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Foundation phase reading and the transition into English in Grade 4 : teacher experiences and perceptions
Dissertation (MEd)--University of Pretoria, 2018.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2019
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| _version_ | 1867613442050883584 |
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| access_status_str | Open Access |
| author2 | Van Staden, Surette |
| author_browse | Van Staden, Surette |
| author_facet | Van Staden, Surette |
| collection | Thesis |
| dc_rights_str_mv | © 2019 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, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/70008 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:12.613Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| 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:2263/70008 Foundation phase reading and the transition into English in Grade 4 : teacher experiences and perceptions Van Staden, Surette u11046122@tuks.co.za Combrinck, Celeste Sitsha, Nomahlubi UCTD Second language learning Reading Reading achievement Foundation phase English as a LoLT Intervention programmes Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2018. This study aims to explore the perceptions and experiences of foundation phase and Grade 4 teachers who teach English to learners whose mother tongue is not English, and how their perceptions and experiences assist those learners with the transition from learning in a home language – particularly an African language – to learning in English from Grade 4. Although there has been an increase in enrolments, there seems to be a challenge in producing and providing quality education, especially in disadvantaged communities. Research questions that guide the current study aim at investigating Grade 4 learners’ experiences in the transition from learning in their mother tongue to learning in English in Grade 4, foundation phase teachers’ perceptions and attitudes towards teaching English reading, and the extent to which teachers view intervention programmes as adequately addressing language problems, also considering the implications of the language in education policy for teacher practice in classrooms. The study uses qualitative methods in the form of focus groups and observations, with the aim of exploring the teachers’ perceptions, experiences and values pertaining to learners’ reading, inside and outside the classroom, and any current reading interventions that may or may not be in place at the selected schools. bs2026 Science, Mathematics and Technology Education MEd Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities 2019-06-02T11:39:47Z 2019-06-02T11:39:47Z 2019/04/18 2018 Dissertation Sitsha, N 2018, Foundation phase reading and the transition into English in Grade 4 : teacher experiences and perceptions, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/70008> A2019 http://hdl.handle.net/2263/70008 en © 2019 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 Reading Reading achievement Foundation phase English as a LoLT Intervention programmes Education theses SDG-04 Education theses SDG-10 Foundation phase reading and the transition into English in Grade 4 : teacher experiences and perceptions |
| title | Foundation phase reading and the transition into English in Grade 4 : teacher experiences and perceptions |
| title_full | Foundation phase reading and the transition into English in Grade 4 : teacher experiences and perceptions |
| title_fullStr | Foundation phase reading and the transition into English in Grade 4 : teacher experiences and perceptions |
| title_full_unstemmed | Foundation phase reading and the transition into English in Grade 4 : teacher experiences and perceptions |
| title_short | Foundation phase reading and the transition into English in Grade 4 : teacher experiences and perceptions |
| title_sort | foundation phase reading and the transition into english in grade 4 teacher experiences and perceptions |
| topic | UCTD Second language learning Reading Reading achievement Foundation phase English as a LoLT Intervention programmes Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/70008 |