Pedagogical interactions and opportunities for literacy engagement in two South African Grade R classes

Simple item page
dc.contributor.advisorHoadley, Ursula Kateen_ZA
dc.contributor.advisorEnsor, Paulaen_ZA
dc.contributor.authorLubowski, Nadiaen_ZA
dc.date.accessioned2015-05-27T04:05:16Z
dc.date.available2015-05-27T04:05:16Z
dc.date.issued2014en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThis study, embedded in a sociology of education framework, uses Bernstein’s concept of framing to compare and contrast two Grade R classes in the Western Cape, South Africa. It seeks to answer the following question: What are the differences, if any, between pedagogic practices in two Grade R classes, particularly in the transmission of literacy. One Grade R class is attached to an early childhood development centre, the other to a formal primary school. Using a qualitative approach to investigate the transmission process between teacher and learners, it combines a deductive approach, derived from the work of Dickenson and Smith’s studies on interactions during storybook reading, and an inductive approach, which develops categories for analysis from the data. First looking broadly at all tasks related to literacy development, the study narrows its focus to engagement with narrative tasks in order to make visible the nature of the transmission of literacy, particularly the degree of control that was applied by the teachers in both settings. It found that, despite their difference in location and formality, both classes offer remarkably similar pedagogic relationships within which learners receive minimal exposure to text, where the organisation of the tasks is communalised and the task requirements are restricted in nature. It concludes that the teachers in both settings exercise a strong degree of control (framing) over the learning process, resulting in limited opportunities for literacy engagement on the part of the learners.en_ZA
dc.identifier.apacitationLubowski, N. (2014). <i>Pedagogical interactions and opportunities for literacy engagement in two South African Grade R classes</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/12885en_ZA
dc.identifier.chicagocitationLubowski, Nadia. <i>"Pedagogical interactions and opportunities for literacy engagement in two South African Grade R classes."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2014. http://hdl.handle.net/11427/12885en_ZA
dc.identifier.citationLubowski, N. 2014. Pedagogical interactions and opportunities for literacy engagement in two South African Grade R classes. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Lubowski, Nadia AB - This study, embedded in a sociology of education framework, uses Bernstein’s concept of framing to compare and contrast two Grade R classes in the Western Cape, South Africa. It seeks to answer the following question: What are the differences, if any, between pedagogic practices in two Grade R classes, particularly in the transmission of literacy. One Grade R class is attached to an early childhood development centre, the other to a formal primary school. Using a qualitative approach to investigate the transmission process between teacher and learners, it combines a deductive approach, derived from the work of Dickenson and Smith’s studies on interactions during storybook reading, and an inductive approach, which develops categories for analysis from the data. First looking broadly at all tasks related to literacy development, the study narrows its focus to engagement with narrative tasks in order to make visible the nature of the transmission of literacy, particularly the degree of control that was applied by the teachers in both settings. It found that, despite their difference in location and formality, both classes offer remarkably similar pedagogic relationships within which learners receive minimal exposure to text, where the organisation of the tasks is communalised and the task requirements are restricted in nature. It concludes that the teachers in both settings exercise a strong degree of control (framing) over the learning process, resulting in limited opportunities for literacy engagement on the part of the learners. DA - 2014 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 T1 - Pedagogical interactions and opportunities for literacy engagement in two South African Grade R classes TI - Pedagogical interactions and opportunities for literacy engagement in two South African Grade R classes UR - http://hdl.handle.net/11427/12885 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/12885
dc.identifier.vancouvercitationLubowski N. Pedagogical interactions and opportunities for literacy engagement in two South African Grade R classes. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2014 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/12885en_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.titlePedagogical interactions and opportunities for literacy engagement in two South African Grade R classesen_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_2014_lubowski_n (1).pdf
Size:
1.97 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters