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Browsing by Author "Le Cordeur, Michael "

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Afrikaans as medium of instruction within a transformed higher education system in South Africa with special reference to Stellenbosch University
(Oxford University Press, 2013) Le Cordeur, Michael
A key element in curriculum delivery is how knowledge is conceived, constructed and transmitted. It could be argued therefore, that the language by which the curriculum is transmitted is at the heart of the curriculum process. This is evident in the changing landscape of the South African higher education system. It has been a major concern that large numbers of students are academically unsuccessful. This has especially been the case at Stellenbosch University (where I teach) where the percentage of black students compares unfavourably with that of other South African universities. This is in spite of the Language Policy for Higher Education which stipulates that language should not act as a barrier for access to universities. The role of language is therefore critical to higher education as it impacts on access and success, and affirms diversity, while the right of students to “instruction in the language of their choice, where it is reasonably practicable” is afforded by the Constitution (RSA 1996). In this paper I will reflect on language policies of four historically Afrikaans South African universities. Research suggests that there is a strong correlation between mother-tongue instruction and success in academic performance (Heugh, 1999; Webb,2010). Yet, in most South African universities, English is the default language of instruction whilst Afrikaans as a language of higher education is increasingly coming under pressure. I will argue that this is a basis for unfair discrimination, as many students are not first-language English speakers and that South African universities need to manage language diversity in a functional manner.
Die bevordering van lees met behulp van media-onderrigstrategiee vir Afrikaans (graad 7) : 'n gevallestudie
(Stellenbosch : Stellenbosch University, 2004-03) Le Cordeur, Michael ; Menkveld, H.; Ridge, E.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies
ENGLISH ABSTRACT: This study involves a qualitative and quantitative investigation into the promotion of reading by means media reading instructional strategies to Afrikaans grade 7 learners at one school. The research methodology used is a case study supported by a literature study. The aim of this study is five-fold. Firstly, based on the literature study, the study sets out to establish a theoretical framework for reading at school. This is related to three problem areas: poor reading comprehension, limited fluency in reading, and a negative attitude to reading. Underlying assumptions are that reading problems occur even in learners with above-average intellectual ability and that many learners cannot function optimally in society because they are poor readers. Instructional models and different approaches to teaching reading are explored. This study questions the efficacy of traditional approaches to reading instruction and makes a strong case for a balanced approach in which both topdown and bottom-up approaches are integrated in an interactive approach. Secondly, drawing on the literature survey the study provides a theoretical framework for using the media and technology in developing and improving reading. The role of visual literacy in the development of reading is also examined. It seems that learners have a strong interest in the media as well as technological aids so educators who have access to these should use them in the classroom. Thirdly, the study sets out to design media reading instructional strategies based on learners' interest in mass media, as well as technological aids. This is so that learners can be empowered with strategies that will enable them to successfully address their reading problems. The use of media reading instructional strategies is applied as an alternative to the traditional approach to reading instruction. The case study explores the use of media reading instructional strategies developed for grade 7 learners studying Afrikaans as a primary language and the extent to which this is successful. The learners are exposed to an instructional reading programme consisting of media reading strategies (designed by the researcher) for a period of 16 weeks. Data generation comprises individual diagnostic reading tests for learners, interviews with educators and learners and questionnaires administered to educators and learners. The literature study provides evidence that poor readers do not necessarily lack the intellectual ability to make sense of what they read or to read independently. Results from the case study support the findings that these learners have the ability to learn a variety of reading strategies which help them to apply the reading skills that enable them to read successfully. Although the learners in the experimental group still experienced problems with comprehension, they had made significant gains in reading fluency and developed a more positive attitude towards reading. The main conclusion is that interactive media reading instructional activities can make a meaningful contribution to learners with reading problems. According to the findings of this study, learners are more likely to read successfully and follow a successful academic career if their problems are diagnosed early and they receive the necessary help and support.
Die bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 in Afrikaanse skole
(SA Akademie vir Wetenskap en Kuns, 2013-09) Basson, Maylene; Le Cordeur, Michael
Results of the Annual National Assessment tests indicate that only 28% of all learners in South Africa performed at an internationallly acceptable level. The situation is compounded by Xhosa parents exercising their democratic right by enrolling their children in English or Afrikaans medium schools. The purpose of this study was to develop a literacy intervention programme to improve the vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans classes. Secondly, the study aimed to determine whether the implementation of the literacy intervention programme will lead to the improvement of the vocabulary and reading comprehension of isiXhosa learners. The research methods employed were a literature review supported by an empirical investigation that included pre- and post-tests with learners and interviews with educators. A mixed method research design was used. The theoretical basis of the study is Piaget’s theory of cognitive development as well as Vygotsky’s social interactive language acquisition theory. Three theories of second language acquisition were explored. They are the communicative approach, shared reading and the schema-theory. Research has been conducted at a previously disenfranchised primary school in Stellenbosch. Twenty isiXhosa mother tongue speakers in grades 4 to 6 Afrikaans classes at this school took part in the study. Second language acquisition is multifaceted and draws from a number of disciplines (Eisenchlas 2009). Large numbers of learners from lower-income homes experience delays in vocabulary and reading comprehension (Pollard-Durodola, Gonzalez, Simmons, Kwok, Taylor & Davis 2011). Emotional experiences in the classroom determine how motivated learners will be to participate in the learning process. It is therefore essential that educators assist learners to develop self confidence (Linnenbrink & Pintrich 2000). The intervention program was conducted once a week for six months during the Afrikaans period. Skills prescribed in the home language curriculum were included in the intervention program. They are (i) listening and speaking and (ii) reading and viewing. The results of the study indicate that the implementation of the literacy intervention programme led to the improvement of the learners’ vocabulary and reading comprehension. The interviews verified the results of the standardised tests. The study concludes that some isiXhosa speaking parents choose to enroll their children at Afrikaans medium schools, because they are of the opinion that higher standards exist in these schools. They are, however, unaware of the important role that mother tongue education plays in learner achievement. Secondly, teacher training does not equip educators with the skills of language acquisition, thus they are unable to support these learners (O’Connor & Geiger; Hooijer & Fourie 2009). The study therefore recommends that educators be equipped with skills and knowledge to deal with language diversity. A second recommendation is that the value of mother tongue education be communicated to isiXhosa speaking parents in order to convince them of the value thereof.
Constantly weighing the pig will not make it grow : do teachers teach assessment tests or the curriculum?
(University of the Free State, 2014) Le Cordeur, Michael
For a number of years now, South Africa, like many other countries, has been debating a major paradigm shift in education, a shift from learning and teaching, which focused primarily on content to learning and teaching focused on outcomes. One of the most dramatic trends in education over the last decade has been the shift towards the use of assessment-based criteria, as opposed to assessment tests based on marks, scores and data. However, as Jordaan (2010) quite rightly points out, assessment is an integral part of teaching and learning, not just a means of monitoring or auditing learners’ performance. Assessment is much more than just measuring learning outcomes: it is an instrument to improve teaching, the curriculum and conditions for learners’ learning. The question is why the negativity about testing if assessment is associated with effective teaching. Since South Africa became a democratic country, it has been struggling with low levels of literacy. Poor performance of South African learners in basic literacy in national and international tests has moved the Department of Basic Education (DoBE) since 2010 to place more emphasis on systemic tests as a way of securing an improvement in learner performance. However, many researchers have blamed the emphasis placed on standardised tests for the poor state of our education system. More and more voices are going up for improved teacher development and more support to teachers and learners. In this article, I shall argue that too much emphasis is placed on standardized tests, and not much is being done to develop teachers in providing a balanced teaching and learning experience to learners. I shall indicate that the continual testing of learners’ performance in literacy through systemic and standardised tests has not led to improved reading ability, but has in fact contributed to a decline in learners’ creativity, innovation and independent thinking, and the skills needed to leapfrog this country into the 21st century. These tests emphasised the skills involved in taking multiple-choice tests over those of researching, analysing, experimenting and writing, the tools that students will more likely need to be great thinkers, excellent university students and valued employees. I will argue that today’s children spend too much time preparing for tests and this has come at the expense of a broader education in other subjects. Drilling pupils to pass tests does not help their longer-term learning and results in a narrower curriculum, poorer standards of teaching and lower quality of education. The point I want to make is that teachers have learnt very fast how to coach for the tests, which led to inflated results. Thus, while test scores have risen, educational standards might actually have declined. Therefore, rather than adding new measurements of progress, schools need to move away from data and towards a more holistic approach to assessing educational quality. I shall also argue that we must assess students’ work throughout the year by means of portfolios, rather than by means of a narrow snapshot of learning measured on one test day. As Jordaan (2010) puts it, we need to ensure that learning is not simply assessment-driven. Students are highly intelligent people; if we confront them with a game where learning is linked to a rigid and monotonous diet of assessment, they will learn according to the rules of that game. To improve their learning, we need to improve our game.
Effektiewe ondersteuning aan Xhosa-moedertaalsprekers in Afrikaansmediumklasse
(Stellenbosch University, 2014) Basson, Maylene; Le Cordeur, Michael
Die koms van demokrasie in 1994 en die aanvaarding van Suid-Afrika se Grondwet in 1996 (RSA, 1996), waarin die reg van elkeen om onderrig in die amptelike taal van sy/haar keuse te ontvang, verskans is, het nuwe uitdagings aan opvoeders gestel. Volgens hierdie Grondwet het elkeen die reg om onderrig in enige van die amptelike tale in publieke skole te ontvang. Sommige Xhosa-sprekende ouers oefen hierdie reg uit deur hulle kinders in Afrikaansmediumskole te plaas. Hulle is van mening dat dit vir hulle kinders beter geleenthede in die toekoms sal bied. Resultate van die Jaarlikse Nasionale Assesseringstoetse (ANA’s) toon dat daar 'n toename van Xhosa-moedertaalsprekers in Afrikaansmediumskole is wat nie hulle volle potensiaal ontwikkel nie as gevolg van die feit dat hulle min of geen Afrikaans magtig is. Dit is dus belangrik dat opvoeders[i] toegerus word met die nodige vaardighede om leerders met diverse agtergronde en moedertale te ondersteun. In die lig hiervan is hierdie ondersoek onderneem met die doel om 'n geletterdheids-intervensieprogram te ontwikkel om die woordeskat en leesbegrip van Xhosa-moedertaalsprekers in graad 4 tot 6-Afrikaansmediumklasse te bevorder. Die resultate van die ondersoek dui aan dat die implementering van die geletterdheidsintervensieprogram tot 'n verbetering in die Xhosa-moedertaalsprekers wat by hierdie studie betrek is, se woordeskat en leesbegrip in Afrikaans kan lei.
From 0 to 100% – How Raithby Primary turned their literacy performance around
(Bioinfo Publications, 2010) Le Cordeur, Michael
Recent literacy results show that only 44% of all Grade 3 learners in the Stellenbosch district, and just over 50% of all Grade 3 learners in the Western Cape, performed at an appropriate level (WCED, 2009c). According to education specialists, the problem starts in the Foundation Phase, during which learners fail to acquire the basic skills in literacy (Heugh, pers. comm.; Webb, pers. comm.). This article reflects on how a previously disadvantaged school turned around its performance in literacy by changing both its style and attitude towards teaching reading, after the circuit manager concerned decided to intervene at the school. In this article, I will argue that low levels of literacy call for a change of attitude and strategy, and the execution thereof, which should reach deep into the instructional practices of reading teachers,1 who tend, it is believed, to rely mainly on their use of the traditional approach. This approach suggests that learners are passive decoders of graphic-phonetic systems, and that they need to learn letters (sounds) first, before they can read words (Alderson, 2000). As opposed to the traditional bottom-up or top-down approaches, an interactive approach is recommended. The framework for the teaching and assessment of Grade 3 learners at Raithby Primary, in terms of the interactive approach over a period of three years, is described. The literacy results obtained by the learners over this period show that, with the interactive approach, the reading ability of learners could improve, provided that the teachers adopt a positive attitude towards the teaching of reading.
Hemisferiese integrasie en die rolprent Fiela se kind as onderrigstrategie om lees te bevorder
(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2010-09) Le Cordeur, Michael
AFRIKAANSE OPSOMMING: Alhoewel die twee hemisfere van die menslike brein identies voorkom, toon navorsing dat elke hemisfeer oor gespesialiseerde funksies beskik. Die linkerhemisfeer is hoofsaaklik gespesialiseer om verbale kognitiewe vaardighede (bv. lees) te fasiliteer. Die regterhemisfeer is weer vir visuele en ruimtelike vaardighede gespesialiseer. Alhoewel die twee hemisfere elk gespesialiseerde funksies verrig, is die menslike brein altyd intak; dit wil sê die brein word optimaal benut as die twee hemisfere geïntegreerd funksioneer. By die onderrig van lees is dit dus belangrik dat ’n strategie wat integrasie tussen die twee hemisfere bewerkstellig en oordrag van begrip vergemaklik, nagestreef word. Uit die literatuurstudie blyk dit dat die gebruik van media soos rolprente tot hierdie integrasie kan bydra. In hierdie studie is die leesprobleme by graad 7-leerders (die ondersoekgroep) van een spesifi eke skool ondersoek deur middel van ’n gevallestudie ondersteun deur ’n literatuurstudie. Eerstens het die literatuurondersoek ’n teoretiese begronding van lees verskaf. Dit het twee problematiese aspekte van lees ingesluit, naamlik gebrekkige leesbegrip en gebrekkige leesvlotheid. Tweedens is katalisators wat lees kan bevorder, naamlik die media, verken. As deel van die ondersoek is leesonderrigstrategieë ontwerp, gegrond op leerders se belangstelling in die media. Daarna is dit by die ondersoekgroep geïmplementeer om die sukses daarvan te bepaal. Uit die resultate blyk dit dat hemisferiese integrasie die leesvermoë van leerders in die ondersoekgroep kan verbeter mits daar betyds aan die leerders se leesprobleme aandag geskenk word. Die studie bevraagteken die doeltreffendheid van tradisionele leesonderrig en stel as alternatief ’n benadering geskoei op die beginsel van hemisferiese integrasie en gegrond op die media voor.
Die integrasie van stelwerk- en letterkunde-onderrig met toespitsing op die media
(Stellenbosch : Stellenbosch University, 1991) Le Cordeur, Michael ; Smuts, R.; Carl, A. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: This study aims at contributing towards the improvement of teaching, in secondary schools, of written composition and literature in Afrikaans as a first language. · For this purpose, an outline of the relevant literature is presented. It is evident that the teaching of Afrikaans is not entirely sound. As simple solution does not exist; however, this study is an attempt to improve the present situation by focussing on integrated teaching and on the implementation of the media. Technological development puts the media within reach of more people each day. Pupils spend a great deal of time watching television, films and videos; or listening to the radio, records and cassettes. They read newspapers and magazines. This study maintains that the media should therefore be utilized to advance the teaching of Afrikaans, as all communicative skills will then improve in particular reading and writing. An integrative approach to teaching is widely recognised as the ideal. Neuropsychological research has shown that the human brain functions optimally when teaching is integrated. Ideally, in regard to the teaching of a language, composition writing and literature study should merge. The current South African curriculum does not as yet place enough emphasis on this aspect. This study concludes that there is a need for integrated teaching to be introduced into the curriculum for Afrikaans as first language. A second conclusion is that the media, which can serve as device for blending written composition and literature teaching, is not yet exploited effectively. Pupils display an ardent interest in the media and it follows that the media should be used intentionally and as a prominent component of the teaching programme. An integrated teaching programme, which focusses on the media, is proposed in this study. Practical suggestions are made in this regard, proving that the media can serve as crucial point of integration for the teaching of written composition and literature.
Die interaktiewe leesbenadering : 'n alternatief vir tradisionele maniere van leesonderrig
(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2010-03) Le Cordeur, Michael
AFRIKAANSE OPSOMMING: Volgens onlangse verslae het minder as 10% van alle graad 6-leerders in Suid-Afrika wat die geletterdheidstoetse afgelê het, op ’n internasionaal aanvaarbare vlak presteer (WCED 2009). Kenners is van mening dat hierdie resultate daarop dui dat ons nie gehalte-onderwys in ons skole toepas nie (Bloch 2009). Volgens navorsers begin die probleem in die grondslagfase waar leerders nie die nodige vaardighede van geletterdheid baasraak nie (Jansen 2008; Yeld 2009). In hierdie artikel word gefokus op een van die moontlike oorsake vir die agteruitgang van geletterdheid in Suid-Afrika ten spyte van die Onderwysdepartement se talle pogings om die situasie te verbeter: die wyse waarop onderwysers1 lees onderrig. Daar sal gevolglik gefokus word op onderwysers se metodiek in leesonderrig aangesien daar rede is om te glo dat die tradisionele manier van leesonderrig steeds in die meeste skole geld. Die artikel sal van die standpunt uitgaan dat onderwysers hul denke oor leesonderrig sal moet verander. ’n Raamwerk vir die onderrig van lees volgens die skema-teorie-model asook die rol van die onderwyser daarin word beskryf. Ditword gevolg deur ’n bespreking van die tradisionele manier van leesonderrig volgens die bottomup en top-down- benaderings. As alternatief vir die tradisionele bottom-up of top-down-benaderings word die interaktiewe benadering voorgestel, asook hoe dit onderrig en assesseer moet word. Die skrywer kom tot die slotsom dat met behulp van die interaktiewe model ons wel die prestasie van sukkelende lesers kan verbeter (Albright & Luke 2008).
Intermediate phase mathematics teachers' proficiency in the language of learning and teaching : the Eastern Cape province
(Stellenbosch University, 2019) Tshuma, Lindiwe; Le Cordeur, Michael
The South African Language in Education Policy (LiEP) stipulates the use of English or Afrikaans as a language of instruction in the upper primary school, after mother-tongue instruction in the lower primary school. Educational research confirms that English is used as the official Language of Learning and Teaching (LoLT) by 90% of the learners in public schools in the country. These learners are multilingual, thus, they are also English Language Learners (ELLs). The aim of the article is to analyse the Eastern Cape Department of Education (ECDoE) Intermediate Phase (IP) mathematics teachers’ language proficiency in English, the prescribed LoLT. This article is generally informed by Cummins’s work and particularly informed by the socio-–psycho-linguistics theory. A standardised teacher English language proficiency assessment piloted in five South African universities was administered on 55 Intermediate Phase (IP) mathematics teachers purposefully selected from 16 education districts in the ECDoE. Data were quantitatively and qualitatively analysed. Results show that teachers’ language ability in English, is very low and the IP teachers who are not proficient in the language of instruction are likely to compromise the quality of mathematics instruction. Since study participants are qualified practicing teachers, this article concludes that the onus is on teacher education institutions to linguistically prepare IP mathematics teachers adequately.
Is Language a Barrier in Curriculum Delivery in South African Universities?
(2012) Le Cordeur, Michael
Die kwessie van Kaaps : Afrikaansonderrig op skool benodig 'n meer inklusiewe benadering
(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2015-12) Le Cordeur, Michael
Dit word wêreldwyd aanvaar dat moedertaalonderrig die beste resultate lewer. As dit waar is van Afrikaans, Engels, en ons inheemse tale, dan geld dieselfde argument ook vir Kaaps, die moedertaal van etlike miljoene sprekers. Die navorsingsvraag is of Kaaps in die skoolkurrikulum verreken moet word in die skole waar die leerders hoofsaaklik Kaaps as huistaal het, en indien wel, hoe moet dit geskied? Die metodologie behels ’n blik op die geskiedenis en huidige status van Kaaps; of daar ruimte is vir Kaaps binne die doelwitte van die KABV; die invloed van Kaaps op sy sprekers se persepsie van hul identiteit; die spanning tussen Kaaps en Standaardafrikaans te midde van die herstandaardiseringsproses; en tot watter mate Kaaps in Suid-Afrikaanse skole tot sy reg kom. Die studie bevind dat leerders wat met Kaaps grootword, benadeel word. Die studie beveel dus aan dat Afrikaansonderrig op skool ’n meer inklusiewe benadering moet volg, wat aan Kaaps sy regmatige plek in die kurrikulum sal gee.
Leesbegripprobleme van niemoedertaalsprekers in Afrikaanshuistaalklasse : moontlike oplossingstrategieë
(LitNet, 2018) Basson, Maylene; Le Cordeur, Michael
ENGLISH ABSTRACT: The Constitution of South Africa and the Language in Education Policy (LiEP) promulgated in 1998 both recognise the equal status of 11 official languages in South Africa. The aim of the LiEP is to ensure meaningful access to education for all learners. Parents of non-mother-tongue speaking children exercise their democratic right by enrolling their children in Afrikaans- or English-medium schools, because they believe education in Afrikaans- or English-medium will give them an advantage in the future. Consequently, teachers in South Africa are challenged by the presence of diverse languages and cultures in their classes, which poses unique challenges in the classroom. Epistemological issues relevant to teaching pedagogies are not emphasised sufficiently during in-service teacher training. The ability of teachers to develop new knowledge as well as thinking about and finding new solutions has therefore been inhibited. It is important that teachers realise the implications that epistemological issues have for reading comprehension skills. This includes the education of non-mother-tongue speakers in Afrikaans Home Language classes. Teacher development has not incorporated knowledge of the relationship between language and cognition, or strategies for promoting reading comprehension in a non-mother-tongue environment. This article reports on a study which investigated and addressed the professional development needs of teachers to improve their pedagogies regarding the reading comprehension of non-mother-tongue speakers in Afrikaans-medium classes. A professional development programme was designed and implemented based on collected data. The investigation was undertaken against the background of the poor overall achievement of pupils in the national systemic evaluations and international assessment studies, which is currently a cause of great concern. Teachers have indicated that they feel frustrated and overwhelmed, because they do not have adequate knowledge to support non-mother-tongue speakers in their classes. Therefore, they have expressed the need for professional development to assist them to improve their pedagogical content knowledge (PCK) in this regard. One of the learning theories underpinning the National Curriculum Statement (NCS) is socio-constructivism. Implications of socio-constructivism for teachers are that they should not only provide an environment within which pupils can discover and explore on their own, but that the teachers should also consider themselves to be active participants with their pupils by learning from them, giving information, reminders and encouragement. However, the continued dichotomising of teacher-centred and learner-centred pedagogies is not helpful for improving the quality of teaching, because teachers continue to practise both approaches. Teacher trainers should therefore keep this in mind when planning professional development activities. This should take place through discussion, problem-solving, exploration of different reading and comprehension strategies and their implementation. This enables teachers to construct their own knowledge, establishing them as independent learners. Action research as part of a mixed-method approach was the chosen design for this study. Empirical data was generated by two cycles of this action research study. In this way, research questions could be explored without the constraints of using only one research method. During the first cycle the problems that lead to the poor performance of non-mother-tongue speakers in primary schools in South Africa were investigated. This investigation included a literature review of the status of literacy in South Africa, the causes of poor comprehension skills of non-mother-tongue speakers, and the processes of reading and reading comprehension. This was followed by a questionnaire to gather quantitative and qualitative data on the professional development needs of in-service teachers. Data gathered from the literature study as well as the questionnaires was used to design a professional development programme to expand the existing pedagogical repertoire of in-service teachers so that they are better able to support the reading comprehension of non-mother-tongue speakers in their Intermediate Phase Afrikaans classes. During cycle two a professional development programme was implemented to address the identified professional development needs of the teachers, which included the following: understanding action research, practising reflective thinking, deepening their knowledge of the process of reading by discussing the different reading models and their respective advantages and disadvantages, reading strategies, reading comprehension strategies, and lastly strategies to enhance vocabulary. After completing this programme the teachers implemented the new pedagogies in their classes. The participating teachers recorded their experiences in journals, which produced valuable qualitative data regarding the classroom implementation process. Furthermore, classroom observations were conducted by the researchers to determine whether the teachers were able to implement the pedagogies acquired during the professional development sessions. Additional data was obtained by conducting semi-structured interviews. The qualitative data was coded and grouped into categories by using the research questions, questionnaires, interview schedules and observation schedules as guidelines. Data collected from these data sources was analysed and discussed and then compared in what is called side-by-side comparison. Quantitative data was analysed by the Centre for Statistical Analysis (CSA) of the University of Stellenbosch by using the McNemar Chi-square test as well as the mixed-model repeated measures “analysis of variance” (ANOVAs). Findings before commencement of the professional development programme indicated that the majority of the respondents had received no professional development on reading models and reading strategies, nor on comprehension strategies to enhance the reading and comprehension skills of the non-mother-tongue speakers in their Afrikaans-medium classes. Furthermore, 84% of the respondents indicated that they do not explicitly teach comprehension strategies. The study indicated that the professional development programme may have had a positive influence on the PCK of the participating teachers regarding reading models and strategies as well as comprehension strategies. Similarly, the programme may have resulted in increased implementation of these strategies in their classes, as indicated by the 92% of participants who explicitly taught comprehension strategies after the conclusion of the professional development programme. The results show that the participants’ implementation of action research may have contributed to effective application of reading and reading comprehension strategies. The responsibility to ensure that pre- and in-service teachers receive professional development, which should include the appropriate methodologies and strategies to adequately support the literacy skills of non-mother-tongue speakers, lies with universities and the Department of Basic Education. The study, its findings and recommendations can therefore be used as a resource for the development of training programmes to improve teacher PCK regarding the enhancement of the reading comprehension of non-mother-tongue speakers.
Moedertaalgebaseerde tweetalige onderwys :’n moontlike oplossing vir Suid-Afrika se geletterdheids- en syfervaardigheidsprobleme
(LitNet Academic, 2011-12) Le Cordeur, Michael
OPSOMMING: Sistemiese evaluering en grondlyn-assessering van geletterdheid en syfervaardigheid vir graad 3 en graad 6 wat deur die Departement van Basiese Onderwys (DvBO) onderneem is, toon dat leerders in Suid-Afrika se geletterdheid en syfervaardigheid veel laer is as wat nodig is om hulle doeltreffend te laat leer en ontwikkel. Volgens die uitslae van die sistemiese evaluering het slegs nege persent van alle leerders in graad 3 en graad 6 die vereiste 50 persent behaal in die toetse wat in Februarie 2011 geskryf is. Kenners meen die probleem begin in die grondslagfase, waar leerders nie die basiese vaardighede bemeester nie, omdat baie min kinders onderrig in hul moedertaal ontvang. Dit het ’n groot uitwerking op leerders se vermoë om te leer lees en reken. Hierdie artikel ondersoek eerstens die waarde van moedertaalonderrig vir leerderprestasie teen die agtergrond van die lae vlak van geletterdheid en syfervaardigheid. Tweedens word die moontlikheid van moedertaalgebaseerde tweetalige onderwys (MTGTO) ondersoek as oplossing vir Suid-Afrika se lae geletterdheids- en syfervaardigheidsvlakke. Daar word kortliks gefokus op die waarde van Afrikatale vir geletterdheid en syfervaardigheid in die lig daarvan dat min vordering gemaak is om die status van dié tale te bevorder. Daarna volg ’n oorsig oor die huidige taal-in-onderwys-beleid (TiOB) en die tekortkominge daarvan wat bygedra het tot die hersiening van die Uitkomsgebaseerde Onderrig- (UGO-) skoolkurrikulum(wat nou vervang gaan word met CAPS). Dan volg ’n bespreking van die terugvoering op ’n vraelys wat deur ’n aantal kenners op die gebied van taalbeleid en -onderrig voltooi is. Op grond van die uitkomste van die empiriese ondersoek, en ondersteun deur die literatuurstudie, word MTGTO voorgestel as ’n moontlike oplossing vir die huidige lae vlakke van geletterdheid en syfervaardigheid.
Die onderrig van letterkunde in die verdere onderwys- en opleidingfase binne die raamwerk van die kurrikulum- en assesseringsbeleidsverklaring
(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2019) Schultz, Annine; Le Cordeur, Michael
Letterkunde speel ’n noodsaaklike rol in sowel die kurrikulum as die ontwikkeling van leerders as wêreldburgers. Suid-Afrika is ’n uiters diverse land en dit is ’n moeilike taak om ’n letterkundekurrikulum te skep wat aan almal se behoeftes voldoen. ’n Probleem wat dikwels voorkom, is dat die sosiale konteks van die voorgeskrewe werke nie noodwendig in lyn is met dié van alle leerders nie en daarom word sommige leerders uitgesluit en akademies benadeel. Met hierdie ondersoek het ons probeer vasstel of daar ’n groot genoeg verskeidenheid sosiale kontekste in die voorgeskrewe werke aangespreek word om alle leerders in die Verdere Onderwys en Opleiding-fase (VOO) te akkommodeer, sowel as die moontlike verbeteringe wat aangebring kan word. Daar is van kwalitatiewe sowel as kwantitatiewe data-insamelingsmetodes in die vorm van vraelyste en onderhoudvoering gebruik gemaak. Die deelnemers het bestaan uit drie Afrikaans Huistaal VOO-fase onderwysers van verskillende sosiale kontekste asook studente in hul vierde jaar wat die Nagraadse Onderwyssertifikaat (NOS) volg. Vraelyste is aan die NOS-studente uitgedeel en onderhoude is met ŉ deursnit van hierdie studente gevoer. Die meerderheid deelnemers was tevrede met die letterkunde-kurrikulum en is van mening dat die probleem eerder by die lys voorgeskrewe werke lê. Dit wil voorkom asof die poësie-afdeling voorsiening maak vir die meerderheid leerders, maar by die prosawerke word erge probleme ervaar. Daar is bevind dat die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) te voorskriftelik is, dat daar te veel assesserings plaasvind en dat die handboeke nie versoenbaar is met die kurrikulum nie. Indien die aanbevelings in hierdie artikel geïmplementeer sou word, sou die KABV beduidend verbeter kon word.
Opvoeders se perspektiewe rakende die gebruik van die leesperiode en skoolbiblioteke in geselekteerde skole in die Noord-Kaap
(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2014-12) Newman, Linda; Le Cordeur, Michael
AFRIKAANSE OPSOMMING: Alhoewel lees 'n noodsaaklike vaardigheid is, dui navorsing daarop dat leesprobleme ernstige afmetings aanneem in Suid-Afrika. Om die leesvermoens van leerders te verbeter, het die Noord-Kaapse Onderwysdepartement (NKOD) . verpligte leesperiode ingestel om lees tot sy reg te laat kom. Hierdie artikel beskryf die studie wat ondersoek instel na die gebruik van die leesperiode en die skoolbiblioteek. Daar is van die navorsingshipotese uitgegaan dat opvoeders leerders nie genoeg blootstelling aan lees gee nie en dus nie ’n leeskultuur by leerders kweek nie omdat hulle die leesperiode en die biblioteek as hulpbron ignoreer. Data is versamel by twee geselekteerde hoërskole in die Namakwa-distrik met behulp van vraelyste en fokusgroeponderhoude met die graad 8- en 9-opvoeders. Die studie bevestig die navorsingsvraag dat die leesperiode nie geïmplementeer word nie en dat die skoolbiblioteek as ŉ bron vir die bevordering van die geletterdheidsvlakke van die leerders, onderbenut word.
Professionele ontwikkeling vir Afrikaans huistaal-onderwysers ter bevordering van leesbegrip van niemoedertaalsprekers
(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2017-12) Basson, Maylene; Le Cordeur, Michael
Hierdie studie ondersoek die professionele ontwikkelingsbehoeftes van onderwysers met betrekking tot die bevordering van die leesbegrip van niemoedertaalsprekers in Afrikaans-huistaalklasse. Gebaseer op die data wat gegenereer is, is 'n professionele ontwikkelingsprogram ontwerp en geomplementeer. Onderwysers het aangedui dat hulle oorweldig en gefrustreerd voel, omdat hulle nie oor die nodige kennis beskik om die niemoedertaalsprekers in hulle klasse in die Intermediêre fase te ondersteun nie en het behoefte gehad aan professionele ontwikkeling sodat hulle pedagogiese inhoudskennis in dié verband uitgebrei kan word. Hierdie studie het 'n gemengde navorsingsbenadering gevolg. Empiriese data is gegenereer op die volgende wyses: kwantitatiewe (vraelyste) en kwalitatiewe data (vraelyste, onderwysersjoernale, klaskamerwaarnemings en onderhoude met onderwysers). Aangesien hierdie studie die professionele ontwikkeling van onderwysers behels, is 'n teoretiese raamwerk, wat hulle voortgesette professionele ontwikkeling en groei in ag neem, oorweeg soos beskryf deur Shulman (1986) se teoretiese raamwerk. Gesprekke voor die aanvang van die studie dui daarop dat die meerderheid respondente geen professionele ontwikkeling ondergaan het aangaande die bevordering van lees- en leesbegripstrategieë van niemoedertaalsprekers in hulle Afrikaans Huistaal-klasse nie en die meerderheid respondente het aangedui dat hulle nie leesbegripstrategieë eksplisiet onderrig nie. Bevindinge van die studie dui daarop dat die professioneleontwikkelingsprogram 'n positiewe invloed op die pedagogiese inhoudskennis van die deelnemende onderwysers rakende leesmodelle en -strategieë sowel as leesbegripstrategieë gehad het. Eweneens het die professioneleontwikkelingsprogram gelei tot die verhoogde implementering van leesbegripstrategieë in hulle klasse. Voorts dui die resultate daarop dat aksienavorsing moontlik 'n bydrae kon lewer tot die effektiewe toepassing van lees- en leesbegripstrategieë in hulle klasse. Die studie, die bevindinge en aanbevelings kan as verwysing dien wanneer professionele ontwikkeling van onderwysers beplan word veral wat betref die bevordering van onderwysers se pedagogiese inhoudskennis aangaande lees- en leesbegripstrategieë van niemoedertaalsprekers.
The struggling reader : identifying and addressing reading problems successfully at an early stage
(Stellenbosch University, 2010) Le Cordeur, Michael
The standard of reading of learners in the intermediate phase is cause for considerable concern. In this article, the intermediate phase refers to grades 4, 5 and 6 (roughly ages 10 – 12). According to the 2008 Evaluation Assessment Tests for Reading, only 15% of learners in Grade 6 achieved the required literacy level. Clearly, reading achievement is a problem in South Africa. Although approximately 4% of any given population experience neurological reading problems, the focus of this article is on the significant number of learners in the intermediate phase who experience reading problems and the generic causes of reading problems for learners in general. The intent is to alert teachers and parents to the characteristics of a struggling reader so that the problem can be identified and addressed early. Firstly, ways in which learning problems are manifested are described. Secondly, a discussion of various types of reading problems, of which four, namely poor reading comprehension, inadequate reading fluency, a lack of vocabulary and a negative attitude towards reading, are discussed in depth. Strategies for struggling readers are presented and recommendations are made. The conclusion is that learners who experience reading problems can learn to read successfully when given the necessary support.
Taal as hulpbron in intermediere fase wiskunde-onderrig in die Oos-Kaap : op soek na 'n effektiewe pedagogiek vir wiskunde-onderrig
(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2017-09) Tshuma, Lindiwe; Le Cordeur, Michael
In Suid-Afrika is dit nie verpligtend dat studente tydens hul wiskunde-onderwysopleiding eers die taal van leer en onderrig (TvLO) moet bemeester nie. Voorts word geen of minimale leiding gegee met betrekking tot ŉ samehangende en sistematiese gebruik van transtaligheid en kodewisseling in die klaskamer tydens of na aanvanklike wiskunde-onderwysopleiding nie. Die huidige praktyk benadeel die kwaliteit van inhoudsoordrag, omdat Pedagogies benadeelde onderwysers wat op hul beurt die meerderheid leerders in openbare skole moet onderrig, nie oor die aanvaarbare taalvermoë in Engels beskik nie. Die meeste van hierdie leerders is meertalig en dus Engelse Tweedetaalleerders (ETtLs), met Engels as Taal van Onderrig aangesien Suid-Afrika se inheemse tale nie genoegsaam ontwikkel is om wiskunde-onderrig te ondersteun nie. In hierdie artikel word 'n moontlike, algemeen aanvaarbare en effektiewe pedagogiek vir wiskunde-onderrig ondersoek. Dit spruit uit deurlopende doktorale navorsing na die verband tussen onderwysers se taalvermoë en Intermediêre Fase wiskunde-onderrig in die Oos-Kaap Provinsie van Suid-Afrika. Die studie kom tot die gevolgtrekking dat intermediêre fase-onderwysers nie voldoende toegerus is om taal te gebruik as ŉ hulpbron in wiskunde-onderrig en -leer nie. Die artikel bied wenke en strategieë aan onderwysers wat Engelse Tweedetaal Leerders (ETtLs) in staat sal stel om wiskunde effektief te leer. Die tweede gevolgtrekking is, selfs al sou moedertaalonderrig tot sy reg kom in Suid-Afrika, sal vaardigheid in Engels steeds ŉ voorvereiste wees vir toegang tot die globale wêreld.
Taal en praktyk : 'n gevallestudie oor Afrikaans Eerste Addisionele Taal by graad 4-leerders in 'n meertalige skool
(LitNet, 2019) Nel, Jana; Le Cordeur, Michael; Kese, Phumla
Meertalige onderrig en leer het ’n komplekse en algemene verskynsel in Suid-Afrikaanse skole geword, maar daar is nog steeds nie genoeg navorsing gedoen oor hoe leerders met verskillende huistale en kulture mekaar beïnvloed wanneer hulle ’n nuwe taal aanleer nie. Hierdie ondersoek fokus op sosiaal-konstruktivistiese mondelinge en skriftelike leerpraktyke van Afrikaans Eerste Addisionele Taal (EAT) vir graad 4-derde- of -vierdetaalsprekers. Die ondersoek het die vorm aangeneem van ’n gevallestudie met kwalitatiewe asook kwantitatiewe databronne as navorsingsmetodologie. Die literatuurstudie fokus op Piaget (1973) se teorie van kognitiewe ontwikkeling, die sosiaal-konstruktivistiese taalverwerwingsteorie van Vygotsky (1978) en Cummins (1984; 1988), en Pretorius en Mampuru (2007) se teorieë rakende die aanleer van ’n tweede taal. ’n Skool in die Wes-Kaap is oor ’n tydperk van twee kwartale besoek, waartydens waarnemings gemaak is en onderhoude gevoer is met leerders, hul ouers en die Afrikaansonderwyser, terwyl leerders se boeke as databron gebruik is. Hierdie artikel sal vir die leser aanbevelings gee oor die leerpraktyke vir Afrikaans EAT van graad 4-derde- of -vierdetaalsprekers, binne ’n meertalige en sosiokulturele konteks. Verdere navorsing kan uit hierdie ondersoek ontwikkel word om voorspraak te maak vir verskillende etnografiese benaderings wat huislike en skoolgeletterdheid integreer sodat die leerpraktyke binne en buite die klaskamer, sowel as in die Afrikaans EAT-kurrikulum, verbeter word. Dit is belangrik dat die leerpraktyke die rol van die addisioneletaalonderwyser, as ’n strategiese fasiliteerder van tweedetaalleer van veral leerders van die minderheidsgroep sal definieer. Indien hierdie rol nie erken word nie, sal kurrikulumbeleide steeds nie kognitiewe geregtigheid vir leerders wat leerondersteuning nodig het met die aanleer van addisionele tale in Suid-Afrika en in ander lande ondersteun nie.

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