Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
A dialogical approach for improving early literacy teaching in multilingual pre-primary contexts
Thesis (PhD)--University of Pretoria, 2017.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2018
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613581602717696 |
|---|---|
| access_status_str | Open Access |
| author2 | Joubert, Jacomina Christina |
| author_browse | Joubert, Jacomina Christina |
| author_facet | Joubert, Jacomina Christina |
| 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 | Thesis (PhD)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/65470 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:25.653Z |
| 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:2263/65470 A dialogical approach for improving early literacy teaching in multilingual pre-primary contexts Joubert, Jacomina Christina u16303815@tuks.co.za Bipath, Keshni Navarro, V.L. Strauss, Annaly Magda UCTD Professional development English second language (ESL) Multilingual pre-primary contexts Dialogic approach Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Thesis (PhD)--University of Pretoria, 2017. This study explores how a dialogic approach toward professional development could be used to improve early literacy teaching in multilingual pre-primary contexts. Consequently, the purposes of the research were a) to develop an effective professional development (PD) model for pre-primary teachers that exposes them to research based early literacy texts and dialogic teaching practices for diverse language populations, b) to engage teachers in face-to-face and online dialogic learning, and c) to create on-going networks of teachers engaged in reflective practices for improving early literacy teaching. The theoretical framework, based on Vygotsky’s (1978) and Bakhtin’s (1986) theories, was used as an analytical lens to highlight the centrality of situated language learning and use within a socio-cultural context. The main question of the study is, “How might professional development, using a dialogic approach, transform teaching beliefs and practices for pre-primary teachers from diverse language backgrounds?” The study used a mixed methods research design to document participants’ reflections during focus group discussions, interviews, classroom observations, and in online forum discussions. Purposive sampling techniques were used to select a sample of 33 participating pre-primary teachers. The DeFord (1985) Theoretical Orientation toward Reading Profile (TORP) was administrated to pre-primary teachers selected from two education regions of Namibia before and after the PD. The qualitative data analysis, using Grounded Theory (GT) coding and Critical Discourse Analysis (CDA) yielded emergent themes that include: a) English second language (ESL) knowledge, b) pedagogical approaches (PA) for teaching and learning, and c) authoritarian discourse (AD). The quantitative pre/post-test results revealed no significant difference in overall TORP scores, but some significant changes on key pre/post-test individual items were noted. The overall results support the hypothesis that targeted PD can modify/change teacher’s beliefs about the relative value of teaching isolated phonics and reading skills versus a focus on opportunities for rich talk, interaction, and having an impact in a cultural moment. The study’s contributions toward knowledge are captured in how to engage pre-primary teachers in dialogic training that may transform held didactic beliefs to acquire ESL knowledge and skills to overcome early literacy teaching challenges in multilingual contexts. dzm2026 Early Childhood Education PhD Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions 2018-07-13T06:44:33Z 2018-07-13T06:44:33Z 2018/04/25 2017 Thesis Strauss, AM 2017, A dialogical approach for improving early literacy teaching in multilingual pre-primary contexts, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/65470> A2018 http://hdl.handle.net/2263/65470 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 Professional development English second language (ESL) Multilingual pre-primary contexts Dialogic approach Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 A dialogical approach for improving early literacy teaching in multilingual pre-primary contexts |
| title | A dialogical approach for improving early literacy teaching in multilingual pre-primary contexts |
| title_full | A dialogical approach for improving early literacy teaching in multilingual pre-primary contexts |
| title_fullStr | A dialogical approach for improving early literacy teaching in multilingual pre-primary contexts |
| title_full_unstemmed | A dialogical approach for improving early literacy teaching in multilingual pre-primary contexts |
| title_short | A dialogical approach for improving early literacy teaching in multilingual pre-primary contexts |
| title_sort | dialogical approach for improving early literacy teaching in multilingual pre primary contexts |
| topic | UCTD Professional development English second language (ESL) Multilingual pre-primary contexts Dialogic approach Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/65470 |