Current literacy instructional practices in a Grade One classroom within the context of the South African Outcomes-based curriculum : a case study

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dc.contributor.advisorPrinsloo, Mastinen_ZA
dc.contributor.authorRutgers, Lindaen_ZA
dc.date.accessioned2014-08-13T13:56:58Z
dc.date.available2014-08-13T13:56:58Z
dc.date.issued2004en_ZA
dc.descriptionBibliography: leaves 93-104.en_ZA
dc.description.abstractImproving the level of literacy for all learners, including those from diverse socio-cultural and economic backgrounds, is high on the list of priorities for education in South Africa. Grade One teachers are currently working within an outcomes-based educational and literacy framework. This implies that teachers have to know and understand what is entailed in each of the learning areas and they have to plan the content of the learning programmes according to the expected outcomes. While traditional literacy instruction focuses on skills development, contemporary approaches advocate language and literacy practices that reflect a socially constructed model of learning and knowledge. The latter emphasizes interaction through language, between the learners and their cultural worlds, in as well as outside the classroom. The purpose of this study is to examine the role of classroom talk in effective literacy instruction, by observing how literacy is presented and modelled by one teacher in a particular Grade One classroom.en_ZA
dc.identifier.apacitationRutgers, L. (2004). <i>Current literacy instructional practices in a Grade One classroom within the context of the South African Outcomes-based curriculum : a case study</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/6100en_ZA
dc.identifier.chicagocitationRutgers, Linda. <i>"Current literacy instructional practices in a Grade One classroom within the context of the South African Outcomes-based curriculum : a case study."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2004. http://hdl.handle.net/11427/6100en_ZA
dc.identifier.citationRutgers, L. 2004. Current literacy instructional practices in a Grade One classroom within the context of the South African Outcomes-based curriculum : a case study. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Rutgers, Linda AB - Improving the level of literacy for all learners, including those from diverse socio-cultural and economic backgrounds, is high on the list of priorities for education in South Africa. Grade One teachers are currently working within an outcomes-based educational and literacy framework. This implies that teachers have to know and understand what is entailed in each of the learning areas and they have to plan the content of the learning programmes according to the expected outcomes. While traditional literacy instruction focuses on skills development, contemporary approaches advocate language and literacy practices that reflect a socially constructed model of learning and knowledge. The latter emphasizes interaction through language, between the learners and their cultural worlds, in as well as outside the classroom. The purpose of this study is to examine the role of classroom talk in effective literacy instruction, by observing how literacy is presented and modelled by one teacher in a particular Grade One classroom. DA - 2004 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2004 T1 - Current literacy instructional practices in a Grade One classroom within the context of the South African Outcomes-based curriculum : a case study TI - Current literacy instructional practices in a Grade One classroom within the context of the South African Outcomes-based curriculum : a case study UR - http://hdl.handle.net/11427/6100 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/6100
dc.identifier.vancouvercitationRutgers L. Current literacy instructional practices in a Grade One classroom within the context of the South African Outcomes-based curriculum : a case study. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2004 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/6100en_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.titleCurrent literacy instructional practices in a Grade One classroom within the context of the South African Outcomes-based curriculum : 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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