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Academic performance, bilingualism, and rurality : insights from Grade 10 history classroom contexts
Dissertation (MEd (Language studies))--University of South Africa, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2024
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| _version_ | 1867613639807074304 |
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| access_status_str | Open Access |
| author2 | Maluleke, Nkhensani |
| author_browse | Maluleke, Nkhensani |
| author_facet | Maluleke, Nkhensani |
| collection | Thesis |
| dc_rights_str_mv | © 2023 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 (Language studies))--University of South Africa, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/94613 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:20.633Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| 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:2263/94613 Academic performance, bilingualism, and rurality : insights from Grade 10 history classroom contexts Maluleke, Nkhensani u21832553@tuks.co.za Sombani, Khensani Eunice UCTD Academic performance Bilingualism Translanguaging Language of learning and teaching Classroom interaction Multilingualism Rurality Translingual pedagogy Sustainable development goals (SDGs) SDG-04: Quality education Education theses SDG-04 SDG-10: Reduced inequalities Education theses SDG-10 Dissertation (MEd (Language studies))--University of South Africa, 2024. The language of learning and academic performance has drawn the interest of researchers from around the world for some years. This study aimed to investigate the impact of the language of learning and teaching (LoLT) on the academic success of Xitsonga-speaking Grade 10 learners in a rural History classroom context focusing on four quintile 1 schools in the Mopani district in Limpopo province. The study employed mixed methods that involved observation of teachers and learners in their Grade 10 History class during learning and teaching, interviews with the four History teachers from the four sampled schools, and a focus group setting. The quantitative data was collected using the Solomon Four quasi-experiment. The findings showed that the academic performance of the learners was influenced negatively by their poor proficiency in the LoLT, lack of resources both at school and at home, and the use of the first language (L1) in the learners’ home environment. They also showed that educators often resort to learners’ first language during teaching and learning to facilitate cognition and that where learners’ L1 is used as a language of input, the learners performed better than where the language of input is English. Therefore, the use of the learners' L1 is effective in enhancing and consequently improving their academic performance. It is further recommended that the learners' linguistic repertoire should be utilized through translanguaging during learning to enhance learners' cognition of content and improve their academic performance. UP Bursary Humanities Education MEd (Language studies) Restricted Faculty of Education SDG-04: Quality Education 2024-02-14T13:23:03Z 2024-02-14T13:23:03Z 2024-02 2024-02-14 Dissertation * A2024 http://hdl.handle.net/2263/94613 https://figshare.com/s/080a71f1b2a6b4b66278 en © 2023 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 Academic performance Bilingualism Translanguaging Language of learning and teaching Classroom interaction Multilingualism Rurality Translingual pedagogy Sustainable development goals (SDGs) SDG-04: Quality education Education theses SDG-04 SDG-10: Reduced inequalities Education theses SDG-10 Academic performance, bilingualism, and rurality : insights from Grade 10 history classroom contexts |
| title | Academic performance, bilingualism, and rurality : insights from Grade 10 history classroom contexts |
| title_full | Academic performance, bilingualism, and rurality : insights from Grade 10 history classroom contexts |
| title_fullStr | Academic performance, bilingualism, and rurality : insights from Grade 10 history classroom contexts |
| title_full_unstemmed | Academic performance, bilingualism, and rurality : insights from Grade 10 history classroom contexts |
| title_short | Academic performance, bilingualism, and rurality : insights from Grade 10 history classroom contexts |
| title_sort | academic performance bilingualism and rurality insights from grade 10 history classroom contexts |
| topic | UCTD Academic performance Bilingualism Translanguaging Language of learning and teaching Classroom interaction Multilingualism Rurality Translingual pedagogy Sustainable development goals (SDGs) SDG-04: Quality education Education theses SDG-04 SDG-10: Reduced inequalities Education theses SDG-10 |
| url | http://hdl.handle.net/2263/94613 https://figshare.com/s/080a71f1b2a6b4b66278 |