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A retrospective inquiry into second language use for teaching and learning in a rural school
Dissertation (MEd)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613543303479296 |
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| access_status_str | Open Access |
| author2 | Omidire, Margaret Funke |
| author_browse | Omidire, Margaret Funke |
| author_facet | Omidire, Margaret Funke |
| collection | Thesis |
| dc_rights_str_mv | � 2018 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)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/65463 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:49.221Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| 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:2263/65463 A retrospective inquiry into second language use for teaching and learning in a rural school Omidire, Margaret Funke MELISSARAFT@HOTMAIL.COM Raft, Melissa UCTD Second language learning Language proficiency Resources Challenges Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Dissertation (MEd)--University of Pretoria, 2017. Many learners in the South African schooling system do not speak English as their first language. Mother-tongue instruction in schools is offered until Grade 3, after which learners are taught in English. As the country has eleven official languages, it is often challenging to teach learners in English because they lack exposure to English, especially in rural areas. Consequently, learners struggle to overcome their barriers to learning when learning in a second language1. This study is a secondary data analysis study. The purpose was to analyse data collected by previous researchers to gain a better understanding of how rural learners have experienced learning in a second language over the years. The research also aimed to understand the impact of living in rural areas on learners’ learning experiences. The study focused on learners in rural areas, I examined the deep impact that learning in a second language has on learners’ schooling. Schooling consists in learners’ school marks, their grammar, their careers, their expectations for the future, to gain a better understanding of the learners’ language experiences. I used stratified purposive sampling and then analysed the data through thematic analysis. The findings provided evidence-based descriptions of the challenges faced by a sample group of Grade 9 learners from 2012 to 2015. Although they faced challenges, they also possessed protective resources which helped them to deal with various challenges. The findings also indicated the extent to which the learners lacked the skills required to become proficient in a second language. It is recommended that teachers and parents/guardians work together to develop strategies for supporting the learners in rural contexts. Learners’ awareness of their assets and protective resources should be developed. Finally continued professional development for teachers should be made compulsory to ensure teachers are able cope with the demands of their jobs. es2026 Educational Psychology MEd Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions 2018-07-13T06:44:32Z 2018-07-13T06:44:32Z 2018/04/23 2017 Dissertation Raft, M 2017, A retrospective inquiry into second language use for teaching and learning in a rural school, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/65463> A2018 http://hdl.handle.net/2263/65463 en � 2018 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 Second language learning Language proficiency Resources Challenges Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 A retrospective inquiry into second language use for teaching and learning in a rural school |
| title | A retrospective inquiry into second language use for teaching and learning in a rural school |
| title_full | A retrospective inquiry into second language use for teaching and learning in a rural school |
| title_fullStr | A retrospective inquiry into second language use for teaching and learning in a rural school |
| title_full_unstemmed | A retrospective inquiry into second language use for teaching and learning in a rural school |
| title_short | A retrospective inquiry into second language use for teaching and learning in a rural school |
| title_sort | retrospective inquiry into second language use for teaching and learning in a rural school |
| topic | UCTD Second language learning Language proficiency Resources Challenges Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/65463 |