And ever shall be? A model for teaching French as a foreign language in South African tertiary institutions

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dc.contributor.advisorWardle, Daviden_ZA
dc.contributor.authorEverson, Vanessa Margueriteen_ZA
dc.date.accessioned2014-10-06T12:15:52Z
dc.date.available2014-10-06T12:15:52Z
dc.date.issued2008en_ZA
dc.descriptionIncludes abstract.en_ZA
dc.descriptionIncludes bibliographical references (p 335-371).en_ZA
dc.description.abstractThe assumption underpinning the thesis is that the current teaching of French at South African universities caters imperfectly for learner needs and fails to reflect pedagogical practice and learning theories appropriate to the twenty-first century. Firstly, so as to contextualise that teaching, the Western European legacy of secondand foreign-language teaching is examined briefly from earliest times to the latter part of the twentieth century. Particular attention is given to changes in practice and learning theories over time with the aim of understanding the roots of the teaching of French while detecting possible lasting influences on that teaching. Secondly, current practice (curriculum, pedagogy, and assessment) at fourteen South African universities offering undergraduate courses in French is analysed critically against the backdrop of more recent learning theories; these are found to have little resonance in current practice. The analysis informs the model which is then proposed for the teaching of tertiary-level French at South African institutions. The starting point for the model is the acknowledgement that in South Africa French is a foreign language and must be taught as such. Consideration is given to the learning environment, as well as to ideology and constraints which exert influence on the teaching of French. With the proposed model a certain concept of language, society and learning/teaching strategies is advocated, while the roles of the learner, teacher, didactic material, and the mother tongue are clearly positioned within that concept. The model proposes a pedagogy and curriculum, which are learner-centred, taskarticulated and outcomes-based and which are anchored in constructivism and democratising ideology. Finally, reasons are given as to why the adoption of such a model would add value to the teaching of French at South African universities.en_ZA
dc.identifier.apacitationEverson, V. M. (2008). <i>And ever shall be? A model for teaching French as a foreign language in South African tertiary institutions</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Languages and Literatures. Retrieved from http://hdl.handle.net/11427/8227en_ZA
dc.identifier.chicagocitationEverson, Vanessa Marguerite. <i>"And ever shall be? A model for teaching French as a foreign language in South African tertiary institutions."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Languages and Literatures, 2008. http://hdl.handle.net/11427/8227en_ZA
dc.identifier.citationEverson, V. 2008. And ever shall be? A model for teaching French as a foreign language in South African tertiary institutions. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Everson, Vanessa Marguerite AB - The assumption underpinning the thesis is that the current teaching of French at South African universities caters imperfectly for learner needs and fails to reflect pedagogical practice and learning theories appropriate to the twenty-first century. Firstly, so as to contextualise that teaching, the Western European legacy of secondand foreign-language teaching is examined briefly from earliest times to the latter part of the twentieth century. Particular attention is given to changes in practice and learning theories over time with the aim of understanding the roots of the teaching of French while detecting possible lasting influences on that teaching. Secondly, current practice (curriculum, pedagogy, and assessment) at fourteen South African universities offering undergraduate courses in French is analysed critically against the backdrop of more recent learning theories; these are found to have little resonance in current practice. The analysis informs the model which is then proposed for the teaching of tertiary-level French at South African institutions. The starting point for the model is the acknowledgement that in South Africa French is a foreign language and must be taught as such. Consideration is given to the learning environment, as well as to ideology and constraints which exert influence on the teaching of French. With the proposed model a certain concept of language, society and learning/teaching strategies is advocated, while the roles of the learner, teacher, didactic material, and the mother tongue are clearly positioned within that concept. The model proposes a pedagogy and curriculum, which are learner-centred, taskarticulated and outcomes-based and which are anchored in constructivism and democratising ideology. Finally, reasons are given as to why the adoption of such a model would add value to the teaching of French at South African universities. DA - 2008 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2008 T1 - And ever shall be? A model for teaching French as a foreign language in South African tertiary institutions TI - And ever shall be? A model for teaching French as a foreign language in South African tertiary institutions UR - http://hdl.handle.net/11427/8227 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8227
dc.identifier.vancouvercitationEverson VM. And ever shall be? A model for teaching French as a foreign language in South African tertiary institutions. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Languages and Literatures, 2008 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/8227en_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.otherLanguages and Literaturesen_ZA
dc.titleAnd ever shall be? A model for teaching French as a foreign language in South African tertiary institutionsen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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