Doctoral Degrees (Languages and Arts Education)

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The spoken and the written word : stylistic creation in Black broadcasting.
(1993) Mkhize, Velaphi Victor.; Sienaert, Edgard Richard.
In this investigation an attempt is made to show that in the world of radio communications in South Africa the oral mode of expression or radio oralism is manifestly more valued than the literate mode. The study deals with three basic issues: firstly, the new electronic culture which, to a large extent, depends on the spoken word, secondly, the significance of the spoken word that new mass media has developed; and, thirdly, what is likely to happen in broadcasting as a whole in South Africa, where the new oralism already had a decisive impact. The study explores the structure of the oral poetic language of radio grammar by examining black announcers' language usage. The thesis focuses on the individual announcer, her or his repertoure of repetitions and styles, and the quality of her or his practice of the traditional artistic expressions. It explores why one phrase is used and not another; it examines the many forms of repetition, their meanings, sounds, and the sound patterns formed by what precedes and follows them. starting with the individual announcer, the study worked outwards to the group to which she/he belongs, namely to other announcers who have influenced him or her and then to South African black society as a whole. The language of black South African radio announcers is in many respects stylised and ordered. In their creations, these announcers have incorporated praise names, geneologies and formulas which show their reliance both on the more specialized bardic repertoire and on the wider Izibongo tradition. At the end of this study, four things are noted: 1. The meaning of word in radio is controlled by what Goody and Watt (1968:28) call 'direct semantic ratification', that is by the real-life situations in which the word is used here and now. Words acquire their meanings only from their insistent actual habits - these include gestures, vocal inflections, and the entire human existential setting in which real, spoken words always occur.
Social realism in Alex La Guma's longer fiction.
(1998) Mkhize, Jabulani Justice Thembinkosi.; Attwell, David.
This thesis sets out to examine social realism in Alex La Guma's longer fiction by using Georg Lukacs's Marxist theory as a point of departure. Tracing the development in La Guma's novels in terms of a shift from critical realism to gestures towards socialist realism I argue that this shift is informed by Lenin's "spontaneity/consciousness dialectic" in terms of which workers begin by engaging in spontaneous actions before they are ultimately guided by a developed political consciousness. I am quite aware that linking La Guma's work to socialist realism might raise some eyebrows in some circles but I am nonetheless quite emphatic about the fact that socialist realism in La Guma's fiction is not in any way tantamount to the Stalin-Zhdanovite version of what Lukacs calls "illustrative literature". Rejecting Lukacs's conception that socialist realism is a prerogative of writers in the socialist countries, I argue that gestures towards socialist realism made in La Guma's last novels are rooted in South African social reality. One of the claims being made in this study is that La Guma's novels render visible his attempt to create a South African proletarian literature. For this reason I make a case for Russian precedents of La Guma's writing by attempting to identify some intertextual connection between La Guma's novels and Gorky's work. Where realism is concerned I argue that although La Guma seems to draw extensively on Maxim Gorky in redefining his aesthetics of realism, Lukacs's theory of realism is useful in contextualising his fiction. The first chapter is largely biographical, examining La Guma's father's influence in shaping his political ideology and his literary tastes. Chapter two focuses on La Guma's aesthetics of realism. In chapter three I examine La Guma's journalism as having provided him with the subjects of his fiction and argue that there is a carry-over in terms of La Guma's style from journalism to fiction. Accordingly, I provide evidence of this carry-over in the next chapter on A Walk in the Night in which I argue that while La Guma's style is naturalist the novel is critical realist in perspective. Chapter five contextualizes the shift from And A Threefold Cord, to The Stone • Country as providing evidence of La Guma's use of "the spontaneity/consciousness dialectic". In chapter six I read In the Fog of the Seasons' End in relation to Gorky's Mother as its intertext in terms of its gestures towards socialist realism as seen for example in its "positive heroes", Beukes and Tekwane. There are further elements of socialist realism in Time of the Butcherbird which are nevertheless brought into question by some ideological contradictions within the text this is the central thrust of my argument in chapter seven. I conclude this study with a brief discussion of La Guma's craftsmanship.
Changing management : a case study of power relations, culture and communication in industry with reference to a company town set-up : the Canestone Sugar Mill, 1960 to 1998.
(2002) Archary, Kogielam Keerthi.; Sienaert, Edgard Richard.
Sugar production in Natal agricultural estates and industrial mills began in the 1800's. The Canestone Sugar Mill and Estates (now 145 years old) which is the focus of this study, is still in operation although renovations and improvements have been done over the years. Initially the owners of these sugar farms in the Natal area employed Black labourers but soon realized that this method of cheap and available labour was not entirely suitable for their needs. In the late 1850's they initiated a process of change which saw the first group of Indian nationals arrive in South Africa in 1860. This group of people came specifically to work on these sugar farms; and their descendants, some now in their 5th generation, are still employed by the Canestone Sugar Company. With time, the standards of living have altered and the conditions of work have transformed. Thus, the level of communication has been modified and possibly improved. So the assumption can be made that there has been an element of change in existence. The following is an account of how the lives of the Canestone Sugar workers have been modified over the years with specific changes that took place from the 1960s to 1998. This thesis considers the world of Canestone from the 1960's to 1998, an area where sugar manufacturing in the North coast of Natal was extremely successful. The main intention of the work is to explain how a majority workforce of illiterate people was monopolised by a handful of literate people who used literacy and the art of writing to subjugate thousands of people into accepting, non-questioning beings. Account is taken of orality and general primary oral practices that were entertained by management whenever necessary. This thesis breaks new ground as the first detailed account of the challenges of change in a new-found democracy, described in an agrarian and industrial context. It also attempts to identify the way in which managerial changes in corporate environments can take place. In this dissertation I have compiled the many stories of the workers of the Canestone Sugar Company into one story. Against a backdrop of South African history of colonialism, apartheid and its new-found democracy, the Canestone Sugar Company reflects vestiges of the old era. In attitude, perception, and behaviour there are indications of this in the company; interviewees stated that "this is a white man's paradise "where "the black man had to pay for his head" and where many felt that the company "drank their blood, left them with their bones" and where they worked "worse than animals" until "their sweat turned into blood". I shall investigate the present status of the individuals of this multicultural working community. The individuals that I interviewed share a common work culture and they experience a subservient position as a result of the power dynamics that are in place. Van den Berghe looked at Canestone with an unbiased opinion and results of his work are the starting point of my discussion. His proposals, made in the early sixties, have not reached fruition as a great sense of dissonance still exists between the workforce and the management. This dissertation looks at how the Company has changed, and what role communication has played in the process.
The construction of egalitarian masculinities in the midlands of KwaZulu-Natal.
(2002) Rankhotha, Charles Sylvester.;
The political, historical and legal changes, which have taken place in our country since 1994, have challenged men and women to learn anew, to readjust and embrace change. Men and women have been forced to reexamine gender relationships and to embrace a new culture of 'gender equality' , which is enshrined in the Constitution. However, the idea seems to have taken some men by surprise, especially those who are comfortable in their hetero-patriarchal masculinity, which dominates and oppresses women and children. For this reason, these men have not only shown disappointment at this apparent loss of privilege, but they are also becoming confused about their masculine identity. In their attempt to try and hold on to hetero-patriarchal culture and to keep women in their 'rightful' place, they appeal for the restoration of the by-gone traditional values of ubuntu, which are largely informed by the same hetero-patriarchal culture. Above all, in their frustration and anger, these men have resorted to violence in which they abuse and rape women and children, whom they apparently blame for their loss of patriarchal masculinity. However, despite the fact that not all men are heterosexual, men as a group have been blamed for the prevailing violence and the attitudes which foster it. My research conducted for the purpose of resolving gender-based violence and finding an alternative masculinity among black men in the Midlands, KwaZulu-Natal, demonstrates that, despite their collective socialisation in the patriarchal culture of aggression, abuse and violence, some gay men tend to choose different values and forms of masculinity that depart from the 'normal ' culture , by embracing values of love, nurturing, and care for others. Unfortunately, South African communities have not always been able to appreciate gay masculinities and their contribution, but instead, they have condemned and ostracised them as un-African and traitors to ubuntu values . Thus, in my analysis of the life-histories of a group of ten black heterosexual and gay men, I highlight the positive contribution of some marginalised gay men, who are forging what I believe is a more egalitarian masculinity, characterised by qualities opposed to the aggressive, dominant and potentially violent nature of patriarchal masculinities. In brief, I argue that, in striving for gender equality and an end to violence against women and children in South Africa , heterosexual men must be challenged to focus on themselves and learn new ways of behaviour from the kind of egalitarian masculinity constructed by the group of gay men studied.
Contextualizing the use of biblically derived and metaphysical imagery in the work of Black artists from KwaZulu-Natal : c1930-2002.
(2003) Leeb-du Toit, Juliette Cecile.; Preston-Whyte, Eleanor.; Guest, William Rupert.; King, Terence Howard.
As art historians uncover the many sources and catalysts that have contributed to the emergence of black contemporary art in South Africa, one of the principal influences is that derived from the Christian mission churches and breakaway separatist groups - the African Independent Churches (AICs). Histories of African art have failed adequately to consider the art that emerged from these contexts, regarding it perhaps as too coerced and distinctive – merely religious art subject to the rigours of liturgical or proselytizing function. The purpose of this dissertation is to foreground this art and its position in the development of both pioneer and contemporary South African art and to identify the many features, both stylistic and thematic, which distinguish this work.
Towards improving equity in assessment for tertiary science students in South Africa : incorporating an oral component.
(2004) Singh, Prenitha.; Mitchell, Claudia Arlene.
This study sought to explore some of the ways in which assessment itself needs to be treated as a feature of equity and transformation in post-apartheid South Africa. How can the classroom become a level playing field for all, not just in terms of admission and changes to the overall composition of the student body, as well as staffing, but in relation to the curriculum itself, of which assessment is a part? In a multilingual, multicultural country like South Africa, which also carries a lot of political baggage, one has to agree that assessing all students in the same way does not mean, assessing all students equally. To assess all students in the same way, regardless of their proficiency in English and only in the mode of writing, is to ignore the wealth of diversity and potential among our student population. The ESL students in this study repeatedly indicated that they cannot express themselves adequately in writing in English and that "the expression of the examiners" and the "wording of the questions" pose a problem in the written assessments. They often find out after a paper "what a question meant" or what the examiner intended. EFL students too experienced problems with "ambiguity" and "unclear expression" of the examiners. This qualitative study introduced an oral component into the present tertiary assessment structures in Science. The private nature of the written assessments does not permit interaction between student and examiner or invigilator during an examination. This means that both student and assessor in turn have to rely on their own interpretation of the written word without consulting with each other. Oral assessments on the other hand, permit live interaction. Both candidate and assessor can seek clarity from each other. Rather than grappling with understanding of each others' English, the focus can rightfully move to assessing the student's knowledge of content. As the study endeavoured to devise a relatively new form of assessment for the South African context, it required tools and techniques that would provide for exploration and that would allow for modification along the way. An action research approach was therefore used. This study took on what might be described as a 'hybrid' version of action research in order to investigate how as an instructor in Language Education, I could bring about change in assessment in Science. Individual and group oral assessments were conducted with undergraduate students at two tertiary institutions, viz. a technikon and a university, in KwaZulu-Natal. The assessments were conducted in three phases. The first phase of the assessments adapted oral assessment practices used by South African and international Science educators. The second and third phases investigated 'closed' structures devised for the individual and group oral assessments within a South African tertiary context, respectively. After each phase of the assessments, feedback from the participants was analysed and comments and criticisms were addressed. Collaboration with the participants yielded harmonious working relationships, successful administration of the assessments, and valuable contributions from the students and assessors, especially with regard to the design of the oral assessment grid. Five main sources of data were generated in this study, viz. from the focus group discussions with the assessors and the students, the student and assessor questionnaires, and the assessment sessions. Triangulation, and more specifically, data triangulation was employed to ensure reliability and validity or consistency and comparability of the oral assessments. Incorporating an oral component to the assessments meant that students could reap the benefit of the higher mark in either the written or the oral mode. Students were grateful that the assessments "tested two different sides of a person" and that if they could not express themselves adequately in writing, they could "fall back on the orals". Assessors were unanimous that "apart from promoting understanding, the oral assessments provided many other benefits for assessors and students". They therefore hailed the mixed-mode of assessments as a "win-win situation" for all the participants. The study concludes with recommendations and implications for the reform of language policy and assessment practices in tertiary education, and the need for further work in tertiary classrooms where teachers embark upon action research.
Negotiation, participation, and the construction of identities and autonomy in online communities of practice : a case study of online learning in English at a university in South Africa.
(2006) Kajee, Leila.; Balfour, Robert John.
This study is located at the interface of online learning within a context of English language studies and academic literacy and is underpinned, from a critical theoretical perspective, by an understanding of the implications of the digital divide for South Africa. The thesis includes an exploration of online learning, as mediated by information and communication technology (ICT), in an undergraduate English language and academic literacy classroom at a university in Johannesburg, South Africa. The study draws on research and theorising by Warschauer (2002a, 2002b, 2003), who argues for the need for technology in developing countries as a means of social inclusion. The aim is to explore the extent to which communities of practice (COPs) are enabled in an online environment, among English non-mother tongue speakers, who have minimal previous access to ICT. To achieve the aim the study examines the extent to which the learners participate, negotiate meaning, construct identities, and perceive themselves as autonomous in online spaces. This is a case study that explores asynchronous lCT practices such as the use of the Internet (Net), e-mail, and discussion threads in an online Web course management system. From a sociocultural perspective, and recognising that learning does not occur in isolation, the work of Lave and Wenger (1991, 1996,2002) is used to frame the study, concerned as it is with learning, technology and empowerment. Lave and Wenger (1991, 2002) locate learning as a form of interaction and co-participation, and argue that learning occurs within specific contexts or communities of practice. Thus they focus on how individuals become members of 'communities of practice'. The study suggests that practice and participation are underpinned, and to some extent determined, by the identities constructed by participants In the on line communities. Participants' ICT practices are examined from the perspective of literacy, in this case electronic literacy, as a social practice and New Literacy Studies, where the work of Gee (1996, 1997, 2000), Street (1984, 1993a, 1993b, 2003), Barton, Hamilton and lvanic (2000), and Lankshear and Knobel (1997, 2004) are drawn on to examine the use of technology. Constructions of identity are examined from Hall's (1992) post-structuralist view that old identities, which stabilised the social world as we knew it, are in decline, giving rise to new identities and fragmenting the modem individual as a unified subject. From observations, participant-interviews, questionnaires, written data, and the analysis of messages posted to discussion threads over the duration of a year, the study demonstrates that the online environment facilitates the construction of communities of practice, by enabling participants to develop and sustain local and global relationships, construct identities, and engage autonomously in the medium. My findings suggest that online environments be considered, not merely as alternative modes of delivery in the language classroom, but for social inclusion, provided that facilitators and learners are adequately prepared for the use of digital technology. The study further suggests a model for the adoption of ICT in relation to learning within the South African context.
English studies and language teaching : epistemological access and discursive critique in South Africa.
(2007) Mgqwashu, Emmanuel Mfanafuthi.; Balfour, Robert John.
This study investigates ways in which English Studies at Rhodes University, the University of the Witwatersrand, the University of Natal, and the University of Sydney responded to linguistic and academic literacy needs of entrance level students. Both qualitative and quantitative data from these research sites are integrated with an autobiographical narrative based on my own personal experiences of learning English and in English at secondary and tertiary levels in South Africa. Dealing with data this way made it possible for my study to examine strategies through which different English departments negotiate the challenge of enabling students to access the discourse of the Discipline. I relied on the principles underpinning Genre Theory and Grounded Theory to engage critically with participants’ responses to interview questions and documentary evidence from research sites. It appears from the study that modules designed to develop students’ linguistic and/or academic literacy skills need not maintain a pedagogic practice that is either grammatical rules or academic writing and critique based, without an attempt to integrate the two. This separation is seen as artificial, and reflects pedagogic practices that tend to mystify the discourse of the Discipline of English Studies. Given the fact that not all students posses relevant cultural capital to negotiate meanings successfully within this discourse, many of them are excluded during lectures. Literature and research findings in this study indicate that this exclusion manifests itself when such students fail to choose grammatical structures according to the purpose for which they construct texts, both in speaking and in writing. Within this context, there is a need for an alternative model to inform theory, module design, and pedagogic practices in entrance level modules.
Classroom talk : lowered affective filters and ESL proficiency in arts and culture classrooms.
(2007) Naicker, Shalina.; Balfour, Robert John.
This case study explores the impact of a specially designed programme of communicative strategies: role-play, group-work, pair-work, and information gap activities, on English second language proficiency. The aim of this programme is to promote teacher guided, constructive learner talk in the outcomes-based education (OBE) classroom. The case study, which took place in a multilingual secondary school in Durban, focused on four groups of Grade 8 learners in 2003, and the same four groups of learners in Grade 9 in 2004. This thesis presents an account of my research in three parts and nine chapters. Part I introduces and locates the study. Part 2 presents theory and evidence to support the core arguments presented, the design of the project, and its methodology. Part 3 focuses on the research process, the findings and the implications for future policy and practice. In Chapter 1 the key issues and questions for the exploration of pedagogical strategies for verbal interaction are presented. Language pedagogy in South African schools from the onset of the apartheid era to the present is reflected on, to show that past methods have disadvantaged ESL learners. The history of language policy and practice in African education in South Africa from 1948 to 2003 is reviewed in Chapter 2. The aim is to illustrate that language policy and practice can have a positive impact by lowering the Affective Filter of ESL learners. In Chapter 3 a review of research on English second language learning is offered to support the theoretical framework. The principles of pedagogy that inform the design of the Classroom Talk Programme are the focus of Chapter 4. Chapter 5 outlines a design for a Classroom Talk Programme and interactive tasks in three Units. Chapter 6 considers possible research methodologies, the quasi-experimental research process, the study context and the sample. Part 3 presents the findings of the CT Programme organized into themes. Chapter 7 focuses on the learner and educator perceptions of lowered Affective Filters and learner confidence and proficiency and the implications for assessment for progression purposes. The third theme, which is the focus of Chapter 8, is concerned with managing pedagogy and assessment in large 'multilingual' classrooms. Finally, Chapter 9 examines the issues surrounding micro school-based language policies and practices. The CT Programme is critically reflected on in relation to its advantages and disadvantages and what has been achieved in this case study.
Language matters in a rural commercial farm community : exploring language use and implementation of the language-in-education policy.
(2007) Joshua, Jennifer Joy.; Sookrajh, Reshma.
The release of the Language-in-Education Policy (LiEP) in July 1997 marked a fundamental and almost radical break from the state-driven language policy of the apartheid government, to one that recognizes cultural diversity as a national asset, the development and promotion of eleven official languages and gave individuals the right to choose the language of learning and teaching (DoE, 1997: 2-3). The LiEP aimed at providing a framework to enable schools to formulate appropriate school language policies that align with the intentions of the new policy, namely, to maintain home language(s) while providing access to the effective acquisition of additional language(s) and to promote multilingualism. This research explores language use and implementation of the LiEP in a rural commercial farm community. The study is guided by three research questions, namely: 1. What is the language use and preference of a selected rural commercial farm community? 2. How do teachers on rural commercial farm schools respond to the LiEP and its implementation? 3. What are the implications of the language preference and use of a selected rural commercial farm community and teachers’ responses to the LiEP and its implementation for language practice at rural commercial farm schools? After reviewing literature on rurality and language policy implementation in South Africa, the study articulated a broader contextual framework which is titled Rurality as a sense of place. This perspective captures the uniqueness of the context and facilitates a deep understanding of how rurality as a sense of place influences language preference and use. A further theoretical framework, namely the combined models of Stern (1983) and Sookrajh (1999), facilitate an understanding of rural community language preference and the implications for practice in the school environment. xiv To achieve the aims of the study, both quantitative and qualitative methods were used to collect data. A language preference and use survey questionnaire was conducted with respondents comprising parents, teachers and learners. Semi-structured interviews were conducted with selected teachers and principals and school governing body chairpersons. The findings were inter-related at the policy, community and school levels. The study identified patterns and problems of language use at different levels. At a community level, it focused on language profiles of parents teachers and learners; language use in private and public situations; attitudes towards public language policy and language choices in the language of teaching and learning as well as the use of mother-tongue and additional languages as subjects. At the school level, it focused on teacher and principals’ beliefs and understandings of the LiEP and implementation challenges being faced. The study found that while most respondents come from multilingual backgrounds, the use of African languages is confined to “home and hearth.” English and to a diminished extent, Afrikaans is still widely used in public interactions. At school level, there has been no significant change to school language policy developments. The subtractive model of language teaching where mother-tongue is used in the early grades and an abrupt transfer to English as the language of learning and teaching from grade four onwards continues to exist in three of the four schools. This situation is exacerbated by the fact that English is not widely used in the rural community and learners have no exposure to quality English language interactions. This study recommends a market-oriented approach to promoting African languages which effectively involves all stakeholders participating in concert to implement the multilingual policy. Since English remains the dominant language in South Africa and is viewed as the language of opportunity, the language of international communication, the language of economic power, and the language of science and technology, schools should promote education that uses learners’ home languages for learning, while at the same time providing access to quality English language teaching and learning.
School language change led by internal change agents : interrogating the sustainability of school language change initiatives.
(2009) Govender, Krishnen Mogamberry.; Sookrajh, Reshma.; Mbatha, Thabile Austaline.
Amid the dearth of implementation of South Africa’s post-apartheid Language-in-education policy which encourages multilingualism and recognizes the value of instruction in the home language of learners, internal change agents initiating language change in their schools were identified in a Human Sciences Research Council (HSRC) project on multilingual education. With limited policy support these change agents had sought ways of transforming language policy and practices at their schools to address the linguistic diversity of their learners. The initiative taken by these change agents to transform language policy and practice in their schools was the point of departure for the study. While the HSRC project focused broadly on the factors enabling and disabling multilingual education with a view to exploring strategies to encourage greater implementation of multilingual education, the study interrogated the work of the change agents with particular focus on the sustainability of their language change initiatives. The change agents were two school principals, a Level 1 educator (classroom practitioner) and a School Governing Body chairperson, operating in four public primary schools (one in each school) in KwaZulu-Natal. The experiences of sustaining school language change of these change agents were interrogated to elicit how and why they were able to sustain or not sustain the school language change that they had initiated in their schools. The insights drawn from this interrogation were used to deepen understanding of the process of school language change that encourages multilingual education. The data used in this study was gathered from in-depth interviews with the change agents and significant others (educators/school managers) in their schools, documentation (school language policies and notices to parents) and a Focus Group Discussion in which the change agents engaged in reflecting on their experiences of driving school language change and commenting on the process of sustaining school language change. The findings from the study revealed that all but two of the change agents were marginally successful in sustaining language change in their schools. The study revealed that school language change was a complex process involving the interplay of various factors and the existence of such factors enabled but did not guarantee the sustainability of school language change. The non-existence of some or any of the factors necessary for school language change thwarted the attempts of the change agents to sustain language change in their schools. Using the experiences of each of the change agents and the collective experience of all four change agents contextualized in qualitatively-oriented case study research and using features of grounded theory research to develop theory from case studies, the study developed a theoretical framework explicating the process of school language change led by internal agents of language change. It is suggested that the framework which seeks to deepen understanding of the complexities of the school language change process can be used as a guide to planning language change but cautions against using it as a blue print for school language change.
Processing heard versus transcribed English vocabulary in English second language (ESL) learners : a quasi-experimental study at a secondary school in KwaZulu-Natal.
(2009) Govender, Maanasa Devi.; Sookrajh, Reshma.; Balfour, Robert John.
At a technically biased secondary school in KwaZulu-Natal, teachers of Grade 12 English Second Language (ESL) learners, including myself, found it problematic to assess students' writing which is often fraught with spelling and grammar errors. This meant that these learners were disadvantaged because they were assessed with a lower score in comparison to students who edited their work and ensured that their writing was free from spelling and grammar errors. The aim of this study is to improve English vocabulary spelling of ESL learners by investigating the effectiveness of processing Heard English Vocabulary, in comparison to the Transcribed Vocabulary Training Programme (TVTP). This study is theoretically framed by the Cognitive Load Theory (2003), and employs a quasi-experimental approach as a methodology (Goodwin, 2005). It is a quasi-experiment because the sample was not randomly selected, as in a classic experiment. The sample consisted of 60 Grade 12 English Second Language (ESL) volunteers from a technically biased high school in Ethekwini, KwaZulu-Natal. Significant findings revealed first, that the comparative analysis of the Nonequivalent Control Group (NECG) in comparison to the Experimental Group (EG) was that the Transcribed Vocabulary Training Programme (TVTP) increased the 06-010 average scores for the EG by 36.3%, yet reduced the average time by 40 seconds; second, the visual and kinetic nature of transcription facilitates distinct pattern markings on the graphemic output lexicon; third, transcription also facilitates semantic processing, because meaning can be derived from context, and finally, there is a strong positive correlation between transcription and sustained attention, which implies that correct transcription depends on sustained attention. The findings in this research are compatible with the principles underpinning Sweller and Cooper's (1998) Cognitive Load Theory and Instructional Design. It is argued that if the instructional design uses more than one sense of perception, for example, auditory and visual, then the cognitive load on the working memory is decreased and the mental capacity (attention levels) is increased. When mental capacity is increased, the chances of retrieval are greater. It is also argued that time and training results in automatic processing, which decreases cognitive load, and increases mental capacity. Training also enhances performance, and reduces performance time. In this study, performance would mean written retrieval of English vocabulary. The findings also suggest that any ESL learner who attentively transcribes meaningful English vocabulary will successfully retrieve English vocabulary. The overall conclusion of this research is that instructional designers (for example, educators) have some control in increasing attention levels through synergizing the senses of perception at the encoding stage of the instructional design, and presenting meaningful data. The use of transcription as a 'hands on' instructional design in a quasi-experiment makes this an innovative project. This study began in March 2005 and was completed in July 2008.
An exploration into the pedagogy of teaching reading in selected foundation phase isiZulu home language classes in Umlazi schools.
(2011) Nkosi, Zinhle Primrose.; Buthelezi, Thabisile M.; Ndimande-Hlongwa, Nobuhle Purity.
The problem of poor reading levels among South African students is still prevalent at all levels of education. Attempts to eradicate the problem through various means, for example, Foundations for Learning Campaign, Readathon Campaign, National Strategy for Reading, and many more have been made, yet to date no observable improvements have been noted. The purpose of this study is to explore the teaching of reading in isiZulu home language classrooms. The study aimed to answer three research questions: (i) What do foundation phase teachers say about teaching reading in isiZulu home language classes? (ii) How do foundation phase teachers teach reading in isiZulu home languages classes?, and (iii) Why do foundation phase teachers teach reading in isiZulu home language classes in the way they do? The study is conducted at Umlazi, an African Township, where isiZulu is the language spoken in the community and is the language of learning and teaching in all foundation phase classrooms. The research sites are two schools, in the same area. The participants of the study are eight teachers, all mother tongue speakers of isiZulu. There are six teachers in one school, and two from the other school. The children taught are also speakers of isiZulu. The study is a qualitative case study, situated in the constructivist paradigm. Semi-structured interviews; observations as well as document analysis are used as data collection methods. The study uses qualitative methods for the analysis of data. Vygotsky’s (1978) social-constructivist theory is used as a theoretical framework, and a conceptual framework is also developed for data analysis. Eight themes emerge from the findings. The first theme; content taught, is found to focus on the teaching of sounds and words, taught in isolation. The second one; ways of teaching, seem to be the phonic and look and say methods, which are due to beliefs that teachers have about them. The third one; reading resources is seen to be lacking in both schools, and teachers are seen to rely on traditional resources for the teaching of reading. The fourth one; context in which reading is taught, appears to be not conducive to the children’s reading development. Fifth; assessment of reading; is indirect. This means that teachers use written tasks, and not reading activities to assess reading. The sixth; aims of reading; is found to be on writing accuracy and not on reading for comprehension. The seventh; teachers’ beliefs; are the reasons for teachers’ actions and sayings. The last one; teachers’ attitudes towards isiZulu, are found to be the most dominant predicament, as teachers themselves see isiZulu as a problem, and prefer English rather than isiZulu. Findings of the study indicate that, teachers are highly influenced by their beliefs, the aspect which impacts on the ways they teach reading in isiZulu home language classrooms. Secondly, teachers do not adequately encourage children to read in isiZulu because of their bias towards the English language. The third finding is the lack of resources for the teaching of reading in isiZulu home language. It is concluded that isiZulu home language learners in such schools are not able to read because the problem starts at a very elementary level, in the foundation phase, and the problem is carried over into their whole academic life. Inkinga yamazinga aphansi okufunda okubhaliwe kubafundi baseNingizimu Afrika yinto ekhungethe onke amazinga emfundo. Nakuba iminingi imizamo esizanyiwe ukulwa nale nkinga, kuze kube manje bekungakabi bikho mibiko ebika ubungcono. Lapha ngingabala imizamo yaseNingizimu-Afrika efana ne-Foundations for Learning Campaign, Readathon Campaign, National Strategy for Reading. Inhloso yalolu cwaningo ukubheka ukufundiswa kokufunda okubhaliwe olimini lwasekhaya lwesiZulu emabangeni aphansi. Ucwaningo luhlose ukuphendula imibuzongqangi emithathu elandelayo: (i) Othisha bamabanga aphansi bathini ngokufundisa ukufunda okubhaliwe emabangeni aphansi esiZulu njengolimi lwasekhaya? (ii) Othisha bamabanga aphansi bakufundisa kanjani ukufunda okubhaliwe emabangeni esibili nelesithathu emakilasini esiZulu njengolimi lwasekhaya? (iii) Kungani othisha bamabanga aphansi befundisa ukufunda okubhaliwe ngendlela abakwenza ngayo? Ucwaningo lwenziwe elokishini lama-Afrika laseMlazi, lapho isiZulu siwulimi olukhulunywa emphakathini, kanti nasezikoleni zamabanga aphansi kusetshenziswa sona njengolimi lokufundisa. Ucwaningo lwenziwe ezikoleni ezimbili ezisesigcemeni esisodwa. Bayisishiyagalombili othisha ababe yingxenye yocwaningo, bayisithupha kwesinye isikole, kanti kwesinye babili. Ucwaningo lulucwaningo lobunjalo besimo (qualitative case study), ngaphansi kwe-social constuctivist paradigm. Kusetshenziswa izingxoxo ezisakuhleleka (semi-structured interviews), ukubukela othisha befundisa (observations), kanye nendlela yokuhlaziya imibhalo njengezindlela zokuqoqa ulwazi locwaningo. Ucwaningo luphinde lusebenzise izindlela zocwaningo lobunjalo besimo ukuhlaziya ulwazi olutholakele. Kusetshenziswa insizakuhlaziya kaVygotsky (1978) njengohlaka lwenjulalwazi kanye nohlaka lwemicabango ukuhlaziya ulwazi olutholakele. Kugqama izindikimba eziyisishiyagalombili olwazini olutholakalayo. Kukhona emayelana nokufundiswayo lapho kufundiswa ukufunda okubhaliwe. Lapha kuvela ukuthi othisha bafundisa imisindo namagama nemisho emifushane, okufundiswa kuzihambela kodwa; ngamanye amazwi kungasukeli embhalweni. Enye imayelana nezindlela namasu okufundisa ukufunda okubhaliwe. Lapha kuvela ukuthi othisha bafundisa ngendlela yokufundisa ngemisindo, bayihlanganise nendlela yokubuka-usho (look-and–say method). Enye imayelana nezinsizakufundisa zokufunda okubhaliwe, okubonakala ziyindlala kuzo zombili izikole, kanti futhi ukusetshenziswa kwazo kuncikene nezinkolelo othisha abanazo. Enye imayelana nendawo okufundelwa kuyo ukufunda okubhaliwe, okutholakala kungagqugquzeli kangako ukuthuthuka kwengane ekufundeni imibhalo yesiZulu. Enye imayelana nokuhlolwa kokufundiswa kokufunda okubhaliwe. Lapha kuvela ukuthi ukuhlola kwenzeka ngendlela engaqondene nokufunda okubhaliwe, ngoba ukuhlola ukufunda okubhaliwe kwenzeka ngokuthi abafundi benze imisebenzi ebhalwayo, efana nesibizelo nokunye. Enye yezindikimba imayelana nenhloso yokufunda okubhaliwe. Lapha kubonakala ukufunda okubhaliwe kungenanhloso yokufunda ngokuqondisisa umbhalo ofundwayo, kodwa kunalokho kube ukubhala ngokucophelela, ‘ngendlela enembayo’ (writing accuracy). Enye indikimba imayelana nezinkolelo othisha abanazo ngokufundisa ukufunda okubhaliwe. Lokhu kubonakala kuyisona sizathu kwabakwenzayo nabakushoyo othisha ngokufundisa ukufunda okubhaliwe. Kanti enye imayelana nokuzenyeza kothisha ngolimi abalufundisayo lwesiZulu. Lapha othisha babonakala besibukela phansi isiZulu kodwa bencamela isiNgisi. Imiphumela yocwaningo ikhombisa ukuthi abakushoyo nabakwenzayo othisha kungenxa yezinkolelo abanamathele kuzo, okuyizona ezinomthelela ezindleleni abazisebenzisayo lapho befundisa ukufunda okubhaliwe. Okwesibili ukuthi othisha abazilekeleli ngokwanele izingane ukuba zithuthuke ekufundeni okubhaliwe olimini lwesiZulu, ngenxa yokuchema nesiNgisi. Okwesithathu ukuthi izinsizakufundisa zolimi lwesiZulu ziyindlala kuzo zombili izikole. Ngakho-ke ucwaningo lusonga ngokuthi kusho ukuthi abafundi bakulezi zikole banenkinga yokufunda okubhaliwe olimini lwesiZulu nje yingoba inkinga iqala emabangeni aphansi, besebancane, bakhule baqhubeke nayo impilo yabo yonke emfundweni.
Critiquing representation : the case of an academic literacy course in an engineering faculty in a South African university.
(2012) Bengesai, Annah Vimbai.; Mgqwashu, Emmanuel Mfanafuthi.
What does it mean to be academically literate? Responses to this question have led to an explosion of research in the field of applied linguistics, yet the diversity of definitions proposed in the literature for the concept of literacy per se indicate that it continues to defy consensus. Literacy, and specifically by extension academic literacy, must thus be recognised as a contested field, with different meanings for different people and inevitable tensions between those taking positions on or affected by its practical implications. Accepting its contested status, this study sought to explore student representations of academic literacy, academic staff representations of academic literacy and associated academic staff representations of students insofar as these touch on specific concerns of academic literacy in an engineering faculty. The purpose of this exploration was to determine how these representations permeate academic practice and inform pedagogical practice and attitudes to learning. This led to the research thesis, that dominant discourses produce certain practices which can lead to social exclusion/inclusion of students. Such a thesis, allows for an examination of institutional practices of teaching and learning. To do this, I employed a multidisciplinary approach drawn from applied linguistics, sociology and philosophy. Consequently, I drew on theories from James Paul Gee, Pierre Bourdieu, Basil Bernstein and Jean Lave and Etienne Wenger to understand the socio-cultural context where representation occurs. An understanding of these discourses and epistemologies also necessitated an approach that probed participants‘ versions of reality. Consequently, this research was premised within a Critical Realist ontology whose central tenet is the recognition of tripartite framework of reality. Within this framework, reality is comprised of the domains of the real, actual and the empirical. The domain of the empirical relates to perceptions of experiences, while the actual is concerned with events that produce these experiences. The real is the domain of generative mechanisms, which if activated, produce the events and experiences in the other domains. Data was collected to correspond to these domains, with critical focus on the analysis of underlying mechanisms which reproduce social reality. To establish how the real relates to the other domains, Fairclough‘s critical discourse analysis was adopted.
On making sense of science discourse : the role of the foundation programme in a South African University.
(2013) Padayachee, Vasanthie.; Mgqwashu, Emmanuel Mfanafuthi.
The BSc4 (Foundation) programme offered at the University of KwaZulu-Natal (UKZN) caters for students from disadvantaged educational backgrounds, with lower matriculation points, offering them the opportunity to pursue studies in science. The students in the BSc4 (Foundation) programme are registered for foundation modules in science, viz. biology, chemistry, mathematics and physics as well as an academic literacy course. It is in the context of these foundation modules in science within the BSc4 (Foundation) programme that this study is undertaken. This study explores the discipline-specific literacies that the BSc4 (Foundation) students require in order to learn science and to acquire science discourse. The study uses case study as a research design, the interpretive research paradigm and the qualitative research approach to analyse data obtained from multiple research instruments. Research findings reveal that with the change in student profile, module changes within the BSc4 (Foundation) programme were implemented. In light of these, the study explores factors such as the ‘articulation gap’ between school and university; and disadvantaged educational experiences. The findings also suggest that students experience challenges with the use of the language of science and the use of discipline-specific literacies in science in the modules offered in the BSc4 (Foundation) programme. However, there exists the scope for stronger engagement between the academics who teach the foundation modules in science and the academic literacy specialists to assist students in the acquisition of the discipline-specific literacies required to learn science and for science discourse.
Orion, Ram's-horn and Labyrinth : quest and creativity in Marlene van Niekerk's Triomf, Agaat and Memorandum.
(2014) Rossmann, Jean.; Stobie, Cheryl.
This study of Marlene Van Niekerk’s three novels, Triomf, Agaat, and Memorandum, explores the motifs of quest and creativity, and their association with the spiritual and numinous. Notions of self-creation, the imaginative re-creation of reality and the relationship between creativity, self-awakening and revelation are explored in an analysis of Van Niekerk’s novels. This thesis considers the encounter with alterity as a catalyst for undoing the boundaries of the self that leads to “profane illumination” and transformation. Van Niekerk’s characters confront alterity on numerous levels: their own abjection, death, the racial other, and the experience of alterity in artistic creation. It is worth noting that the characters who form the focus of this study – Mol, Treppie, Agaat, Milla, Jakkie and Wiid – are story-tellers and myth-makers, and that their creative use of symbol, myth and metaphor stimulate self-transformation. This study illuminates the relatively unexplored domain of the mystical and spiritual in Van Niekerk’s novels. This focus emerges within the context of a renewed interest in the spiritual within the humanities. Van Niekerk’s writing resonates with an integralist conception of spirituality that includes aesthetic experience, magic, and a sense of the sacred as embodied and demotic. The concern with immanence and non-dualism in Van Niekerk’s novels is typical of postmodern spirituality, and resonates with Friedrich Nietzsche’s writings on art and the Dionysian worldview. For Nietzsche art is spiritual, turning the individual into a creator and “transfigurer” of existence. Through the lens of Nietzsche’s writings on the artist-philsopher, I explore the motif of a spiritual-ethical and aesthetic quest toward a greater openness to alterity, to the world, and toward cosmic interconnectedness. Chapter One offers a reading of Triomf, focussing on the antithetical perspectives of Treppie and Mol, and their ontological quests. I explore Mol’s abjection in terms of Luce Irigaray’s writings on female mysticism, looking at Mol as a burlesque Mary/Martha figure. I explore Mol’s mystical quest, her compassion, and her affinity with alterity, which allows her to become the creator of her own cosmology. Conversely, I explore Treppie’s quest toward becoming an artist-philosopher. In the conclusion to this chapter I examine the implications of Treppie’s and Mol’s cosmic gaze and their different ontological outlooks.
Exploring literacy practices : a case study of a peri-urban primary school in the Pinetown District ; KwaZulu-Natal.
(2015) Ramdan, Shamitha.; Sheik, Ayub.
This research project specifically focused on understanding the literacy practices of three grade three educators in a peri-urban school, who are entrusted with the task of promoting and mediating literacy acquisition and development among the learners. In order to supplement the data from the educators, this study also investigated learner’s performance in literacy as well as various other aspects of the literacy environment which influenced the performance of the learners in literacy development. The selected research site was one peri-urban primary school in the Pinetown District, Phoenix Region in Kwa-Zulu Natal. This research has attempted to answer questions relevant to learners’ attitudes and experiences in the development of reading and writing practices, how educators develop reading and writing competencies at the school, what their reasons were for choosing certain approaches, how Government literacy policies were implemented in practice in the classroom and what assistance the educators received for developing literacy effectively. Within a case study approach, a mixed methods research design was used because data was collected through qualitative and quantitative methods in an interpretative paradigm. The findings revealed that while educators made use of a number of teaching methods and approaches to teach literacy in their classrooms, a socio-cultural approach to literacy was lacking. The results of this study call for a broadening of the definition of literacy, to one that acknowledges the socio-cultural background of all the learners in their care, to develop a literacy disposition that will prepare individuals adequately for a competitive and changing world. The results were also presented to highlight the gravity of other problems that educators had encountered in the sample school and in general in literacy teaching and implementation. Hopefully this project will serve as a catalyst for the sample school to review policies, amend curriculum changes and debate appropriate methods and approaches to promote effective literacy teaching and the actual implementation of reading and writing skills across the curriculum, while taking into account some of the suggestions offered in this study.
The experiences of teachers on the use of Shangani as the medium of instruction at three selected Chiredzi District schools in Zimbabwe.
(2016) Mhindu, Admire.; Nkosi, Zinhle Primrose.
The call for the use of the mother tongue in the education of children especially those at the elementary level has been a contentious issue since the 1953 UNESCO declaration on the use of the mother tongue as the medium of instruction. Several African governments are signatories to various declarations which advocate for MTE and Zimbabwe has come up with legislations on languages through the 2006 Education Amendment Act and the 2013 Constitution. However, I noted that no study so far has endeavoured to look into the experiences of teachers using African indigenous languages in general as mediums of instruction in Zimbabwe yet no change in the deployment system has been noted. The purpose of this study was to explore the experiences of teachers using Shangani as the medium of instruction at three selected Chiredzi District schools in Masvingo province of Zimbabwe. The study aimed at answering three research questions: 1. What are the experiences of teachers on the use of Shangani as the medium of instruction from three selected Chiredzi District Schools? 2. How are teachers affected by their experiences of teaching through the Shangani medium in three selected Chiredzi District Schools? 3. Why do teachers experience the use of Shangani as medium of instruction in Chiredzi District Schools the way they do? The study was conducted at three predominantly Shangani schools in Chiredzi District. 15 elementary level teachers at the three schools participated in the study. The study is a qualitative case study informed by the interpretivist paradigm. Observation, semi-structured and focus group interviews were used for data gathering. The study uses qualitative methods for data analysis. The study was informed by Phillipson’s Theory of Linguistic Imperialism as well as Gramsci’s Hegemony Theory. Six major themes emerged from the findings. The first theme; challenges facing Shona speaking teachers in the implementation of Shangani medium of instruction, indicates the Shona speaking teachers in the three schools lack proficiency in the Shangani Language. As a result they make mistakes when speaking the Shangani language which in turn causes pupils to laugh at them leading to their humiliation. The second one is on the Ministry of Primary and Secondary Education’s (MOPSE) lack of commitment towards the use of Shangani as the Medium of Instruction, revealing that teachers were not trained in Shangani and that MOPSE is not even making a follow up to the policy to ensure its implementation. The third theme is on the Ministry of Higher and Tertiary Education’s lack of commitment towards the use of Shangani as the MOI where findings reveal that colleges in the province have not yet started training teachers for the use of Shangani as the MOI. The fourth one is on shortage of teaching resources, which shows that the textbooks for the different content areas are still in the English Language, meaning that teachers have to translate content from English to Shangani and back to English because pupils are still examined in English. The fifth theme; the advantages of being proficient in Shangani, shows that the Shangani speaking teachers are better placed to implement the policy on the use of Shangani as the MOI as they can meaningfully communicate with their learners using the language. The sixth theme on negative attitudes of some administrators on the use of Shangani as MOI shows that these are impeding the implementation of the policy as teachers get discouraged from using Shangani by the negative comments that come especially from the administrators. Findings of this study are indicative of the fact that, the policy on the use of Shangani as the MOI is minimally implemented in the three schools; it is still a word of mouth owing to a variety of challenges. From these findings I concluded that, lack of political will to support Mother Tongue Education policies largely contributes to failure of such policies. The major recommendation is that African governments should begin to appreciate the diversity in humanity and come up with feasible policies that would see minority language children receiving instruction in their mother tongues especially at the elementary level.
Gender attitudes towards feminist literature : lecturers' and students' engagement with feminist literary texts at a university in Zimbabwe.
(2016) Chindedza, Winnet.; Sheik, Ayub.
The study reports on a qualitative study of the views of university lecturers and students on the feminist literary texts they engaged with at a selected university in Zimbabwe. Through the lenses of the feminist and critical paradigms, the thesis examined how university lecturers and students react to feminist ideologies that are observable in the feminist literary texts they engaged with vis-à-vis their patriarchal orientation. Their reactions to feminist ideologies were viewed from the reader response theory perspective. From a liberal feminist perspective, the study suggests the need to add more feminist literary texts in the selected university’s undergraduate English curriculum. The study utilised informal conversations, semi-structured interviews, observations and document analysis as methods of gathering data. The study found that lecturers’ and students’ views towards feminist literary texts were influenced by several factors which are: patriarchy and socialisation, consciousness, religion, generational cohorts and education. The study recommends that lecturers take into consideration the addition of more feminist literary texts in the university undergraduate English curriculum because these feminist literary texts address important gender issues that are topical in this generation of feminism.
Motivering by die leer van Afrikaans as tweedetaal (t2) en die bereidwilligheid om Afrikaans te praat : ’n gevallestudie by die skool vir opvoedkunde, Universiteit van KwaZulu-Natal.
(2017) Prinsloo, Loraine.; Alant, Jacob Willem.
Hierdie kwalitatiewe kritiese gevallestudie ondersoek en lewer verslag oor Afrikaans-tweedetaalonderwysstudente, wat ingeskryf het vir die module Afrikaans Kommunikasie 110 by die Skool vir Opvoedkunde aan die Universiteit van KwaZulu-Natal, se motivering om Afrikaans te leer en hulle bereidwilligheid om Afrikaans te praat. Die volgende twee sleutelnavorsingsvrae word behandel, naamlik: (a) Wat is onderwysstudente se persepsies van hulle motivering om Afrikaans te leer? en (b) Wat is onderwysstudente se persepsies van hulle bereidwilligheid om Afrikaans te praat? Die eerste doelwit is om te beskryf wat onderwysstudente se persepsies is van hulle motivering om Afrikaans te leer. Daar word op Dörnyei (1994) se raamwerk vir tweedetaal-motivering gesteun. By die tweede navorsingsvraag word die klem geplaas op die onderwysstudente se persepsies van hulle bereidwilligheid om Afrikaans te praat en word MacIntyre (1994) se bereidwilligheid om te kommunikeer (BOK)-model voorgehou. Die konteks van die leer van Afrikaans in ’n provinsie waar dit statisties as minderheidstaal gesien kan word, word deurgaans in ag geneem. By navorsingsvraag 1 het die data-insamelingsproses eerstens geïdentifiseer wat die onderskeie deelnemers se motiveringsvlakke is om Afrikaans te leer. Deelnemers het aan die begin van die semester ’n vraelys voltooi en een-tot-een opvolgonderhoude is met hulle gevoer. Vir navorsingsvraag 2 is ’n fokusgroep gekies. Opnames is gemaak van die fokusgroep se gesprekke in Afrikaans in verskillende kommunikatiewe situasies. Deelnemers is die geleentheid gegun om tydens die opvolgonderhoude oor hierdie interaksies te besin. Die data wat vir beide navorsingsvrae 1 en 2 ingesamel is, is in beheerbare eenhede opgebreek en gekodeer. ’n Lys van kernpersepsies is dienooreenkomstig opgestel. Met betrekking tot navorsingsvraag 1, het die data-ontleding gefokus op drie aspekte: die deelnemers se persepsies van hulle gevoelens oor Afrikaans, die deelnemers se persepsies van die leer van Afrikaans oor die algemeen, asook hul persepsies van die leer van Afrikaans op universiteit. Die studie het bevind dat deelnemers wat gemotiveerd was om Afrikaans op skool te leer, hoofsaaklik ook gemotiveerd is om Afrikaans op universiteit te leer. Hierdie motivering blyk meer ekstrinsiek te wees. Invloede sluit in persepsies van die kurrikulumvereistes, persepsies van die taal en gevoelens oor die leer van die taal. Die rol van die leerkrag in die klaskamer het in die deelnemers se persepsies van hulle motivering om Afrikaans te leer na vore getree. Vir navorsingsvraag 2 het die data-analise bepaal wat die deelnemers se persepsies is van hulle bereidwilligheid om Afrikaans oor die algemeen te praat en hul bereidwilligheid om Afrikaans in spesifieke kommunikatiewe situasies in die Afrikaans Kommunikasie 110-klas te praat. Die studie het bevind dat dié wat gemotiveerd is om Afrikaans op universiteit te leer, nie noodwendig ook bereidwillig is om Afrikaans in die klaskamer te praat nie. Hulle bereidwilligheid om Afrikaans in die klaskamer te praat, hang af van ’n reeks faktore. Hierdie faktore is veral situasioneel van aard en gaan gepaard met deelnemers se persepsies van hulle eie praatvermoë en die gespreksituasie, waarvan die onderwerp, die aantal gespreksgenote en hul bereidwilligheid om in Afrikaans te kommunikeer, deel vorm. Hierdie proefskrif dra by tot die diskoers oor onderwysstudente wat hulself as potensiële Afrikaansleerkragte sien en dié wat hulself nie in daardie professionele rol sien nie. Belangrike ooreenkomste en verskille tussen hierdie twee groepe se motivering om Afrikaans te leer en hulle bereidwilligheid om in Afrikaans te kommunikeer, het deur die bespreking van die twee navorsingsvrae op die voorgrond getree. Pedagogiese implikasies wat verband hou met studente se motivering om Afrikaans as tweedetaal te leer, en hulle bereidwilligheid om dit te praat in ’n provinsie waar hul blootstelling aan Afrikaans buite die klaskamer beperk is, is ook in ag geneem en bespreek.

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