Browsing by Author "Court, Susan Anne."

Now showing 1 - 5 of 5

An enquiry into pedagogy and syllabus implementation in the Department of English at the University of Durban-Westville.
(1996) Balfour, Robert John.; Court, Susan Anne.; Johnson, David.
This investigation was originally conceived of as being part of a larger study which would have been devoted to the investigation of teaching in English departments at tertiary institutions in the Province of KwaZulu-Natal, South Africa. The research endeavour was to be based at the University of Natal, Durban, where a three-year longitudinal enquiry into the development of students' writing abilities within undergraduate courses in the Department of English was to have occurred between 1996-1998. This endeavour was conceptualised in light of the findings which arose from a study I conducted in 1995 entitled an "Enquiry into Classroom Dynamic and Teaching Methods in the Department of English at the University of Natal, Durban" (Balfour, R: M.A. thesis: 1995). I have decided, in consultation with the Department of English at UDW, to disassociate the external research investigation from the collation of research material generated at the University of Natal, Durban, during 1996. My reasons for doing this are two-fold. First, I do not believe it possible to establish a sense of the regional context of tertiary education in any manner which would be accurate or relevant to the work done at UND. This is because I have not, in the time left to me, been able to complete the other two external research phases at the University of Natal, Pietermaritzburg and the University of Zululand. Second, I believe that the work that has been conducted at UDW with the contributions made by many of the teachers in the Department of English is of such a nature that it merits being published as a document in its own right, and not as an appendage to either the projects initiated by me in the Department of English in 1995 at UND, or the one initiated in 1996 at the same university. It follows that the scope and nature of this work undertaken there will differ considerably from the work conducted in the Department of English at the University of Natal (Durban). This investigation is not meant to form the basis of a comparative analysis between the teaching and implementation of the Discourse Analysis Syllabus at the Department of English (UND) and the teaching conditions and implementation of the syllabus at the Department of English at UDW. The work undertaken at UND is primarily concerned with an analysis of students' writing development over a period of time I hope that this document will stand as a testimony to the dedication and concern of the teachers in the Department of English at UDW. It will also bear witness to the concern academics within the discipline have with the learners who are drawn increasingly - and for a variety of reasons - to the discipline as a means of equipping them with some of the essential skills necessary in the modern world. Teachers are not unaware of the needs of their students and this document, its findings, and most importantly its processes of critical self-reflection, provide the opportunity for staff to assess with greater clarity the challenges that they need to address in order to meet the needs of their students. The material presented here is divided into several sections. The first section is concerned with a brief introduction to the context, aims and assumptions which inform the methodology used for the collation and gathering of research material. The second section is concerned with the actual methodology, detailing the theoretical approach and how the work at UDW is situated within that approach. The third section sketches in more detail the historical context which informs pedagogy and syllabus implementation at the University of Durban-Westville. The fourth section is concerned with the implementation and development of the syllabus in the Department of English at UDW. Section five details the structural features of the curriculum. The meaning of the word 'curriculum' should not be conflated with the meaning of the term 'syllabus'. 'Curriculum' is understood, in this context, to mean all aspects of the process of syllabus implementation and teaching experience. This may include features such as timetables, classroom activities and the syllabus document itself; it may also include reference to the theoretical approaches advocated for the teaching of texts. 'Syllabus' is understood to be concerned with the (literary) theoretical approach advocated for the selection of texts and their organisation in the course itself 'Syllabus' includes the prescribed booklists, but does not include the processes by which the theoretical conceptual aims and emphases are transmitted from the syllabus document into the learning situation. Section six is concerned with the development of writing and language competencies in the English Department and details how these needs are accommodated and addressed by the staff Section seven details information concerned with modes of assessment by teachers of their students' abilities in the form of tests and essays. The last section provides a general commentary for the reader and points to various areas which need to be considered by teachers as well as the university administration and community as a whole. There are, finally, four appendices, the first of which contains the timetable of observed lessons, the second contains transcripts of interviews, the third contains lesson observations, and the fourth contains extracts from University of Durban-Westville calendars over the last decade, and the prescribed lists of books for undergraduate and postgraduate courses of English at the University.
An investigation into language policy and training and development in South African industry, with particular reference to departmental practice at Eskom.
(2000) Kajee, Leila.; Court, Susan Anne.
This study attempts to examine language policy and language training and development in industry, with specific reference to departmental practice at ESKOM. ESKOM is South Afiica's largest electricity supplier with wide national and international business dealings. The organisation has extensive training and development programmes and is committed to supporting equity and the development of employees' potential through training and development. It is for these reasons that I selected the organisation as the basis for my study. The study is conducted within the parameters of the Constitution 's multilingual language policy, the Skills Development Act of 1998 and the Employment Equity Act of 1998. According to the Constitution, the state must take practical measures 10 elevate the status and advance the use of indigenous languages (Section 6: C). The state may also not discriminate against anyone on the grounds of language and culture (Section 9:3). The study argues that in order to ensure equity, all South African languages must be used. One way of ensuring equitable language usage is through training and development. The broad issues that are examined include: '" language policy and practice '" languages used in industry * the dominance of English in industry *upliftment of black languages * the language of training and development programmes at ESKOM * language training and development programmes at ESKOM The study is based on qualitative and quantitative approaches. Semi-structured interviews were used to elicit information from management and middle-management about language policy and practice at ESKOM. Individuals involved with training were interviewed about language in training and development, and to narrow the focus, workers attending literacy training were issued with questionnaires in Zulu or English, according to preference and proficiency. to elicit information about their language usage, English proficiency and literacy training. Data was therefore gathered from all possible areas, including areas of policy, practice and implementation. The results were analysed and a discussion of subjects' responses was presented. In summary, English is the dominant language at ESKOM, despite the Constitution's eleven language policy and the call for equity. In addition, although the majority of the subjects attending literacy classes stated that they did not understand English well, they felt that training should be conducted in English medium. The majority of the subjects also felt that it is imperative for all South Africans to acquire black languages, at least at regional level. Finally, the limitations of the study and suggestions for further research are also outlined.
Language proficiency and academic success : an investigation into the relationship between language proficiency and academic success at university with particular reference to first-year students of English.
(1988) Court, Susan Anne.; Nel, Berndine F.; Behr, Abraham Leslie.
The relationship between language proficiency and academic success in university studies is of major concern in educational institutions throughout the Western world. The particular focus of this study is the situation in the Republic of South Africa. This problem is of critical importance at this stage in the history of South Africa when universities have publicly stated their commitment to admit any students with merit or potential to succeed at university. In order for students to succeed at university they need to be communicatively competent in the language which is the medium of instruction. It has been assumed that this ability can be assessed by means of a formal test and it is this issue on which this dissertation focuses in order to establish how reliable such tests are as predictors of academic performance. The empirical research covers a six-year period from 1982 to 1987 and investigates two tests. One is a particular language test which was designed specifically for the selection of students for courses of academic study of English at university. The other is the senior certificate examination which provides the statutory admission requirement for university entrance in South Africa. An extensive review of relevant studies both within South Africa and overseas has been undertaken. In addition an unstructured questionnaire was sent to English departments throughout South Africa in order to establish the current practice with regard to the selection of students for first-year courses. The conclusion seems to be that in the context of a homogeneous population language proficiency as measured on a formal test is predictive of academic success in first-year courses in English. In heterogeneous student populations, like that of South Africa where the majority of prospective students may be described as being "disadvantaged", however, this is not the case. Academic success cannot be predicted with any degree of confidence on the basis of language proficiency. Extreme caution is necessary in the implementation of any language test for the selection of students for academic study at university in the present changing nature of university student populations in South Africa.
The reasons why rural secondary schools educators of KwaZulu-Natal are reluctant to use English as a medium of instruction.
(2003) Gumede, Ntokozo Theophilus.; Court, Susan Anne.
No abstract available.
The second language speaker in the pre-primary environment : a case study of Zulu-speakers at a predominantly English pre-primary school in KwaZulu-Natal in 1995 and 1996.
(1996) Clark, Beverley.; Court, Susan Anne.; Morrell, Robert Graham.
In recent years, following the demise of Apartheid education policy, there has been a move away from exclusively mother tongue instruction in ex-Natal Education Department schools. Consequently, in many English speaking pre-primary schools, Zulu-speakers are being submerged into the English language environment. At the same time, there is growing interest amongst educators in an alternative process which allows for affirmation of the first language whilst providing multiple opportunities for second language acquisition by non-English speakers. This report seeks to identify aspects of second language acquisition through lexical tests and analysis of "news" items by the Zulu-speakers at the pre-primary school in the study. Further, through observation of the social interaction of these eight children, it seeks to identify socialisation patterns and to comment on the role which language plays both in the choice of friends and on the child's emotional well-being in the second language environment.