How English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case study

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dc.contributor.advisorMcKinney, Carolynen_ZA
dc.contributor.authorMarshall, Alexander Carltonen_ZA
dc.date.accessioned2015-08-15T05:34:35Z
dc.date.available2015-08-15T05:34:35Z
dc.date.issued2014en_ZA
dc.description.abstractThis study explores how learners in a township primary school learn, and are taught through the medium of English, in a community of pre-dominantly Xhosa speakers, and where English is seldom spoken or heard. The school is typical in the sense that learners from Grade 1 to Grade 3 are taught in isiXhosa as home language, with English as subject, after which they switch to English as the language of teaching and learning from Grade 4 onwards. The study concerns itself with the language and literacy practices at this pivotal switch-over point, and investigates to what extent learners in the Grade 4 English classes have learnt / been taught / have developed sufficient basic inter-personal communication skills, BICS, (Cummins, 1984), in English to make the switch to learning all subjects in English. The study also includes analysis of data gathered in two Natural Science lessons, in search of how the same Grade 4 learners learn, and are taught subject- specific knowledge in English. Classroom discourse patterns, which includes safetalk (Chick, 1996) and safetalk and safetime (Hornberger and Chick, 2001) and the kind of teaching practices prevalent in schools in post-colonial countries are examined to explain the low proficiency level of the typical Grade 4 learner at this critical point in English language learning.en_ZA
dc.identifier.apacitationMarshall, A. C. (2014). <i>How English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case study</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/13773en_ZA
dc.identifier.chicagocitationMarshall, Alexander Carlton. <i>"How English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case study."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2014. http://hdl.handle.net/11427/13773en_ZA
dc.identifier.citationMarshall, A. 2014. How English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case study. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Marshall, Alexander Carlton AB - This study explores how learners in a township primary school learn, and are taught through the medium of English, in a community of pre-dominantly Xhosa speakers, and where English is seldom spoken or heard. The school is typical in the sense that learners from Grade 1 to Grade 3 are taught in isiXhosa as home language, with English as subject, after which they switch to English as the language of teaching and learning from Grade 4 onwards. The study concerns itself with the language and literacy practices at this pivotal switch-over point, and investigates to what extent learners in the Grade 4 English classes have learnt / been taught / have developed sufficient basic inter-personal communication skills, BICS, (Cummins, 1984), in English to make the switch to learning all subjects in English. The study also includes analysis of data gathered in two Natural Science lessons, in search of how the same Grade 4 learners learn, and are taught subject- specific knowledge in English. Classroom discourse patterns, which includes safetalk (Chick, 1996) and safetalk and safetime (Hornberger and Chick, 2001) and the kind of teaching practices prevalent in schools in post-colonial countries are examined to explain the low proficiency level of the typical Grade 4 learner at this critical point in English language learning. DA - 2014 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 T1 - How English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case study TI - How English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case study UR - http://hdl.handle.net/11427/13773 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13773
dc.identifier.vancouvercitationMarshall AC. How English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case study. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2014 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13773en_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.titleHow English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case studyen_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
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