Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Grade 9 learner's translingual reading competencies of a history text
Dissertation (MEd) (General))--University of Pretoria, 2024.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2025
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613626577190912 |
|---|---|
| access_status_str | Open Access |
| author2 | Maluleke, Nkhensani |
| author_browse | Maluleke, Nkhensani |
| author_facet | Maluleke, Nkhensani |
| collection | Thesis |
| dc_rights_str_mv | © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd) (General))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/103487 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:08.341Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/103487 Grade 9 learner's translingual reading competencies of a history text Maluleke, Nkhensani alexjmerwe@gmail.com Van der Merwe, Alex John UCTD Sustainable Development Goals (SDGs) Bilingualism Translanguaging Translanguaging pedagogy Reading competence HHistorical literacy Critical literacy Standardised testing Reading comprehension Dissertation (MEd) (General))--University of Pretoria, 2024. Various studies report that South African learners find it challenging to read with comprehension. However, most recent studies focus on the foundation and intermediate phases. This study, therefore, evaluates the reading competence of South African senior phase learners in Grade 9 and additionally captures the influence of multilingualism on their reading competence. The theoretical framework that underpins this study is Cummins’ Threshold Hypothesis, which stipulates that a weak first language (L1) will lead to a weak second language (L2) (Cummins, 1979a). The primary reason for selecting Cummins’ Threshold Hypothesis as a theoretical framework is that most South African high school learners attend school in their L2. This study used a mixed-method approach consisting of a quasi-experiment followed by semi-structured interviews to collect data. The population is Grade 9 learners in South African urban settings, with the sample being taken from a school in Johannesburg, South Africa. In the quasi-experiment, this study found that Grade 9 learners understand only half of what they are reading and that they can extract explicit information, but not enough to be able to extract implicit information. Further, learners are not as competent in their home languages as in English, their second language. This leads to the generalisation that Grade 9 learners have not obtained high enough home language levels to act as a foundation for second language acquisition. In terms of multilingualism, this study found that learners’ home languages are underdeveloped, leading to the low reading competency of Grade 9 readers. This study discusses factors that lead to the diminishment of home languages, such as urbanisation, language attitudes and power dynamics of languages. At the end of the study, I recommend various avenues that can be followed to improve South African learners’ access to home language education. Humanities Education MEd (General) Unrestricted Faculty of Education SDG-04: Quality Education 2025-07-21T10:18:30Z 2025-07-21T10:18:30Z 2025 2024-12 Dissertation * S2025 http://hdl.handle.net/2263/103487 https://doi.org/10.25403/UPresearchdata.209382002 en © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Sustainable Development Goals (SDGs) Bilingualism Translanguaging Translanguaging pedagogy Reading competence HHistorical literacy Critical literacy Standardised testing Reading comprehension Grade 9 learner's translingual reading competencies of a history text |
| title | Grade 9 learner's translingual reading competencies of a history text |
| title_full | Grade 9 learner's translingual reading competencies of a history text |
| title_fullStr | Grade 9 learner's translingual reading competencies of a history text |
| title_full_unstemmed | Grade 9 learner's translingual reading competencies of a history text |
| title_short | Grade 9 learner's translingual reading competencies of a history text |
| title_sort | grade 9 learner s translingual reading competencies of a history text |
| topic | UCTD Sustainable Development Goals (SDGs) Bilingualism Translanguaging Translanguaging pedagogy Reading competence HHistorical literacy Critical literacy Standardised testing Reading comprehension |
| url | http://hdl.handle.net/2263/103487 https://doi.org/10.25403/UPresearchdata.209382002 |