An exploration of teaching and learning in an isiXhosa communicative language skills course in a medical school

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dc.contributor.advisorPaxton, Moraghen_ZA
dc.contributor.authorTyam, Nolubabaloen_ZA
dc.date.accessioned2016-07-22T13:21:25Z
dc.date.available2016-07-22T13:21:25Z
dc.date.issued2016en_ZA
dc.description.abstractThis thesis reports on research conducted into the teaching and learning of an isiXhosa Communication Skills course as a Second Language (SL) at the University of Cape Town (UCT). The research was an exploration of an isiXhosa language teaching pedagogy with a particular focus on learning and teaching and the usage of isiXhosa in the isiXhosa Communications Skills classroom. In doing this research, I wanted to know what could be the cause of these attitudes. Questions that need to be considered in developing this pedagogy are: What are the benefits of its usage in the classroom? What are the language pedagogies that the teachers are struggling with? The study was carried out with second year medical students. In this study, questionnaires were distributed to 63 research subjects. Four classroom observations were carried out and 12 students were interviewed. I observed that teachers as a group had characteristic pedagogical styles and approaches. The teachers were using more teacher-centred method, relying heavily on the use of textbooks, focused more on the teaching of pure isiXhosa language and used less varied techniques of instruction and engagement. There was little evidence of learner-centred teaching and incorporation of more communicative, interactive lessons and activities that help students for speaking competence. Students had strong positive attitudes towards learning isiXhosa communication skills. The students' views from the interviews and classroom observations point towards broadly issues of learning second language and pedagogy in learning and teaching. Students seemed to be concerned and frustrated with the fact that they cannot speak in isiXhosa with the patients. They felt that learning isiXhosa was essential for their future careers, and the ability to speak isiXhosa would be beneficial for their work. The students' interviews reinforced the conclusions that I drew from the classroom observations and yielded insights into how teachers teach a Second Language.en_ZA
dc.identifier.apacitationTyam, N. (2016). <i>An exploration of teaching and learning in an isiXhosa communicative language skills course in a medical school</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Languages and Literatures. Retrieved from http://hdl.handle.net/11427/20631en_ZA
dc.identifier.chicagocitationTyam, Nolubabalo. <i>"An exploration of teaching and learning in an isiXhosa communicative language skills course in a medical school."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Languages and Literatures, 2016. http://hdl.handle.net/11427/20631en_ZA
dc.identifier.citationTyam, N. 2016. An exploration of teaching and learning in an isiXhosa communicative language skills course in a medical school. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Tyam, Nolubabalo AB - This thesis reports on research conducted into the teaching and learning of an isiXhosa Communication Skills course as a Second Language (SL) at the University of Cape Town (UCT). The research was an exploration of an isiXhosa language teaching pedagogy with a particular focus on learning and teaching and the usage of isiXhosa in the isiXhosa Communications Skills classroom. In doing this research, I wanted to know what could be the cause of these attitudes. Questions that need to be considered in developing this pedagogy are: What are the benefits of its usage in the classroom? What are the language pedagogies that the teachers are struggling with? The study was carried out with second year medical students. In this study, questionnaires were distributed to 63 research subjects. Four classroom observations were carried out and 12 students were interviewed. I observed that teachers as a group had characteristic pedagogical styles and approaches. The teachers were using more teacher-centred method, relying heavily on the use of textbooks, focused more on the teaching of pure isiXhosa language and used less varied techniques of instruction and engagement. There was little evidence of learner-centred teaching and incorporation of more communicative, interactive lessons and activities that help students for speaking competence. Students had strong positive attitudes towards learning isiXhosa communication skills. The students' views from the interviews and classroom observations point towards broadly issues of learning second language and pedagogy in learning and teaching. Students seemed to be concerned and frustrated with the fact that they cannot speak in isiXhosa with the patients. They felt that learning isiXhosa was essential for their future careers, and the ability to speak isiXhosa would be beneficial for their work. The students' interviews reinforced the conclusions that I drew from the classroom observations and yielded insights into how teachers teach a Second Language. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - An exploration of teaching and learning in an isiXhosa communicative language skills course in a medical school TI - An exploration of teaching and learning in an isiXhosa communicative language skills course in a medical school UR - http://hdl.handle.net/11427/20631 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/20631
dc.identifier.vancouvercitationTyam N. An exploration of teaching and learning in an isiXhosa communicative language skills course in a medical school. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Languages and Literatures, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/20631en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Languages and Literaturesen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherAfrican Languagesen_ZA
dc.titleAn exploration of teaching and learning in an isiXhosa communicative language skills course in a medical schoolen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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