Constructing first additional language learning : a content and thematic analysis of CAPS
| dc.contributor.advisor | Oostendorp, Marcelyn | en_ZA |
| dc.contributor.author | Luizinho, Robyn Mandy | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of General Linguistics. | en_ZA |
| dc.date.accessioned | 2020-02-25T07:29:39Z | |
| dc.date.accessioned | 2020-04-28T12:17:47Z | |
| dc.date.available | 2020-02-25T07:29:39Z | |
| dc.date.available | 2020-04-28T12:17:47Z | |
| dc.date.issued | 2020-03 | |
| dc.description | Thesis (MA)--Stellenbosch University, 2020. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: Only 9.6% of the South African population speaks English as a home language, but the majority of learners experience English as the language of learning and teaching for all subjects. Surprisingly low pass rates for school-leavers and poor results on international literacy assessments are attributed to learners’ limited English fluency. As the language policy implemented to develop English first additional language, the Curriculum and Assessment Policy Statements (CAPS) document is used by teachers as a model for best practices in the classroom for improving second language fluency. This study investigates whether CAPS, as a model for best practice, demonstrates an understanding of second language acquisition theory, whether this understanding is clearly communicated through its language use, and whether it represents an effective model for language use and practical implementation in the classroom. Using AtlasTi, a linguistic analysis (by means of content and thematic analysis) was conducted. These analyses aimed to identify the main second language learning and teaching strategies in CAPS, and dominant themes evident through the language use in CAPS respectively. Overall, the results reveal the document to contain predominantly audiolingual and communicative approaches to second language acquisition. The analysis shows that the language in CAPS does not construct a clear idea of these approaches, nor does it model the best practice for implementing them. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Slegs 9,6% van die Suid-Afrikaanse bevolking praat Engels as huistaal, maar die meerderheid van hierdie leerders ervaar Engels as die taal van leer en onderrig vir alle vakke. Die uiters lae slaagsyfers vir skoolverlaters en swak uitslae op grond van assesserings vir internasionale geletterdheid word toegeskryf aan studente se beperkte vlotheid in Engels. Die Kurrikulum en Assesserings Beleidsverklarings (KABV) dokument dien as n model van beste praktyke vir die ontwikkeling van tweede taal vlotheid in die klaskamer. Die doel van hierdie studie is om te ondersoek of KABV, as 'n model vir beste praktyk toepassing, 'n begrip demonstreer van die teorie rondom tweedetaalverwerwing. Die studie ondersoek ook of hierdie begrip duidelik gekommunikeer word deur die taalgebruik in die dokument, en of dit 'n effektiewe model vir taalgebruik en praktiese implementering in die klaskamer is. Met behulp van AtlasTi het hierdie studie 'n taalkundige ontleding gedoen (deur middel van inhoudelike en tematiese analise). Hierdie ontledings is onderskeidelik daarop gemik om die belangrikste tweedetaalleer- en onderrigstrategieë in KABV, en dominante temas wat deur die taalgebruik in die KABV document gebruik is te identifiseeer. . In die geheel gesien, het die resultate aan die lig gebring dat die dokument oorwegend klank- en kommunikatiewe benaderings tot die aanleer van tweedetale bevat. Die analise wys ook dat die taal gebruik in die taal in KABV nie ‘n duidelike idee van hierdie benaderings bevat nie, en bied dit nie ‘n model van beste praktyk toepassing aan nie. | af_ZA |
| dc.description.version | Masters | en_ZA |
| dc.format.extent | vii, 97 leaves : illustrations (some color) | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/108075 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Second language teaching -- South Africa | en_ZA |
| dc.subject | Second language acquisition -- South Africa | en_ZA |
| dc.subject | Curriculum and Assessment Policy Statement (CAPS) -- Evaluation | en_ZA |
| dc.subject | English language -- Study and teaching -- Foreign speakers | en_ZA |
| dc.subject | Linguistics -- Study and teaching (Higher) | en_ZA |
| dc.subject | UCTD | en_ZA |
| dc.title | Constructing first additional language learning : a content and thematic analysis of CAPS | en_ZA |
| dc.type | Thesis | en_ZA |