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A narrative enrichment programme in literacy development of Afrikaans-speaking Grade 3 learners in monolingual rural schools

dc.contributor.authorBrand, Ireneen_ZA
dc.date.accessioned2017-02-03T12:45:19Z
dc.date.available2017-02-03T12:45:19Z
dc.date.issued2016
dc.identifier.citationBrand, I. 2016. A narrative enrichment programme in literacy development of Afrikaans-speaking Grade 3 learners in monolingual rural schools. Stellenbosch Papers in Linguistics Plus, 49:301-316, doi:10.5842/49-0-707
dc.identifier.issn2224-3380 (online)
dc.identifier.issn1726-541X (print)
dc.identifier.otherdoi:10.5842/49-0-707
dc.identifier.urihttp://hdl.handle.net/10019.1/100581
dc.descriptionCITATION: Brand, I. 2016. A narrative enrichment programme in literacy development of Afrikaans-speaking Grade 3 learners in monolingual rural schools. Stellenbosch Papers in Linguistics Plus, 49:301-316, doi:10.5842/49-0-707.en_ZA
dc.descriptionThe original publication is available at http://spilplus.journals.ac.zaen_ZA
dc.description.abstractThis study is motivated by existing information on the discontinuity between home literacy practices and school literacy expectations of learners who typically speak a local variety of their mother tongue which differs in various ways from the standardised language of learning and teaching (LoLT). In this particular case, the study refers to Afrikaans as a home language and language in education. These learners typically perform below par on standardised South African literacy tests such as the Annual National Assessment (ANA) and the Systemic Evaluation Test. They show delayed achievement of literacy milestones, higher school drop-out rates and less achievement of access to higher learning opportunities (Lahire 1995; Siegel 2007). In the present study, a two-part Narrative Enrichment Programme was introduced. The first part provided learners with an enriched reading, listening and writing environment in which they could engage with novel stories and work towards producing their own little books. The second part of the programme consisted of supporting exercises that addressed narrative structure issues that arose in the course of the first part. Specifically, exercises of picture sequencing, picture-sentence matching and an exercise called “Beginning, Middle and End” were used to assess how learners recount the various narrative components and the chronology.en_ZA
dc.description.urihttp://spilplus.journals.ac.za/pub/article/view/707
dc.format.extent16 pages
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch University, Department of General Linguistics
dc.subjectChildren -- Monolingual rural schoolsen_ZA
dc.subjectLiteracy developmenten_ZA
dc.subjectNarrative Enrichment Programme -- Afrikaans speaking learnersen_ZA
dc.subjectIntentionality -- Childrenen_ZA
dc.subjectLanguage awareness -- Childrenen_ZA
dc.subjectMultimodal -- Education -- Childrenen_ZA
dc.subjectUCTD
dc.titleA narrative enrichment programme in literacy development of Afrikaans-speaking Grade 3 learners in monolingual rural schoolsen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher’s version
dc.rights.holderAuthor retains copyright


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