A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school

 

Show simple item record

dc.contributor.advisor Young, Doug en_ZA
dc.contributor.author Leibowitz, Brenda en_ZA
dc.date.accessioned 2016-09-01T07:13:17Z
dc.date.available 2016-09-01T07:13:17Z
dc.date.issued 1990 en_ZA
dc.identifier.citation Leibowitz, B. 1990. A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/21628
dc.description.abstract This is a case study of a multilingual Standard Nine class in a non-racial Cape Town college, studying English as a first language. It assesses the social and academic effects of the multilingual composition of the class. The study locates the class in the broader South African social and educational context and provides a rationale for emancipatory and reciprocal research. The theoretical foundation for the research methodology, i.e. participant observation, with the teacher as primary observer, is then presented. Theories of Second Language Acquisition (SLA) are discussed in relation to the broader context of language, society and education in South Africa. Arising out of this discussion is a description of progressive English teaching, which is suggested to be appropriate for the multilingual classroom. The prior learning experience of the second language students and the impact of this experience on the second language students in the case study, is illustrated. The social dynamics and level of participation of all students in the classroom, as well as the academic and linguistic development of the second language students. is discussed. The effectivity of the research process itself is assessed. Finally, suggestions for future research and a summary of the findings are presented. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Education en_ZA
dc.title A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MPhil en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Leibowitz, B. (1990). <i>A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/21628 en_ZA
dc.identifier.chicagocitation Leibowitz, Brenda. <i>"A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1990. http://hdl.handle.net/11427/21628 en_ZA
dc.identifier.vancouvercitation Leibowitz B. A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1990 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/21628 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Leibowitz, Brenda AB - This is a case study of a multilingual Standard Nine class in a non-racial Cape Town college, studying English as a first language. It assesses the social and academic effects of the multilingual composition of the class. The study locates the class in the broader South African social and educational context and provides a rationale for emancipatory and reciprocal research. The theoretical foundation for the research methodology, i.e. participant observation, with the teacher as primary observer, is then presented. Theories of Second Language Acquisition (SLA) are discussed in relation to the broader context of language, society and education in South Africa. Arising out of this discussion is a description of progressive English teaching, which is suggested to be appropriate for the multilingual classroom. The prior learning experience of the second language students and the impact of this experience on the second language students in the case study, is illustrated. The social dynamics and level of participation of all students in the classroom, as well as the academic and linguistic development of the second language students. is discussed. The effectivity of the research process itself is assessed. Finally, suggestions for future research and a summary of the findings are presented. DA - 1990 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1990 T1 - A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school TI - A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school UR - http://hdl.handle.net/11427/21628 ER - en_ZA


Files in this item

This item appears in the following Collection(s)

Show simple item record