Congolese migrant learners' language, literacy and learning in a primary school in Cape Town

Simple item page
dc.contributor.advisorPrinsloo, Mastinen_ZA
dc.contributor.authorMafandala, Mbembi Joelen_ZA
dc.date.accessioned2015-08-12T04:06:46Z
dc.date.available2015-08-12T04:06:46Z
dc.date.issued2015en_ZA
dc.description.abstractWhen children whose first or home language is a minority language begin their school careers, they are commonly taught through the medium of a majority language for varying purposes, including the requirement that they be assessed in school through the medium of a recognised national language. For immigrant children and for children of immigrants, learning through the medium of a national language is part of their assimilation in to the society they are growing up in. However, often these children are taught only in this second or foreign language, and little support is offered to help them to gain sufficient competence in that language.This research studies how Congolese migrant learners in primary school encounter language, literacy and learning in poor schools in Cape Town, with what sorts of implications for their chances of schooling success? I conducted a qualitative case study observing three Congolese learners, who are still learning to read and write: Maboko and Mabele (in grade three) and Goya (in grade two), over a period of four weeks in a low status but functioning inner-city school. I draw on a sociocultural approach to literacy as contextualised social practice. This implies that children learn language and literacy through everyday interaction, therefore language and literacy should be studied as it happens in social life. I also look at the theoretical approaches to understanding language and literacy learning, such as reading theories, emergent literacy, as well as emergent biliteracy to understand the experiences of Congolese learners in South African primary schools.en_ZA
dc.identifier.apacitationMbembi-Mafandala, J. (2015). <i>Congolese migrant learners' language, literacy and learning in a primary school in Cape Town</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/13719en_ZA
dc.identifier.chicagocitationMbembi-Mafandala, Joel. <i>"Congolese migrant learners' language, literacy and learning in a primary school in Cape Town."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2015. http://hdl.handle.net/11427/13719en_ZA
dc.identifier.citationMbembi-Mafandala, J. 2015. Congolese migrant learners' language, literacy and learning in a primary school in Cape Town. University of Cape Town.en_ZA
dc.identifier.risTY - Thesis / Dissertation AU - Mbembi-Mafandala, Joel AB - When children whose first or home language is a minority language begin their school careers, they are commonly taught through the medium of a majority language for varying purposes, including the requirement that they be assessed in school through the medium of a recognised national language. For immigrant children and for children of immigrants, learning through the medium of a national language is part of their assimilation in to the society they are growing up in. However, often these children are taught only in this second or foreign language, and little support is offered to help them to gain sufficient competence in that language.This research studies how Congolese migrant learners in primary school encounter language, literacy and learning in poor schools in Cape Town, with what sorts of implications for their chances of schooling success? I conducted a qualitative case study observing three Congolese learners, who are still learning to read and write: Maboko and Mabele (in grade three) and Goya (in grade two), over a period of four weeks in a low status but functioning inner-city school. I draw on a sociocultural approach to literacy as contextualised social practice. This implies that children learn language and literacy through everyday interaction, therefore language and literacy should be studied as it happens in social life. I also look at the theoretical approaches to understanding language and literacy learning, such as reading theories, emergent literacy, as well as emergent biliteracy to understand the experiences of Congolese learners in South African primary schools. DA - 2015 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - Congolese migrant learners' language, literacy and learning in a primary school in Cape Town TI - Congolese migrant learners' language, literacy and learning in a primary school in Cape Town UR - http://hdl.handle.net/11427/13719 ER -en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13719
dc.identifier.vancouvercitationMbembi-Mafandala J. Congolese migrant learners' language, literacy and learning in a primary school in Cape Town. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2015 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13719en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleCongolese migrant learners' language, literacy and learning in a primary school in Cape Townen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_hum_2015_mafandala_jm.pdf
Size:
835.5 KB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters