The following is a list of conditions given to the researcher as per agreement with the participant (stated on the participant consent form), and as per agreement between the researcher and the Wits Ethics Committee. The ethics application form and clearance certificate thereof, is attached.
• Confidential sections of the interview to be edited out and deleted. Submitted data files are final and do not contain confidential material.
• Photographs taken at the discretion of the participant on the days of the interviews. Use of the photographs in the dissertation is permitted, although they were not used.
• The interviewee/participant, Francine Simon, reserves the right to request the transcripts, audio files and photographs at any point during or after the research. The final transcripts and photographs were emailed to Simon prior to the final ETD submission, and no objections were raised.
• Excerpts of the interview transcripts are used in the dissertation, however, due to length and relevance, the majority of the transcripts were not used. The Wits Ethics Committee permits the researcher to use any part of the original transcribed material for future academic publications, and need not be limited to the excerpts used in the dissertation only.
• The following individuals are allowed access to the aforementioned data files, as per the Wits Ethics Committee: Arushani Govender (the researcher), Francine Simon (the participant), Prof. Denise Newfield and Associate Prof. Barbara Boswell (supervisors), and the relevant examination committee. Presently the ethical clearance certificate granted does not cover data access permissions for any other member.
Browsing Poetry from an Indigenous Perspective by Author "Mavhiza, Grace"
A vigorous poetry tradition has existed throughout South African history. It represents in many ways a truly original contribution to the literature in the English first additional language (FAL) classroom. The benefits of poetry in enhancing intellectual, emotional social and linguistic development in learners are well documented. Surprisingly, there is a negative attitude towards poetry by learners and teachers as they prefer other literary genres particularly in a secondary school where this research was carried out. I have realised that the oral traditional poetry which is an African form of poetry practice is largely absent in the classroom today. Through a practitioner case study, this research sought to elicit the Grade 11 learners’ changes in appreciation of classroom poetry when indigenous poetry is brought into the English FAL classroom. This study presents previous research regarding perceptions accorded to classroom poetry. This is a qualitative study in which data gathered through questionnaires, face-to-face interviews, poetry texts analysis and reflective writing was presented to answer the primary question; what could be the changes in the appreciation of classroom poetry if indigenous poetry is brought into the classroom?
The findings show that learners of English FAL do not appreciate classroom poetry due to the reasons that; classroom poetry is distant from the learners‘ life experiences making them struggle to interpret the poetry prescribed for them. Learners also said that classroom poetry is boring and this is due to the teaching methods employed in the classroom which are book centred and assessment driven. However, this study concluded through the intervention that encouraging learners to respond to poetry by presenting poems in a range of modes is more likely to boost their interest than focusing on the “traditional” line by line analysis of poems. The other important finding is that if indigenous poetry is brought into the classroom, learners’ attitudes towards classroom poetry will positively change