What are the factors influencing the relationship between school language policy and the literacy proficiency of learners at Grade 7 level?

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dc.contributor.advisorPlüddemann, Peteren_ZA
dc.contributor.advisorBakker, Nigelen_ZA
dc.contributor.authorDa Rocha, Trevoren_ZA
dc.date.accessioned2015-02-10T13:39:12Z
dc.date.available2015-02-10T13:39:12Z
dc.date.issued2009en_ZA
dc.descriptionIncludes bibliographical references (leaves 94-99).en_ZA
dc.descriptionIncludes abstract.en_ZA
dc.description.abstractThe foundation for academic success in formal education is based on the language and literacy proficiency of the learner. In addition, the relationship between the home language and the language of learning and teaching at school also influences the level of success the learner attains. This dissertation, a single case study, is an investigation into the factors that influence the language and literacy proficiency of learners at grade 7 level. The following have been identified as key factors in this study: the language policy of the school, the language awareness of the teachers, the teachers' interpretation of the school's language policy, and the role of language attitudes in gaining literacy proficiency. The research design was qualitative in nature and framed within an Interpretivist paradigm. My role as participant-observer allowed me easy access to the research participants, and the gathering of data using questionnaires and semi-structured interviews, where necessary. One finding of the study revealed evidence of the ongoing shift from Afrikaans to English in predominantly Afrikaans-speaking communities on the Cape Flats. In other words, the stigma of Afrikaans, and more specifically of Kaaps Afrikaans, as an under-valued language persists in the attitude of parents and, through them, the learners. The dissertation concludes by highlighting the teaching strategy of code-switching and codemixing to scaffold the teaching-learning process of learners not learning through their mother tongue, as an area for further research.en_ZA
dc.identifier.apacitationDa Rocha, T. (2009). <i>What are the factors influencing the relationship between school language policy and the literacy proficiency of learners at Grade 7 level?</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/12422en_ZA
dc.identifier.chicagocitationDa Rocha, Trevor. <i>"What are the factors influencing the relationship between school language policy and the literacy proficiency of learners at Grade 7 level?."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2009. http://hdl.handle.net/11427/12422en_ZA
dc.identifier.citationDa Rocha, T. 2009. What are the factors influencing the relationship between school language policy and the literacy proficiency of learners at Grade 7 level?. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Da Rocha, Trevor AB - The foundation for academic success in formal education is based on the language and literacy proficiency of the learner. In addition, the relationship between the home language and the language of learning and teaching at school also influences the level of success the learner attains. This dissertation, a single case study, is an investigation into the factors that influence the language and literacy proficiency of learners at grade 7 level. The following have been identified as key factors in this study: the language policy of the school, the language awareness of the teachers, the teachers' interpretation of the school's language policy, and the role of language attitudes in gaining literacy proficiency. The research design was qualitative in nature and framed within an Interpretivist paradigm. My role as participant-observer allowed me easy access to the research participants, and the gathering of data using questionnaires and semi-structured interviews, where necessary. One finding of the study revealed evidence of the ongoing shift from Afrikaans to English in predominantly Afrikaans-speaking communities on the Cape Flats. In other words, the stigma of Afrikaans, and more specifically of Kaaps Afrikaans, as an under-valued language persists in the attitude of parents and, through them, the learners. The dissertation concludes by highlighting the teaching strategy of code-switching and codemixing to scaffold the teaching-learning process of learners not learning through their mother tongue, as an area for further research. DA - 2009 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 T1 - What are the factors influencing the relationship between school language policy and the literacy proficiency of learners at Grade 7 level? TI - What are the factors influencing the relationship between school language policy and the literacy proficiency of learners at Grade 7 level? UR - http://hdl.handle.net/11427/12422 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/12422
dc.identifier.vancouvercitationDa Rocha T. What are the factors influencing the relationship between school language policy and the literacy proficiency of learners at Grade 7 level?. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2009 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/12422en_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.otherTeachingen_ZA
dc.titleWhat are the factors influencing the relationship between school language policy and the literacy proficiency of learners at Grade 7 level?en_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
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