Language practices and pupil performance in rural and urban Grade 1 primary classrooms in Swaziland

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dc.contributor.advisorYoung, Douglasen_ZA
dc.contributor.authorMbatha, Thabile Aen_ZA
dc.date.accessioned2014-09-29T07:27:50Z
dc.date.available2014-09-29T07:27:50Z
dc.date.issued2003en_ZA
dc.descriptionBibliography: leaves 257-273.en_ZA
dc.description.abstractThis study of language practices and pupil performance in Grade 1 urban and rural classrooms in Swaziland attempts to analyse and evaluate the Swaziland Language-in- Education Policy in Grade 1 classrooms. It is derived from an observation that within the Swaziland Education System there are two approaches to teaching that operate side by side within one schooling system in primary schools. On one hand there are schools that offer an "Early English" immersion approach and on the other hand there are schools that offer a "Delayed English" immersion approach. The study identifies and problematises the existence of the Early English and Delayed English immersion approaches in the Swaziland Education System, where in fact the performances of pupils are assessed using a unitary testing system known as Continuous Assessment Testing and the standard Swaziland Primary Certificate Examination at the end of Grade 7. The study aims to characterise the two approaches and attempt to identity some factors in both approaches that impinge on learners' performance. It also aims to show how the pedagogical practices used in schools under each approach differ from each other respectively, and significantly impact on pupils' performances. The disparities that exist between schools using the two approaches are highlighted in terms of textbooks and learning materials, quality of teachers, pupils' exposure to English, facilities and the implications of the Language-in-Education Policy in providing good quality education. Teachers' and parents' perceptions concerning their beliefs and attitudes towards the two approaches are also evaluated.en_ZA
dc.identifier.apacitationMbatha, T. A. (2003). <i>Language practices and pupil performance in rural and urban Grade 1 primary classrooms in Swaziland</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/7722en_ZA
dc.identifier.chicagocitationMbatha, Thabile A. <i>"Language practices and pupil performance in rural and urban Grade 1 primary classrooms in Swaziland."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2003. http://hdl.handle.net/11427/7722en_ZA
dc.identifier.citationMbatha, T. 2003. Language practices and pupil performance in rural and urban Grade 1 primary classrooms in Swaziland. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Mbatha, Thabile A AB - This study of language practices and pupil performance in Grade 1 urban and rural classrooms in Swaziland attempts to analyse and evaluate the Swaziland Language-in- Education Policy in Grade 1 classrooms. It is derived from an observation that within the Swaziland Education System there are two approaches to teaching that operate side by side within one schooling system in primary schools. On one hand there are schools that offer an "Early English" immersion approach and on the other hand there are schools that offer a "Delayed English" immersion approach. The study identifies and problematises the existence of the Early English and Delayed English immersion approaches in the Swaziland Education System, where in fact the performances of pupils are assessed using a unitary testing system known as Continuous Assessment Testing and the standard Swaziland Primary Certificate Examination at the end of Grade 7. The study aims to characterise the two approaches and attempt to identity some factors in both approaches that impinge on learners' performance. It also aims to show how the pedagogical practices used in schools under each approach differ from each other respectively, and significantly impact on pupils' performances. The disparities that exist between schools using the two approaches are highlighted in terms of textbooks and learning materials, quality of teachers, pupils' exposure to English, facilities and the implications of the Language-in-Education Policy in providing good quality education. Teachers' and parents' perceptions concerning their beliefs and attitudes towards the two approaches are also evaluated. DA - 2003 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2003 T1 - Language practices and pupil performance in rural and urban Grade 1 primary classrooms in Swaziland TI - Language practices and pupil performance in rural and urban Grade 1 primary classrooms in Swaziland UR - http://hdl.handle.net/11427/7722 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/7722
dc.identifier.vancouvercitationMbatha TA. Language practices and pupil performance in rural and urban Grade 1 primary classrooms in Swaziland. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2003 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/7722en_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.titleLanguage practices and pupil performance in rural and urban Grade 1 primary classrooms in Swazilanden_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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