Educators' perceptions and practices regarding early literacy instruction and language issues in a Cape Town township primary school

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dc.contributor.advisorPrinsloo, Mastinen_ZA
dc.contributor.authorXhalisa, Thabisa Patriciaen_ZA
dc.date.accessioned2015-01-05T18:55:03Z
dc.date.available2015-01-05T18:55:03Z
dc.date.issued2011en_ZA
dc.descriptionIncludes bibliographical references (leaves 95-104).en_ZA
dc.description.abstractThis thesis examines the teaching practices and ideas about language and teaching that Foundation Phase educators hold as regard literacy and language issues, and the effect of these ideas and practices on children’s learning. An ethnographic-style case study approach was used to examine classroom-based literacy and language practices. Qualitative classroom-based data indicated a disjuncture between educators' conceptualisations about early learning and their literacy teaching practices and that the teaching practices that were evident did not facilitate successful learning on the part of the learners despite the availability and use of isiXhosa as a medium of instruction. Instead, classroom literacy lessons were limited to rote learning and memorisation, which resulted in learners being passive recipients of literacy knowledge. The study concludes that home language instruction does not of itself guarantee academic success, as learners struggle to learn when are not given the freedom to participate in classroom activities and to become active learners, despite being taught in their home language.en_ZA
dc.identifier.apacitationXhalisa, T. P. (2011). <i>Educators' perceptions and practices regarding early literacy instruction and language issues in a Cape Town township primary school</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/11496en_ZA
dc.identifier.chicagocitationXhalisa, Thabisa Patricia. <i>"Educators' perceptions and practices regarding early literacy instruction and language issues in a Cape Town township primary school."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2011. http://hdl.handle.net/11427/11496en_ZA
dc.identifier.citationXhalisa, T. 2011. Educators' perceptions and practices regarding early literacy instruction and language issues in a Cape Town township primary school. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Xhalisa, Thabisa Patricia AB - This thesis examines the teaching practices and ideas about language and teaching that Foundation Phase educators hold as regard literacy and language issues, and the effect of these ideas and practices on children’s learning. An ethnographic-style case study approach was used to examine classroom-based literacy and language practices. Qualitative classroom-based data indicated a disjuncture between educators' conceptualisations about early learning and their literacy teaching practices and that the teaching practices that were evident did not facilitate successful learning on the part of the learners despite the availability and use of isiXhosa as a medium of instruction. Instead, classroom literacy lessons were limited to rote learning and memorisation, which resulted in learners being passive recipients of literacy knowledge. The study concludes that home language instruction does not of itself guarantee academic success, as learners struggle to learn when are not given the freedom to participate in classroom activities and to become active learners, despite being taught in their home language. DA - 2011 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 T1 - Educators' perceptions and practices regarding early literacy instruction and language issues in a Cape Town township primary school TI - Educators' perceptions and practices regarding early literacy instruction and language issues in a Cape Town township primary school UR - http://hdl.handle.net/11427/11496 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/11496
dc.identifier.vancouvercitationXhalisa TP. Educators' perceptions and practices regarding early literacy instruction and language issues in a Cape Town township primary school. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2011 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/11496en_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.titleEducators' perceptions and practices regarding early literacy instruction and language issues in a Cape Town township primary schoolen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameM Philen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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