A case study of multimodal and authoritative meaning making in grade 5 isiZulu, English, and Natural Sciences lessons in a quintile 1 primary school

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dc.contributor.advisorMckinney, Carolyn
dc.contributor.authorMsimango, Mfundo Jabulani
dc.date.accessioned2023-03-13T09:24:27Z
dc.date.available2023-03-13T09:24:27Z
dc.date.issued2022
dc.date.updated2023-03-13T09:20:33Z
dc.description.abstractThis is a case study of multimodal and authoritative meaning making in grade 5 isiZulu, English, and Natural Sciences lessons in a quintile 1 primary school in KwaZulu-Natal, uMzinyathi Municipality in Nqutu. This study investigated the nature of classroom discourse in each of the subject areas and the opportunities learners have for participation in multimodal classroom discourse. This study is grounded in the socio-cultural approach, language and literacy as a social practice, and multimodality. Furthermore, this study adopted case study, and linguistic ethnography as a methodology. There are three major findings. First multimodality is not inherently pedagogically transformative, its success is determined by how multimodality is used, and integrated with the educator's pedagogy. Second, the presence and the use of multimodality and translanguaging does not compensate for monolingual assessments. That is, even though the isiZulu, English, and natural sciences educators were translanguaging and employing multiple modes of communication in the classroom, the written discourse was strictly monolingual in isiZulu/English. For example, learners were expected to write isiZulu class activities in monolingual isiZulu, and to write English and natural class activities in monolingual English, following bilingual oral classroom talk. Last, there is a similar communicative pattern across isiZulu, English, and natural sciences lessons. That is, the educators' pedagogical discourse was authoritative and interactional to a limited extent even in the isiZulu lessons where most learners are believed to be speaking isiZulu as their home language. In connection to this, knowledge and multimodal artefacts are presented as fixed, and learners are not given an opportunity to engage them fully nor to question, even in the isiZulu lessons where the language of instruction correlates with most learner's home language.
dc.identifier.apacitationMsimango, M. J. (2022). <i>A case study of multimodal and authoritative meaning making in grade 5 isiZulu, English, and Natural Sciences lessons in a quintile 1 primary school</i>. (). ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/37365en_ZA
dc.identifier.chicagocitationMsimango, Mfundo Jabulani. <i>"A case study of multimodal and authoritative meaning making in grade 5 isiZulu, English, and Natural Sciences lessons in a quintile 1 primary school."</i> ., ,Faculty of Humanities ,School of Education, 2022. http://hdl.handle.net/11427/37365en_ZA
dc.identifier.citationMsimango, M.J. 2022. A case study of multimodal and authoritative meaning making in grade 5 isiZulu, English, and Natural Sciences lessons in a quintile 1 primary school. . ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/37365en_ZA
dc.identifier.ris TY - Master Thesis AU - Msimango, Mfundo Jabulani AB - This is a case study of multimodal and authoritative meaning making in grade 5 isiZulu, English, and Natural Sciences lessons in a quintile 1 primary school in KwaZulu-Natal, uMzinyathi Municipality in Nqutu. This study investigated the nature of classroom discourse in each of the subject areas and the opportunities learners have for participation in multimodal classroom discourse. This study is grounded in the socio-cultural approach, language and literacy as a social practice, and multimodality. Furthermore, this study adopted case study, and linguistic ethnography as a methodology. There are three major findings. First multimodality is not inherently pedagogically transformative, its success is determined by how multimodality is used, and integrated with the educator's pedagogy. Second, the presence and the use of multimodality and translanguaging does not compensate for monolingual assessments. That is, even though the isiZulu, English, and natural sciences educators were translanguaging and employing multiple modes of communication in the classroom, the written discourse was strictly monolingual in isiZulu/English. For example, learners were expected to write isiZulu class activities in monolingual isiZulu, and to write English and natural class activities in monolingual English, following bilingual oral classroom talk. Last, there is a similar communicative pattern across isiZulu, English, and natural sciences lessons. That is, the educators' pedagogical discourse was authoritative and interactional to a limited extent even in the isiZulu lessons where most learners are believed to be speaking isiZulu as their home language. In connection to this, knowledge and multimodal artefacts are presented as fixed, and learners are not given an opportunity to engage them fully nor to question, even in the isiZulu lessons where the language of instruction correlates with most learner's home language. DA - 2022_ DB - OpenUCT DP - University of Cape Town KW - Bi/multilingualism KW - socio-cultural approach KW - Language and literacy as a social practice KW - translanguaging KW - authoritative and interactional/non-interactional pedagogy KW - monoglossic ideologies LK - https://open.uct.ac.za PY - 2022 T1 - A case study of multimodal and authoritative meaning making in grade 5 isiZulu, English, and Natural Sciences lessons in a quintile 1 primary school TI - A case study of multimodal and authoritative meaning making in grade 5 isiZulu, English, and Natural Sciences lessons in a quintile 1 primary school UR - http://hdl.handle.net/11427/37365 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/37365
dc.identifier.vancouvercitationMsimango MJ. A case study of multimodal and authoritative meaning making in grade 5 isiZulu, English, and Natural Sciences lessons in a quintile 1 primary school. []. ,Faculty of Humanities ,School of Education, 2022 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/37365en_ZA
dc.language.rfc3066eng
dc.publisher.departmentSchool of Education
dc.publisher.facultyFaculty of Humanities
dc.subjectBi/multilingualism
dc.subjectsocio-cultural approach
dc.subjectLanguage and literacy as a social practice
dc.subjecttranslanguaging
dc.subjectauthoritative and interactional/non-interactional pedagogy
dc.subjectmonoglossic ideologies
dc.titleA case study of multimodal and authoritative meaning making in grade 5 isiZulu, English, and Natural Sciences lessons in a quintile 1 primary school
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMEd
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