ETD Collection

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    The relationship between mother tongue and English second language learning strategies
    (2016) Makoni, Rachel, Tuso
    South Africa is a multicultural and multilingual country. The majority of learners (90%) speak a mother tongue that is not English. The language of instruction is however English. English has become the dominant language in education, commerce and industry and therefore proficiency in the language is imperative. In order to help learners learn more efficiently, and to inform education policy making, an exploration of what language learning strategies learners from divergent mother tongue backgrounds employ, is beneficial. This study was conducted in a high school, in a township area of Gauteng, South Africa in order to investigate whether there is a relationship between the mother tongue of South African high school learners and English second language learning strategies employed by these learners. The sample consisted of 107 Grade 8-Grade 12 participants who were receiving instruction in English, with their mother tongue specified as one of the 9 African languages. Learners were asked to complete a 50 item questionnaire, as well as a demographical information form. The results showed that although there was no significant relationship between mother tongue and English second language learning strategies used by high school learners, other variables such as number of years of English language instruction and age were significant variables that influenced choice of English language learning strategy use. It was also found that metacognitive strategies were the most commonly used English language learning strategies. Research on the relationship between mother tongue and language learning strategy use is imperative given the significant number of learners that would benefit from this research and subsequent interventions implemented.
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    Exploring a teacher's selection and use of examples in Grade 11 probability multilingual classroom
    (2016-01-19) Sibanda, Mlungisi
    Using qualitative methods, this study reports on the selection and use examples in Probability by a teacher in a multilingual mathematics classroom where learners learn in a language which is not their first or home language. The study involved one teacher together with his Grade 11 multilingual class in a township school in Ekurhuleni South Johannesburg. Data was collected through audio-visual recording of four lessons. In addition two one-on-one semi-structured interviews were conducted with the teacher. Data was analysed using Rowland‘s (2008) categories of exemplification alongside Staples' (2007) conceptual model of collaborative inquiry mathematics practices. In the study it emerged that it is important for teachers to select examples by considering the context, ability of the example to be generalised, consistency in the use of symbols, syllabus requirements and accessibility. It also emerged that the selection of examples together with the accompanying mathematical practices has the potential to support or impede the learning of mathematics. In particular the findings revealed that the practice of ‗guiding the learners with the map‘ declines the cognitive level of examples and hence impedes learning. Code- switching and re-voicing were most frequently used practices seen in the findings with the use of code-switching encouraging full participation of the learners. The study recommends that methodology courses offered at tertiary institutions to pre-service teachers should include the selection, how to select or design and use examples in multilingual classrooms e.g. what constitutes a good example and how to maintain the cognitive level of an example. The study also recommends that more research needs to be done on effective mathematical practices that may be used to implement worked-out examples in multilingual classrooms.