An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school

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dc.contributor.advisorPrinsloo, Mastinen_ZA
dc.contributor.advisorPlüddemann, Peteren_ZA
dc.contributor.authorNthara, Ivy Jeben_ZA
dc.date.accessioned2015-01-08T19:53:07Z
dc.date.available2015-01-08T19:53:07Z
dc.date.issued2008en_ZA
dc.descriptionIncludes abstract.en_ZA
dc.descriptionIncludes bibliographical references (p. 85-88).en_ZA
dc.description.abstractThis study arises out of an awareness of the history of Malawi' s language in education policy from the era of British colonialism to the present multilingual era. English is given a high status in schools despite the fact that many more teachers and pupils speak local languages. Malawi's new language in education model stipulates that "English should be offered as a subject from Standards 1 to 3; English should be offered as medium of instruction from Standards 4 to 8" (MOE. 1996). The Malawi in education bilingual model is thus subtractive, which impacts negatively on second language learning. I discuss various theories that underpin the teaching of literacy in a second language. namely bilingualism and cognition, social learning, and theories with an educational or classroom orientation to establish a framework for my empirical investigation.en_ZA
dc.identifier.apacitationNthara, I. J. (2008). <i>An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Centre for Applied Language and Literacy Studies and Services in Africa. Retrieved from http://hdl.handle.net/11427/11765en_ZA
dc.identifier.chicagocitationNthara, Ivy Jeb. <i>"An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Centre for Applied Language and Literacy Studies and Services in Africa, 2008. http://hdl.handle.net/11427/11765en_ZA
dc.identifier.citationNthara, I. 2008. An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Nthara, Ivy Jeb AB - This study arises out of an awareness of the history of Malawi' s language in education policy from the era of British colonialism to the present multilingual era. English is given a high status in schools despite the fact that many more teachers and pupils speak local languages. Malawi's new language in education model stipulates that "English should be offered as a subject from Standards 1 to 3; English should be offered as medium of instruction from Standards 4 to 8" (MOE. 1996). The Malawi in education bilingual model is thus subtractive, which impacts negatively on second language learning. I discuss various theories that underpin the teaching of literacy in a second language. namely bilingualism and cognition, social learning, and theories with an educational or classroom orientation to establish a framework for my empirical investigation. DA - 2008 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2008 T1 - An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school TI - An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school UR - http://hdl.handle.net/11427/11765 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/11765
dc.identifier.vancouvercitationNthara IJ. An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school. [Thesis]. University of Cape Town ,Faculty of Humanities ,Centre for Applied Language and Literacy Studies and Services in Africa, 2008 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/11765en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentCentre for Applied Language and Literacy Studies and Services in Africaen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherApplied Language Studiesen_ZA
dc.titleAn examination of classroom practices for the development of writing in English as a second language in a Malawian primary schoolen_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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