A pilot case study of the relationship between the SMILE programme, the theories of learning, expression, memory and reading of Marcel Jousse and Outcomes Based Education.
| dc.contributor.advisor | Sienaert, Edgard Richard. | |
| dc.contributor.author | Kona, Vuyisa Nonelwa. | |
| dc.date.accessioned | 2011-08-10T13:37:28Z | |
| dc.date.available | 2011-08-10T13:37:28Z | |
| dc.date.created | 1998 | |
| dc.date.issued | 1998 | |
| dc.description | Thesis (M.A.)-University of Natal, 1998. | en_US |
| dc.description.abstract | Learning through a language other than one's own mother-tongue presents similar problems world-wide. In South Africa, the shift from mother-tongue tuition to learning through the medium of English at Grade 5 (approximately 10 years of age) has a highly problematic and contested history. This study addresses the problem with specific reference to the SMILE project, the theories of Marcel Jousse and Outcomes Based Education. In Chapter One, the study examines the context of learning and gives an indication of the extent of the problem. It introduces the SMILE and the theoretical and practical components of the study. Chapter 2 outlines the process used to collect data by means of: • A literature review • Interviews • Observations • Participant Workshops • Reports on Field Trips • An informal Survey Chapter 3 records the data gleaned from the process outlined in Chapter 2. Chapter 4 relates the data recorded in Chapter Three to the Theories of Marcel Jousse. In this way, the practice in the SMILE project is shown to relate the Theories of Learning, Expression, Memory and Reading of Marcel Jousse. Chapter 5 relates the data recorded in Chapter 3 to OBE Critical Outcomes and Underlying Principles which are required of all learning and teaching programmes accredited and assured by SAQA. I will conclude my study by highlighting and suggesting the following: • How SMILE has succeeded in their quest for enhancing English learning among non-mother tongue speakers. • How an evaluation of SMILE could assist in any learning situation and in furthering the needs of OBE. • How starting with the spoken word enhances learning • Compilation of stories from children for their reading books and how this impacts on their learning. • How theories of Marcel Jousse could be incorporated in learning situations • How use of dance, movement could be used as a primary means of learning. | en_US |
| dc.identifier.uri | http://hdl.handle.net/10413/3367 | |
| dc.language.iso | en | en_US |
| dc.subject | Jousse, Marcel, 1886-1961. | en_US |
| dc.subject | Literacy programmes--South Africa. | en_US |
| dc.subject | Competency-based education--South Africa. | en_US |
| dc.subject | English language--Study and teaching--South Africa. | en_US |
| dc.subject | English language--Study and teaching--Foreign speakers. | en_US |
| dc.subject | Theses--Orality-literacy studies. | en_US |
| dc.subject | Second language acquisition. | en_US |
| dc.subject | Blacks--Education--KwaZulu-Natal. | en_US |
| dc.title | A pilot case study of the relationship between the SMILE programme, the theories of learning, expression, memory and reading of Marcel Jousse and Outcomes Based Education. | en_US |
| dc.type | Thesis | en_US |