What do teachers say and do when teaching a concept of print in linguistically diverse classrooms

Simple item page
dc.contributor.advisorFlanagan, Wendyen_ZA
dc.contributor.authorKoopman, Arabella Laviniaen_ZA
dc.date.accessioned2016-03-07T06:55:36Z
dc.date.available2016-03-07T06:55:36Z
dc.date.issued1997en_ZA
dc.descriptionBibliography: pages 123-132.en_ZA
dc.description.abstractThe dissertation reports on a study of the classroom practice of four Grade One teachers who teach in multilingual classrooms. The report seeks to provide a descriptive analysis of what these teachers say and do as they teach their pupils a concept of print. Increasing numbers of teachers in South African schools find themselves teaching linguistically diverse groups of pupils. While these teachers are most often unable to speak or understand the home languages of all of the pupils in their classes, they are faced with the task of teaching pupils to read in a language which may not be equally familiar to all of them. The reading lessons of four teachers in four schools were observed over a period of six months as they taught Grade One pupils to read. Instruments in the form of observation schedules, questionnaires, miscue analysis schedules and a schedule of indicators were designed to collect information on both the teachers' practice and pupil outcomes. A Vygotskian theory of teaching and learning is used to interrogate the data. The study shows that there are differences in the ways that these teachers demonstrate an understanding of print to their pupils as well as in the ways in which the teachers mediate a concept of print. The study further shows that the teachers' understanding of the task of teaching children to read and their understanding of teaching and learning has significant pedagogical implications for the ways in which they develop pupils' concept of print. The study concludes that the teachers' demonstrations of the way in which print works have a greater impact on their pupils developing a concept of print than their own inability to speak and understand the home languages of all of the pupils in their classes.en_ZA
dc.identifier.apacitationKoopman, A. L. (1997). <i>What do teachers say and do when teaching a concept of print in linguistically diverse classrooms</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17549en_ZA
dc.identifier.chicagocitationKoopman, Arabella Lavinia. <i>"What do teachers say and do when teaching a concept of print in linguistically diverse classrooms."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1997. http://hdl.handle.net/11427/17549en_ZA
dc.identifier.citationKoopman, A. 1997. What do teachers say and do when teaching a concept of print in linguistically diverse classrooms. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Koopman, Arabella Lavinia AB - The dissertation reports on a study of the classroom practice of four Grade One teachers who teach in multilingual classrooms. The report seeks to provide a descriptive analysis of what these teachers say and do as they teach their pupils a concept of print. Increasing numbers of teachers in South African schools find themselves teaching linguistically diverse groups of pupils. While these teachers are most often unable to speak or understand the home languages of all of the pupils in their classes, they are faced with the task of teaching pupils to read in a language which may not be equally familiar to all of them. The reading lessons of four teachers in four schools were observed over a period of six months as they taught Grade One pupils to read. Instruments in the form of observation schedules, questionnaires, miscue analysis schedules and a schedule of indicators were designed to collect information on both the teachers' practice and pupil outcomes. A Vygotskian theory of teaching and learning is used to interrogate the data. The study shows that there are differences in the ways that these teachers demonstrate an understanding of print to their pupils as well as in the ways in which the teachers mediate a concept of print. The study further shows that the teachers' understanding of the task of teaching children to read and their understanding of teaching and learning has significant pedagogical implications for the ways in which they develop pupils' concept of print. The study concludes that the teachers' demonstrations of the way in which print works have a greater impact on their pupils developing a concept of print than their own inability to speak and understand the home languages of all of the pupils in their classes. DA - 1997 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1997 T1 - What do teachers say and do when teaching a concept of print in linguistically diverse classrooms TI - What do teachers say and do when teaching a concept of print in linguistically diverse classrooms UR - http://hdl.handle.net/11427/17549 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17549
dc.identifier.vancouvercitationKoopman AL. What do teachers say and do when teaching a concept of print in linguistically diverse classrooms. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1997 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17549en_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.otherReading (Primary) - South Africaen_ZA
dc.subject.otherMulticultural education - South Africaen_ZA
dc.subject.otherMultilingualism in children - South Africaen_ZA
dc.titleWhat do teachers say and do when teaching a concept of print in linguistically diverse classroomsen_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_1997_koopman_arabella_lavinia.pdf
Size:
3.35 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters