Trial and Error? An Inquiry into Implementing a ‘Straight-for-English’ Approach with Foundation Phase Students with Inadequate English Proficiency

2016 ◽  
Vol 52 (7) ◽  
pp. 1040-1056
Author(s):  
Jo Badenhorst ◽  
Retha van der Merwe
Keyword(s):  
South Africa ◽  
Primary School ◽  
Significant Contribution ◽  
Type Model ◽  
Trial And Error ◽  
Language Of Instruction ◽  
Academic Standard ◽  
Language Difficulties ◽  
Model C ◽  
Immersion Type

The language of instruction in South Africa is currently an extremely controversial issue. As a result of South Africa’s political history, English is almost always chosen as the language of instruction. However, in many cases, students have not been adequately exposed to English when they enter the Foundation Phase. This study reports on research conducted at an Ex-Model C (formerly privileged) primary school in South Africa where an immersion-type model is followed with English as the instructional language. The aim of the study was to explore the practices implemented by Foundation Phase teachers to teach students through the medium of English, and to ascertain how the school has managed to maintain a consistently high academic standard, despite the language difficulties of their students. The findings of the study can make a significant contribution when similar strategies are implemented in schools which are faced by challenges similar to those of the sample school.

scholarly journals Fundamental influences related to language-based difficulties in financial mathematics

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
A. Bayaga ◽  
X. Khalo ◽  
G. Moyo
Keyword(s):  
South Africa ◽  
Document Analysis ◽  
Structured Interview ◽  
Financial Mathematics ◽  
Language Of Instruction ◽  
Case Study Design ◽  
Following Instructions ◽  
Language Difficulties ◽  
Mathematical Semantics

Motivated in part by a sustained amount of research in South Africa and principally guided by techniques of problem-solving suggested by Polya as well as error analysis by Newman, the current research examines fundamental influencers (underlying factors) relating errors due to language difficulties in financial mathematics concerning the language of instruction. The current research was accomplished using a case study design. The sample size was 105 out of a population of 186, with assumption of confidence and precision levels at 95 per cent and 0.5 respectively. The aim of the study was addressed by using both sets of structured-interview and document analysis for collecting data. Analysis of data was conducted by both content analysis as well as correlation analysis, wherein, the analysis revealed that errors committed by learners in financial mathematics were due to language difficulties. In contrast, misinterpretation of the mathematical semantics was not as a result of not indicating answers as expected, not following instructions, and not understanding instructions.

Heteronormativity and Developing Masculinities at a Primary School in South Africa

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Luckmore Chimanzi
Keyword(s):  
South Africa ◽  
Focus Groups ◽  
Primary School ◽  
Identity Formation ◽  
Qualitative Data ◽  
Social Bonds ◽  
Male Identity ◽  
Social Unit ◽  
Male And Female ◽  
Diary Research

This article explores the development of heteronormativity and the construction of masculinities at a township primary school in South Africa. In this study, boys and girls chastise homosexuality yet maintain their male-to-male and female-to-female social bonds. Homosocial or male-to-male social bonds have a bearing on the construction of male identity. It is argued that homosocial relationships serve as a means through which certain boys negotiate and exhibit their masculinity in a process of identity formation in which heterosexuality is a key component. Qualitative data from focus groups and diary research with Grade 7 students (male and female) in a primary school are used. Boys engage in a number of games and acquire resources for themselves; hence, as a social unit, they portray themselves as heteronormative. Their solidarity plays a role in maintaining their power in relationships even though privately some of them expressed preference for more flexible constructions of masculinity.

scholarly journals Siyabonga: a humble hero making a difference with his hands… and his heart

2021 ◽  
pp. bjsports-2021-104118
Author(s):  
Jon Patricios
Keyword(s):  
South Africa ◽  
Significant Contribution ◽  
Patellofemoral Pain ◽  
Nelson Mandela ◽  
Making A Difference ◽  
High Level ◽  
Professional Capacity

Siyabonga Kunene’s athletic build and confident stance belie his humble roots. Born in an impoverished area of South Africa, he soon learnt the benefits of an education. He is now a PhD-qualified sports physiotherapist making a significant contribution in both academic and clinical realms. Remaining true to his origins and the inspirational words of Nelson Mandela, Siyabonga has created a framework for managing patellofemoral pain in under-resourced athletes. He has established himself as a physiotherapy lecturer at his university and has been appointed to national teams in his professional capacity. However, his focus primary remains on treating those with a passion for sport who would not normally be able to access high-level athletic care.

scholarly journals A snapshot of the use of reading methods in primary schools in three provinces of South Africa

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 28-44
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Learning Styles ◽  
Primary School ◽  
Primary Schools ◽  
Intermediate Phase ◽  
School Teachers ◽  
Primary School Teachers ◽  
Know How ◽  
Reading Methods ◽  
Teaching Of Reading

The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.

scholarly journals Physical fitness profile of rural versus urban primary school children in eThekwini district, KwaZulu-Natal, South Africa

2022 ◽  
Author(s):  
Oladapo Michael Olagbegi ◽  
Thayananthee Nadasan ◽  
Yoliswa Mazibuko ◽  
Esethu Mfenga ◽  
Khanyani Rangana ◽  
...  
Keyword(s):  
South Africa ◽  
Physical Fitness ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Kwazulu Natal
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