Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Non-racial schooling in selected Cape Town schools : language, attitudes and language learning
Bibliography: pages 111-118.
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2016
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613294756364288 |
|---|---|
| access_status_str | Open Access |
| author | Schlebusch, Anne |
| author2 | Young, D N |
| author_browse | Schlebusch, Anne Young, D N |
| author_facet | Young, D N Schlebusch, Anne |
| author_sort | Schlebusch, Anne |
| collection | Thesis |
| description | Bibliography: pages 111-118. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/17504 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:51.607Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/17504 Non-racial schooling in selected Cape Town schools : language, attitudes and language learning Schlebusch, Anne Young, D N Education - South Africa School integration Language and education Applied Language Studies Bibliography: pages 111-118. This study examines some elements of the language environment, language learning processes, and language inter-actions between child and teacher, and child and child in the changing South African education system. As more classrooms become non-racial, new dimensions are arising in language use and in learning: classrooms are perforce multilingual as different language groups come together to receive instruction through the medium of English. What dynamic do these multilingual elements bring to the standard classroom? I focus on part of the Standard Six population of 5 Western Cape English medium schools. The schools are different in many respects and similar in others; some have more Black pupils than others. By using a variety of research methods, including questionnaires, worksheets, personal observation, interviews and essays, I explore the experiences and attitudes of pupils, teachers and principals. My object is to try to identify trends: to look for positive features arising out of present classrooms and to look for possible points of tension as well, in order to extract central features to analyse. These are highlighted, and cross-referenced with relevant international studies, as matters of interest for practitioners in the classroom and for education planners. The field is immense: the study essentially provides a broad-based platform for further research. I tried not to have any preconceptions about what I would find, so made it a comprehensive and far-ranging study. It uncovers important elements which teachers and schools may attend to, relatively easily, indicates the importance of development of one's Mother Tongue and exposes deeply-felt emotions about Language and identity. It asks questions about Bridging Programmes and about the language of the teacher in the classroom and in testing. I also ask about the future of English in this country, about feelings about learning Afrikaans and about learning Xhosa. The main target in the recommendations is the teacher, as the generator of learning opportunities in the classroom. I call for more specific communication between teacher and pupil and the evolution of child-specific language learning processes. It is every teacher in every classroom who needs to adjust consciously to the new classroom profiles. Differing patterns clearly emerge from the schools with different intake profiles. This suggests the need for further studies to examine these findings for generalisability. The situation in schools is both volatile and exciting, calling for concrete and imaginative attention to aspects emerging from the personal, perceptive and wide-ranging input of the sample studied in this research project. 2016-03-04T16:50:00Z 2016-03-04T16:50:00Z 1994 Master Thesis Masters MPhil http://hdl.handle.net/11427/17504 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education - South Africa School integration Language and education Applied Language Studies Schlebusch, Anne Non-racial schooling in selected Cape Town schools : language, attitudes and language learning |
| thesis_degree_str | Master's |
| title | Non-racial schooling in selected Cape Town schools : language, attitudes and language learning |
| title_full | Non-racial schooling in selected Cape Town schools : language, attitudes and language learning |
| title_fullStr | Non-racial schooling in selected Cape Town schools : language, attitudes and language learning |
| title_full_unstemmed | Non-racial schooling in selected Cape Town schools : language, attitudes and language learning |
| title_short | Non-racial schooling in selected Cape Town schools : language, attitudes and language learning |
| title_sort | non racial schooling in selected cape town schools language attitudes and language learning |
| topic | Education - South Africa School integration Language and education Applied Language Studies |
| url | http://hdl.handle.net/11427/17504 |
| work_keys_str_mv | AT schlebuschanne nonracialschoolinginselectedcapetownschoolslanguageattitudesandlanguagelearning |