Peripheral Normativity: Language and literacy, teaching and learning in two Grade Four classrooms in an under-resourced school in the Western Cape

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dc.contributor.advisorPrinsloo, Mastinen_ZA
dc.contributor.authorRalphs, Lianaen_ZA
dc.date.accessioned2014-10-08T09:47:35Z
dc.date.available2014-10-08T09:47:35Z
dc.date.issued2009en_ZA
dc.description.abstractThis study focuses on how children in the post-Foundation phase of Primary Schooling encounter reading and writing practices and learn to be certain kinds of readers and writers in poorly-resourced school settings in the Western Cape in South Africa. The aim of this research was to investigate how literacy practices in a socially situated domain, such as a classroom in a poorly-resourced school, are shaped by both the internal dynamics of classroom teaching as well as by external factors beyond the school, relating to the social location of the school within a peripheral social context. Through an ethnographic-style case study of a multilingual context in one primary school site, this study examined how specific notions of Grade Four school-appropriate language, literacy and learning activities operated as locally normative resources that produced complex outcomes in relation to the language-of-instruction and in relation to what counted as worthwhile classroom learning. By focusing on two Grade Four classes (the 'Afrikaans class' and the 'English class'), this study investigated the ecological and cultural dimensions of the language debates that were operating at the research site, and how these influenced the children, teachers, and the school. It was found that what characterised teaching and learning at this research site involved peripheral normativity: the downscaling and localisation of educational standards and language debates to attainable local levels of possibility. The children received localised, restricted versions of language use and literacy that was context-specific. The school's educational response to the multilingual context and to the social pressure for access to high status linguistic and literacy resources was to stream the predominantly Afrikaans-speaking school community into two parallel streams where the language of learning and teaching was either 'English' or 'Afrikaans,' and these divisions reflected a broader division in the wider community between those aspiring to upward social mobility and those who more clearly constituted a social underclass. The language and literacy learning practices characteristic in both the Grade Four classes did not, however, provide the resources for school success for children in either group.en_ZA
dc.identifier.apacitationRalphs, L. (2009). <i>Peripheral Normativity: Language and literacy, teaching and learning in two Grade Four classrooms in an under-resourced school in the Western Cape</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/8276en_ZA
dc.identifier.chicagocitationRalphs, Liana. <i>"Peripheral Normativity: Language and literacy, teaching and learning in two Grade Four classrooms in an under-resourced school in the Western Cape."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2009. http://hdl.handle.net/11427/8276en_ZA
dc.identifier.citationRalphs, L. 2009. Peripheral Normativity: Language and literacy, teaching and learning in two Grade Four classrooms in an under-resourced school in the Western Cape. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Ralphs, Liana AB - This study focuses on how children in the post-Foundation phase of Primary Schooling encounter reading and writing practices and learn to be certain kinds of readers and writers in poorly-resourced school settings in the Western Cape in South Africa. The aim of this research was to investigate how literacy practices in a socially situated domain, such as a classroom in a poorly-resourced school, are shaped by both the internal dynamics of classroom teaching as well as by external factors beyond the school, relating to the social location of the school within a peripheral social context. Through an ethnographic-style case study of a multilingual context in one primary school site, this study examined how specific notions of Grade Four school-appropriate language, literacy and learning activities operated as locally normative resources that produced complex outcomes in relation to the language-of-instruction and in relation to what counted as worthwhile classroom learning. By focusing on two Grade Four classes (the 'Afrikaans class' and the 'English class'), this study investigated the ecological and cultural dimensions of the language debates that were operating at the research site, and how these influenced the children, teachers, and the school. It was found that what characterised teaching and learning at this research site involved peripheral normativity: the downscaling and localisation of educational standards and language debates to attainable local levels of possibility. The children received localised, restricted versions of language use and literacy that was context-specific. The school's educational response to the multilingual context and to the social pressure for access to high status linguistic and literacy resources was to stream the predominantly Afrikaans-speaking school community into two parallel streams where the language of learning and teaching was either 'English' or 'Afrikaans,' and these divisions reflected a broader division in the wider community between those aspiring to upward social mobility and those who more clearly constituted a social underclass. The language and literacy learning practices characteristic in both the Grade Four classes did not, however, provide the resources for school success for children in either group. DA - 2009 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 T1 - Peripheral Normativity: Language and literacy, teaching and learning in two Grade Four classrooms in an under-resourced school in the Western Cape TI - Peripheral Normativity: Language and literacy, teaching and learning in two Grade Four classrooms in an under-resourced school in the Western Cape UR - http://hdl.handle.net/11427/8276 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8276
dc.identifier.vancouvercitationRalphs L. Peripheral Normativity: Language and literacy, teaching and learning in two Grade Four classrooms in an under-resourced school in the Western Cape. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2009 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/8276en_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.otherApplied Language Studiesen_ZA
dc.titlePeripheral Normativity: Language and literacy, teaching and learning in two Grade Four classrooms in an under-resourced school in the Western Capeen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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