senior Certificate (SC) examination, a focus of the research described in this thesis, has an important function in terms of the quality of the education system overall and also in terms of the contribution of education to the achievement of national goals. The SC examination functions i) as a measure of achievement at school ii) as an indicator of work readiness and iii) as an indicator of the potential to succeed in higher education. This thesis offers a critique of the SC examination in respect of its functions. The way in which learners' language related needs are constructed is crucial in discussing the SC examination's legitimacy since perceptions about the needs of learners are reflected in what is taught and assessed. Since the majority of candidates writing the SC exarnination do so using a language which is not their mother tongue, the research described in the thesis attempted to identify the way in which the English second language (ESL) SC examination papers construct learners' needs. Examination papers represent a particular domain of social practice and are constructed through discourse. In the context of the research described in this thesis, discourses are understood as sets of ideas which are shared by communities of people and which give rise to practices which then define and sustain those communities and, thus, the discourses themselves. Discourse is language insofar as it converges with power and positions people in the interests of power. The ideological nature of discourse necessitates a critical orientation to research which interrogates, challenges and critiques the status quo. To identify the discourses constructing ESL learners' needs I conducted a critical discourse analysis on a representative sarnple of ESL SC exarnination papers and also interviewed six ESL examiners to corroborate the findings of the analysis. This then allowed me to identify several dominant discourses constructing ESL learners' needs: meaning-related, literature-related and process-related. The first meaning-related discourse, 'Received Tradition' discourse, focuses on the rules of grammar and spelling. Rather than approaching language as a resource to enable learners to understand the ideas to which they are exposed, learners are being taught discrete 'skills' to equip them for higher education study and the workplace. It is argued that school-based language literacy practices are not generalizable to the workplace and to higher education. Another aspect of 'Received Tradition' discourse holds that the study of English literature is a medium for understanding life and that there is moral value in teaching English literature. Learners are therefore constructed as lacking these values and their needs as having to acquire them. 'Received Tradition' discourse also overlaps with a second meaning-related discourse, 'Autonomous Text' discourse, which holds that the text's meaning is explicit and that if the learners can manipulate the rules of English grammar, 'have' vocabulary and can spell, they can retrieve meanings from texts they encounter in a wide range of contexts and construct texts for themselves. It is argued that a lack of awareness that meaning is constructed through recourse to other contexts, texts and the learner's experience is disadvantaging ESL candidates. 'Language as an Instrument of Communication' discourse, the last meaning-related discourse identified, sees language as the vehicle used to convey ideas, thoughts, information and beliefs, which are viewed as having been constructed independently of language. It is assumed that the answers, which, according to 'Autonomous Text' discourse, are in the text, can be conveyed if the tools of language are used correctly. The first literature-related discourse identified is 'Literature Study Develops Language Proficiency'. It is argued this is a misperception since language is learned as part of situated practice and instruction must thus be embedded in meaningful communicative contexts involving situated practice. The second literature-related discourse identified, 'Literature Study is a Medium for Understanding Life', is connected to the 'Received Tradition' discourse referred to above which holds that there is moral value in teaching English literature. This research identifies the ideological implications of these discourses, arguing that values are culture-specific and learners from diverse socio-cultural backgrounds experience life differently from the way it is depicted in English literature. Process-related discourses, which are part of the processes of teaching and assessment, concern the inadequacy of the ESL learner and of the markers and therefore dictate what can and cannot be expected of ESL learners in the SC examination. The research showed how all of the above discourses work through the SC curriculum to impose the values and beliefs of particular dominant groups on the ESL learner. Because of the robust and invidious nature of discourses this is a cause for concern. Although it is difficult to set a school leaving examination which serves both workplace and academic functions, there is a need to move beyond traditional, hegemonic approaches to understanding language learning. This thesis offers an analysis which can be used to inform practice.
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Onraet, Lauren Alexandra. "English as a Lingua Franca and English in South Africa : distinctions and overlap". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6545.
Testo completoAbstract (sommario):
Thesis (MA (General Linguistics))--University of Stellenbosch, 2011.Bibliography
ENGLISH ABSTRACT: This study investigates the prevalent, typical linguistic and discursive features of English as it is used as a shared medium of communication by speakers who do not share a first language in the Western Cape (i.e. as a lingua franca). These features were compared to those found in certain second-language varieties in South Africa, namely Black South African English, Cape Flats English and Afrikaans English. Fourteen female students from the University of Stellenbosch between the ages of 18 and 27 from various first language backgrounds were recruited for the data collection. A closed corpus was created in which recordings were made of semi-structured conversations between the participants, paired in seven groups of two speakers each. These recordings were then transcribed. In order to identify and analyse the English as a lingua franca (ELF) phenomena that arose, reference was made to the various linguistic features and methods of analysis of ELF suggested in House (2002), Seidlhofer (2004) and Meierkord (2000), amongst others. These features were then analysed and compared with the features reported in the literature on second-language varieties of English in South Africa. The study reveals that the South African ELF spoken by the participants displays similar features to the ELF(s) spoken in Europe, although certain European ELF features that occur in South African ELF are used to fulfil different functions. The study disclosed three ELF phenomena which have not been reported as such in the European ELF literature and therefore seem to be unique to the South African ELF context. Specifically, these are auxiliary dropping (AUX-drop), explicit self-doubt of a speaker‟s own ELF proficiency, and thinking aloud. Finally, certain South African ELF features are also reported to be features of South African second-language varieties (e.g. AUX-drop).
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek heersende, tipiese eienskappe van Engels wat beskryf word as linguisties en diskursief, spesifiek soos die eienskappe voorkom in Engels as ‟n gemeenskaplike vorm van kommunikasie tussen sprekers in die Wes-Kaap wat nie ‟n eerste taal gemeen het nie (m.a.w. waar Engels as ‟n lingua franca gebruik word). Dié eienskappe is vergelyk met ander wat gevind is in sekere tweedetaal-variëteite in SuidAfrika, naamlik Black South African English, Cape Flats English en sg. Afrikaans English. Veertien vroulike studente van die Universiteit van Stellenbosch tussen die ouderdomme van 18 en 27 en met ‟n verskeidenheid eerstetaal-agtergronde is gebruik vir die datainsameling. ‟n Geslote korpus is gevorm bestaande uit opnames van semi-gestruktureerde gesprekke tussen die deelnemers. Laasgenoemde is verdeel in sewe groepe van twee sprekers elk. Hierdie opnames is later getranskribeer. Ten einde die relevante Engels-aslingua-franca (ELF)-verskynsels te identifiseer en te analiseer, is daar eerstens gekyk na verskeie linguistiese eienskappe en metodes van analise van ELF soos voorgestel deur, onder andere, House (2002, 2009), Seidlhofer (2004) en Meierkord (2000). Hierna is die waargenome eienskappe geanaliseer en vergelyk met die eienskappe wat gerapporteer is in die literatuur oor tweedetaal-variëteite van Engels in Suid-Afrika. Die studie toon dat die Suid-Afrikaanse ELF wat deur die deelnemers gebruik word, soortgelyke eienskappe vertoon as ELF in die Europese konteks, met die uitsondering dat sekere Europese ELF-eienskappe wat in Suid-Afrikaanse ELF voorkom, plaaslik ander funksies vervul. Drie ELF-verskynsels wat nie as sodanig in die literatuur oor Europese ELF gerapporteer is nie, is gevind en is dus waarskynlik eiesoortig aan die Suid-Afrikaanse ELF-konteks. Dít sluit in hulpwerkwoord-weglating (sg. AUX-drop), eksplisiete uitspreek van onsekerheid oor ‟n spreker se eie ELF-bevoegdheid, en hardop dink. Ten slotte is daar ook gevind dat sekere Suid-Afrikaanse ELF-eienskappe tegelykertyd eienskappe van Suid Afrikaanse tweedetaal-variëteite is, soos bv. weglating van die hulpwerkwoord.
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Duvenage, Amy Lisa. "Challenges to Ubuntu and social cohesion in South Africa". Thesis, Kingston University, 2015. http://eprints.kingston.ac.uk/35844/.
Testo completoAbstract (sommario):
Envisaged as vehicle for social cohesion in post revolutionary South Africa, ubuntu means 'humanness' and 'goodness' ; however, the optimistic post-apartheid discourse of ubuntu contrasts with the bleak post-apartheid fictions. These reflect a social and political landscape that does not live up to the optimistic ideology of the Rainbow Nation. This thesis argues that ubuntu - as a 'return to tradition' - is a problematic narrative of social cohesion because as an innate and essential aspect of African identity, ubuntu risks cultural simplification, it depends on ideas of racial polarization and the homogenisation of black African culture, and it legitimises the implementation of coercive social practices. The major literary texts examined are Zakes Mda's novels 'The heart of redness' (2002) and 'Ways of dying' (1995), Sindiwe Magona's 'Living, loving and lying awake at night' (1991). 'To my children's children' (1991), 'Forced to grow' (1991) and 'Mother to mother' (1998). Kgebetli Moele's 'Room 2017' (2011) and 'The book of the dead' (2009), Phaswanr Mpe's 'Welcome to our hillbrow' (2001), K. Sello Duiker's 'Thirteen cents' (2008) and Kopana Motlwa's 'Coconut' (2007). Each of the four chapters addresses ubuntu in relation to differences that are already embedded in discourses of ubuntu: that is, 'modernity' and 'tradition', gender, rural-urban migration, and the occult. These subject positions are then embedded in wider contemporary debates about a nation in transition: post-apartheid South Africa and where necessary the apartheid past. Ubuntu fails to offer a coherent programme for political change and now functions as a floating or empty signifier.
Libri sul tema "English language south africa accents"
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Nedbank, a cura di. Hear us speak: A study of South African accents. Kengray (PO Box 507, Kengray 2100): Ziningweni Communications, 2000.
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Shabangu, Thos M. Isihlathululimezwi: An English-South Ndebele dictionary. Cape Town: Maskew Miller Longman, 1989.
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Jenkins, Elwyn. South Africa in English-language children's literature, 1814-1912. Jefferson, N.C: McFarland, 2002.
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Levinsohn, James Alan. Globalization and the returns to speaking English in South Africa. Cambridge, MA: National Bureau of Economic Research, 2004.
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Smit, Ute. A new English for a new South Africa?: Language attitudes, language planning and education. Wien: Braumüller, 1996.
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Pama, C. British families in South Africa: Their surnames and origins. Cape Town: Human & Rousseau, 1992.
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Learn Zulu in the new South Africa: 12 introductory lessons. Centurion: G. Poulos, 1999.
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Nadine, Gordimer. Reflections of South Africa: Short stories. Herning: Systime, 1986.
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Moyra, Evans, a cura di. Gayle: The language of kinks and queens : a history and dictionary of gay language in South Africa. Houghton, South Africa: Jacana, 2003.
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Kenny, Ray. South Africans. Sutton Coldfield [England]: Newmark Editions, 1990.
Cerca il testo completoCapitoli di libri sul tema "English language south africa accents"
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Alexander, Neville. "Chapter 4. The Impact of the Hegemony of English on Access to and Quality of Education with Special Reference to South Africa". In Language and Poverty, a cura di Wayne Harbert, Sally McConnell-Ginet, Amanda Miller e John Whitman, 53–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847691200-006.
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Webb, Victor. "English and Language Planning for South Africa". In Varieties of English Around the World, 175. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/veaw.g15.12web.
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Land, Sandra. "11. English Language as Siren Song: Hope and Hazard in Post-Apartheid South Africa". In English Language as Hydra, a cura di Vaughan Rapatahana e Pauline Bunce, 191–207. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697516-017.
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Pascoe, Michelle, Olebeng Mahura, Jane Le Roux, Emily Danvers, Aimée de Jager, Natania Esterhuizen, Chané Naidoo, Juliette Reynders, Savannah Senior e Amy van der Merwe. "1. Speech Development in Three-year-old Children Acquiring isiXhosa and English in South Africa". In Crosslinguistic Encounters in Language Acquisition, a cura di Elena Babatsouli, David Ingram e Nicole Müller, 3–26. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099092-005.
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Makalela, Leketi. "Rethinking the Role of the Native Language in Learning to Read in English as a Foreign Language: Insights from a Reading Intervention Study in a Rural Primary School in South Africa". In International Perspectives on Teaching English to Young Learners, 141–55. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023230_8.
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Singh, Shawren. "HCI in South Africa". In Encyclopedia of Human Computer Interaction, 261–65. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-562-7.ch041.
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South Africa is a multi-lingual country with a population of about 40.5 million people. South Africa has more official languages at a national level than any other country in the world. Over and above English and Afrikaans, the eleven official languages include the indigenous languages: Southern Sotho, Northern Sotho, Tswana, Zulu, Xhosa, Swati, Ndebele, Tsonga, and Venda (Pretorius & Bosch, 2003). Figure 1 depicts the breakdown of the South African official languages as mother tongues for South African citizens. Although English ranks fifth (9%) as a mother tongue, there is a tendency among national leaders, politicians, business people, and officials to use English more frequently than any of the other languages. In a national survey on language use and language interaction conducted by the Pan South African Language Board (Language Use and Board Interaction in South Africa, 2000), only 22% of the respondents indicated that they fully understand speeches and statements made in English, while 19% indicated that they seldom understand information conveyed in English. The rate of electrification in South African is 66.1%. The total number of people with access to electricity is 28.3 million, and the total number of people without access to electricity is 14.5 million (International Energy Agency, 2002). Although the gap between the “haves” and “have-nots” is narrowing, a significant portion of the South African population is still without the basic amenities of life. This unique environment sets the tone for a creative research agenda for HCI researchers and practitioners in South Africa.
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Meierkord, Christiane. "Access to English and the Englishes of the Disadvantaged: Examples from Uganda and South Africa". In World Englishes at the Grassroots, 91–114. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474467551.003.0005.
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This chapter offers a comparative look at the histories of English in Uganda and South Africa and a concise description of what access to both formal and informal acquisition of English has been like in the two countries, post-independence and in the 2000s. Against this background, excerpts of data obtained from grassroots speakers in the Cape Town and Kampala regions, whose work and businesses involve the regular use of English, are presented and analysed qualitatively. The results reveal how access to English and to formal education in South Africa and Uganda has shaped the Englishes of those speakers of English who are not as advantaged as others. They indicate that the utterances of older South Africans reflect their informal acquisition of English through interaction with lower class whites and contain features typically associated with learners, second language varieties, and pidginised forms of English. Younger speakers who have attended English-medium schools post-Apartheid as well as the Ugandan speakers seem more conscious of mistakes and correct themselves. The chapter finishes with an outlook into how grassroots speakers can (and need to) be integrated in models of world Englishes.
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Lass, Roger. "South African English". In Language in South Africa, 104–26. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511486692.006.
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De Klerk, Vivian, e David Gough. "Black South African English". In Language in South Africa, 356–78. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511486692.019.
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Branford, William. "ENGLISH IN SOUTH AFRICA". In The Cambridge History of the English Language, 430–96. Cambridge University Press, 1994. http://dx.doi.org/10.1017/chol9780521264785.010.
Testo completoAtti di convegni sul tema "English language south africa accents"
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Faujiah, Irfa Nur, Bhisma Murti e Hanung Prasetya. "The Effect of Prenatal Stresson Low Birth Weight: A Meta-Analysis". In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.123.
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ABSTRACT Background: Low birth weight remains a major public health concern of neonatal mortality rate, especially in developing countries. The mother’s psychological stress during pregnancy was reported as one of the causes of low birth weight in children. This study aimed to determine the effect of prenatal stress on low birth weight. Subjects and Method: This was a meta-analysis and systematic review. This study was conducted by collecting articles from PubMed, Google Scholar, Science Direct, Directory of Open Access (DOAJ), Springer Link databases, from 2006-2020. Keywords used “Prenatal Stress” AND “Low Birth Weight”. The inclusion criteria were open access and full text articles, using English or Indonesia language, pregnant women with stress, using cohort study design, and reporting adjusted odds ratio (aOR). The articles were selected by PRISMA flow chart. The quantitative data were analyzed using random effect model run on Revman 5.3. Results: 5 studies from United States, Suriname, Macao, Israel, and South Africa reported that prenatal stress increased the risk of low birth weight (aOR= 1.94; 95% CI= 1.33 to 2.81; p<0.001), with I2= 0%; p= 0.45. Conclusion: Prenatal stress increases the risk of low birth weight. Keywords: prenatal stress, low birth weight Correspondence: Irfa Nur Faujiah. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: irfanurfaujiah@gmail.com. Mobile: +6282127200347. DOI: https://doi.org/10.26911/the7thicph.03.123
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Mfeka, Hlengiwe, e Tracey Butchart. "USING GAME-BASED LEARNING TO IMPROVE SECOND LANGUAGE ENGLISH SKILLS IN SOUTH AFRICA". In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2205.
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Mphahlele, Mampa, Charles Mann e Madikwa Segabutla. "DEVIATION OF THE STRUCTURE OF SHORT MESSAGE SERVICE LANGUAGE FROM STANDARD ENGLISH IN UNIVERSITY STUDENTS’ ACADEMIC WRITING, IN SOUTH AFRICA". In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1491.
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Hass, Atrimecia, e Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY". In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.
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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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Phindane, Pule. "PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES". In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.
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Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students’ motivation, preparation for future learning tasks, and evaluation of study progress. The data obtained also revealed that while peer assessment is one of the least preferred assessment methods, presentations, self-assessments and research papers were the top preferences. The study outcome relates to previous research while also providing a better understanding into the link between individual differences in the assessment preferences and the learning strategies used by students throughout the years of specialization which might offer lecturers way forward for improving their educational practices.
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Widyaningsih, Vitri, e Bhisma Murti. "Antenatal Care and Provision of Basic Immunization in Children Aged 12-23 Months: Meta-Analysis". In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.125.
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ABSTRACT Background: Among the leading causes of global child morbidity and mortality are vaccine-preventable diseases, especially in low-and middle-income countries (LMICs). A complete basic immunization for children contains one BCG, three DPT-HB-Hib immunizations, four polio immunizations, and one measles immunizations. Antenatal care visit contributes an important to complete the basic immunization. This study aimed to estimate the effect of antenatal care on the completeness of basic immunization in children aged 12-23 months in Africa using meta-analysis. Subjects and Method: A meta-analysis and systematic review was conducted to examine the effect of antenatal care on the basic immunization completeness in children aged 12-23 months. Published articles in 2015-2020 were collected from PubMed and Google Scholar databases. Keywords used “immunization coverage” OR “vaccination coverage” OR “complete immunization” OR “complete vaccination” OR “full immunization” OR “full vaccination” AND children OR “child immunization” OR “child immunization coverage” NOT “incomplete immunization” OR “incomplete vaccination”. The inclusion criteria were full text, in English language, and using cross-sectional study design. The selected articles were analyzed by Revman 5.3. Results:6 studies from Senegal, Nigeria, Ethiopia, and South Africa showed that antenatal care increased basic immunization completeness in children aged 12-23 months (aOR=1.19; 95% CI= 1.06 to 1.36; p<0.001) with I2 = 95%). Conclusion: Antenatal care increases basic immunization completeness in children aged 12-23 months. Keywords: basic immunization, antenatal care, children aged 12-23 months Correspondence: Farida. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutarmi 36A, Surakarta 57126, Central Java. Email: faridariza9232@gmail.com. Mobile: 085654415292 DOI: https://doi.org/10.26911/the7thicph.03.125
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Soemanto, RB, e Bhisma Murti. "Relationship between Intimate Partner Violence and The Risk of Postpartum Depression". In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.109.
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ABSTRACT Background: Intimate partner violence (IPV) refers to any behavior in an intimate relationship that causes physical, psychological or sexual harm to those in the relationship. IPV is associated with fatal and non-fatal health effects, including homicide and suicide, as well as negative health behaviours during pregnancy, poor reproductive outcomes and adverse physical and mental consequences. This study aimed to examine relationship between intimate partner violence and the risk of postpartum depression. Subjects and Method: This was a meta-analysis and systematic review. The study was conducted by collecting articles from Pubmed, Google Scholar, and Science Direct databases, which published from 2010 to 2020. “Intimate Partner Violence” OR “IPV” AND “Postpartum Depression” OR “Postnatal Depression” was keywords used for searching the articles. The study population was postpartum mothers. The intervention was intimate partner violence with comparison no intimate partner violence. The study outcome was postpartum depression. The inclusion criteria were full text cross-sectional study, using English language, using Edinburgh Postnatal Depression Scale (EPDS) to measure depression. The articles were selected by PRISMA flow chart and Revman 5.3. Results: 8 articles from Turki, Ethiopia, Mexico, Malaysia, Israel, South Africa, and Sudan were reviewed for this study. This study reported that intimate partner violence increased the risk of postpartum depression (aOR = 3.39; 95% CI= 2.17 to 5.30). Conclusion: Intimate partner violence increased the risk of postpartum depression. Keywords: intimate partner violence, postpartum depression Correspondence: Ardiani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: dhiniardiani@gmail.com. Mobile: 085337742831. DOI: https://doi.org/10.26911/the7thicph.03.109
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Pratami, Yustika Rahmawati, e Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review". In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.
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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27
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Kurniati, Nurul. "Analysis of Factors and Management of Hepatitis B Virus Screening in Mothers and Infants: A Scoping Review". In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.67.
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ABSTRACT Background: The importance of screening for HBV infection is to identify the risk of perinatal transmission from infected mothers. People infected with HBV during infancy or childhood are more likely to suffer chronic infection to cirrhosis of the liver and liver cancer. Early detection and prompt treatment are essential for HBV infection. This study aimed to review the factors and management of hepatitis B virus screening in mothers and infants. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, ScienceDirect, Wiley Online Library, and Scopus databases. The inclusion criteria were English/ Indonesian-language and full-text articles (scoping review, meta-analysis, systematic review)/ documents/ reports/ policy brief/ guidelines from WHO/ other organizations published between 2009 and 2019. The data were selected by the PRISMA flow chart. Results: The searched database obtained a total of 27.862 articles. After screening, 27.325 articles were excluded because of unmet the inclusion criteria. After conducting critical appraisal for the remaining 537 articles, only 11 articles were eligible for further review. The selected articles obtained from developing countries (China, South Africa, and Tanzania) and developed countries (Netherlands, Japan, Denmark, Northern Europe, and Canada) with quantitative studies design (cross-sectional, case series, and cohort) met the inclusion criteria. The findings emphasized on four main topics around hepatitis B virus screening in mothers and infants, namely demographic factors, risk factors, post-screening benefit, and challenges in screening uptake. Conclusion: Early detection of HBV infection with prenatal screening reduce the HBV prenatal transmission, especially from infected pregnancy. Screening plays an important role in the administration of universal infant HBV vaccination and postexposure prophylaxis with hepatitis B immune globulin (HBIG) at birth. Keywords: pregnant women, hepatitis B virus, perinatal transmission, screening Correspondence: Setianingsih. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi (Ringroad Barat) No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: nsetia580@gmail.com. Mobile: 082242081295. DOI: https://doi.org/10.26911/the7thicph.03.67
Rapporti di organizzazioni sul tema "English language south africa accents"
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor e Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), gennaio 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
Testo completoAbstract (sommario):
Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.