A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school

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dc.contributor.advisorYoung, Dougen_ZA
dc.contributor.authorLeibowitz, Brendaen_ZA
dc.date.accessioned2016-09-01T07:13:17Z
dc.date.available2016-09-01T07:13:17Z
dc.date.issued1990en_ZA
dc.description.abstractThis is a case study of a multilingual Standard Nine class in a non-racial Cape Town college, studying English as a first language. It assesses the social and academic effects of the multilingual composition of the class. The study locates the class in the broader South African social and educational context and provides a rationale for emancipatory and reciprocal research. The theoretical foundation for the research methodology, i.e. participant observation, with the teacher as primary observer, is then presented. Theories of Second Language Acquisition (SLA) are discussed in relation to the broader context of language, society and education in South Africa. Arising out of this discussion is a description of progressive English teaching, which is suggested to be appropriate for the multilingual classroom. The prior learning experience of the second language students and the impact of this experience on the second language students in the case study, is illustrated. The social dynamics and level of participation of all students in the classroom, as well as the academic and linguistic development of the second language students. is discussed. The effectivity of the research process itself is assessed. Finally, suggestions for future research and a summary of the findings are presented.en_ZA
dc.identifier.apacitationLeibowitz, B. (1990). <i>A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/21628en_ZA
dc.identifier.chicagocitationLeibowitz, Brenda. <i>"A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1990. http://hdl.handle.net/11427/21628en_ZA
dc.identifier.citationLeibowitz, B. 1990. A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Leibowitz, Brenda AB - This is a case study of a multilingual Standard Nine class in a non-racial Cape Town college, studying English as a first language. It assesses the social and academic effects of the multilingual composition of the class. The study locates the class in the broader South African social and educational context and provides a rationale for emancipatory and reciprocal research. The theoretical foundation for the research methodology, i.e. participant observation, with the teacher as primary observer, is then presented. Theories of Second Language Acquisition (SLA) are discussed in relation to the broader context of language, society and education in South Africa. Arising out of this discussion is a description of progressive English teaching, which is suggested to be appropriate for the multilingual classroom. The prior learning experience of the second language students and the impact of this experience on the second language students in the case study, is illustrated. The social dynamics and level of participation of all students in the classroom, as well as the academic and linguistic development of the second language students. is discussed. The effectivity of the research process itself is assessed. Finally, suggestions for future research and a summary of the findings are presented. DA - 1990 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1990 T1 - A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school TI - A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school UR - http://hdl.handle.net/11427/21628 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/21628
dc.identifier.vancouvercitationLeibowitz B. A case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial school. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1990 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/21628en_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.titleA case study of students from mixed educational and linguistic backgrounds learning English as a first language in a non-racial schoolen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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