Rethinking the African language curriculum (with special reference to SiSwati) : a theoretical and empirical study

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dc.contributor.advisorEsterhuyse, Janen_ZA
dc.contributor.advisorHannon, Peteren_ZA
dc.contributor.authorMahlalela, Babazileen_ZA
dc.date.accessioned2014-10-03T12:52:26Z
dc.date.available2014-10-03T12:52:26Z
dc.date.issued2005en_ZA
dc.description.abstractThe field study based on a questionnaire, classroom observation and a range of interviews with government officials and teachers confirmed a deeply negative attitude towards the way SiSwati is being taught, resulting in negative attitudes towards the language itself. Other findings pointed to a resistance to the cultural content of the curriculum as dictated by the power elite in Swaziland, the outdated emphasis on linguistics rather than sociolinguistics as an informing discipline and the absence of social and negative literacy skills embedded in subject content. The field study reflects an overall climate of despondency governing the teaching and learning context.en_ZA
dc.identifier.apacitationMahlalela, B. (2005). <i>Rethinking the African language curriculum (with special reference to SiSwati) : a theoretical and empirical study</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/8065en_ZA
dc.identifier.chicagocitationMahlalela, Babazile. <i>"Rethinking the African language curriculum (with special reference to SiSwati) : a theoretical and empirical study."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2005. http://hdl.handle.net/11427/8065en_ZA
dc.identifier.citationMahlalela, B. 2005. Rethinking the African language curriculum (with special reference to SiSwati) : a theoretical and empirical study. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Mahlalela, Babazile AB - The field study based on a questionnaire, classroom observation and a range of interviews with government officials and teachers confirmed a deeply negative attitude towards the way SiSwati is being taught, resulting in negative attitudes towards the language itself. Other findings pointed to a resistance to the cultural content of the curriculum as dictated by the power elite in Swaziland, the outdated emphasis on linguistics rather than sociolinguistics as an informing discipline and the absence of social and negative literacy skills embedded in subject content. The field study reflects an overall climate of despondency governing the teaching and learning context. DA - 2005 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2005 T1 - Rethinking the African language curriculum (with special reference to SiSwati) : a theoretical and empirical study TI - Rethinking the African language curriculum (with special reference to SiSwati) : a theoretical and empirical study UR - http://hdl.handle.net/11427/8065 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8065
dc.identifier.vancouvercitationMahlalela B. Rethinking the African language curriculum (with special reference to SiSwati) : a theoretical and empirical study. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2005 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/8065en_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.otherWord processed copy.en_ZA
dc.subject.otherIncludes bibliographical references (leaves 262-282).en_ZA
dc.titleRethinking the African language curriculum (with special reference to SiSwati) : a theoretical and empirical studyen_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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