Global ETD Search
Search theses and dissertations gathered from participating repositories worldwide. Every result links back to the library that holds it. No account is needed.
Results
Showing 1 to 20 of 35 for “"First Additional Language"”.
-
Exploring the impact of COVID-19 curriculum recovery plan on English First-Additional language academic outcomes
… study assesses the impact of the CRP on English First Additional Language (EFAL) academic outcomes in the Vhembe District, Limpopo Province. Guided by Vygotsky’s social constructivist theory and an interpretivist paradigm, the research employed a phenomenological qualitative design. Data were …
-
Exploring vocabulary teaching competencies Grade 10 English First Additional Language teachers of Thohoyandou Cluster in Vhembe East District
Teachers of English First Additional Language are critically important in the learners’ vocabulary learning trajectories. Learners need a significant vocabulary repertoire for their academic commitments, comprehension of content and articulate expression of their responses, especially in tests and …
-
Investigating past tense errors committed by Grade 10 English First Additional Language learners in Tshinane Circuit, Vhembe District
… of irregular verbs committed by Grade 10 English First Additional Language (FAL) learners, in five selected schools in Tshinane Circuit, Vhembe District in Limpopo Province. Grade 10 serves as the basis for the Further Education and Training (FET) phase. These learners, hence, are expected to use …
-
Genre - based approach to IsiZulu home language education as a means to successful English first additional language education
… and speaking skills in the senior phase of language learning, as a reflection of language teaching competence of the student -teachers studying in the Faculty of Education at the University of Zululand. The main aim is to investigate how genre-based approach to isiZulu Home Language …
-
Teaching English First Additional Language Listening and Speaking Skills, in the Intermediate Phase, at Vhembe West Districtm Limpopo Province
… sought to investigate how teachers of English First Additional Language (EFAL) develop learners’ listening and speaking skills at Intermediate Phase (IP). Through listening and speaking, learners collect information, construct knowledge, solve problems, and express ideas and opinions. The …
-
Factors contributing to poor reading and writing skills among Grade 4 English First Additional Language Learners in Klein Letaba Circuit
… to poor reading and writing skills in English First Additional Language ( EFAL) in schools. It is assumed that Grade 4 learners cannot pronounce and write English words correctly. As such, learners fail to read English texts or stories for understanding. This is proved when they struggle to …
-
An analysis of written concord errors among Grade 12 First Additional Language learners in Vhembe District of Limpopo Province, South Africa
Learning English as a second language by the South African learners of English First Additional Language (FAL) causes many challenges, such as committing errors in concord as there are differences between the learners’ mother tongue and the target language. Even at Grade 12 level, which is the exit …
-
Exploring educators’ views on the pedagogy of writing skills in English First Additional Language of the intermediate phase at Hlabisa Circuit
… teacher's views on the teaching of English First Additional Language writing skills of Grade 4 learners at the Hlabisa circuit. The study was conducted in rural area schools where exposure to the English language is limited because most people primarily communicate with isiZulu. The …
-
Teachers’ continuous assessment practices in English first additional language: a case of grade 12 teachers in Johannesburg West District 12 of Gauteng
… continuous assessment practices in English First Additional Language, which was a case study of Grade 12 teachers in Johannesburg West District 12 of Gauteng. The study explored how the EFAL Departmental Head (DH) and EFAL teachers, with their Grade 12 learners, implemented assessment …
-
The use of the directed reading thinking activity (DRTA) strategy by English first additional language teachers in primary schools in Nqutu Circuit
… Thinking Activity (DRTA) strategy by English First Additional Language (EFAL) teachers in developing reading for comprehension skills among Grade 6 learners in primary schools. This study sought to determine the strategies used by EFAL teachers in using DRTA, the challenges they faced in doing …
-
Analysis of punctuation errors committed by Grade 10 learners in English First Additional Language at a private school in Vhembe District of Limpopo Province
… errors committed by Grade 10 learners in English First Additional Language within the context of transactional writing, which is common both at school level and beyond. There is a concern by teachers and researchers on how and why learners overlook punctuation. Although often overlooked, …
-
Educator's role in the implementation of first additional language in foundation phase as required by curriculum assessment policy statement: a case study of Dzondo
… study is to investigate the implementation of First Additional Language (FAL) in Foundation Phase as required by CAPS in the public schools at Dzondo Circuit situated in the rural areas of Limpopo Province. This quantitative study used a self-administered questionnaire to collect data from one …
-
Challenges teachers face when teaching grade 4 English first additional language (FAL) reading in rural schools of the Dzindi circuit in the Vhembe district
… teachers face when teaching Grade 4 English First Additional Language reading (FAL) in rural schools of Dzindi Circuit in Vhembe District toestablish strategies to overcome those challenges. This study used a quantitative research design in which questionnaires and observation were used for …
-
Orientations to text: how classroom discourse affords or denies the enactment of critical literacy and learner agency in an English First Additional Language classroom
… is theorised as constructed and contested in language, as well as by critical literacy theory. I draw on feminist poststructuralist theory to describe the key concepts of subjectivity, subject positioning and agency and to define the ways in which power works in language to construct …
-
An investigation into how teachers interpret and implement the curriculum in the further education and training phase in the English first additional language classroom
… and implement the curriculum in an English First Additional classroom. The three sub-questions are (1) what are the theories and aims behind the two prescribed theoretical approaches (the communicative language approach and the text-based approach) as set out in the National Curriculum …
-
Designed to fail: evaluating grade 1-3 English first additional language textbooks as preparation for English medium grade 4 natural sciences and technology in South Africa
Despite official school language policies mandating English as the medium of instruction from Grade 4 onwards, nearly half of South Africa's English Language Learners (ELLs) are obtaining less than 50% in their final (matric) English examinations. These same students are writing all of their other …
-
The (MIS)Match between the Curriculum and Assessment Policy and Classroom Practice in English First Additional Language: A Case of Secondary Schools in Limpopo Province, South Africa
This study explored the use of English First Additional Language (EFAL) as a Language of Learning and Teaching (LoLT) in three Non-Native Speakers of English (NNSE) rural high schools, in Limpopo province. This was triggered by the realisation that the silence that arises in the classroom when …
-
An Evaluation of Grades 10 and 11 English First Additional Language Learners’ Interpretation of Verbal and Nonverbal Cues in Cartoons: A Case Study of the Sibasa Circuit, Limpopo Province
English First Additional Language (EFAL) learners often struggle to interpret verbal and nonverbal cues in visual texts, affecting comprehension and engagement. This study aimed to evaluate the interpretative repertoire of Grade 10 and 11 learners regarding verbal and nonverbal cues in cartoons, …
-
How English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case study
… 1 to Grade 3 are taught in isiXhosa as home language, with English as subject, after which they switch to English as the language of teaching and learning from Grade 4 onwards. The study concerns itself with the language and literacy practices at this pivotal switch-over point, and …
-
Evaluation of sentence construction in English essays: A case study of Grade 10 learners of Malamulele Northeast Circuit
… This has been shown consistently in English First Additional Language Paper 3 examination results. Hence, the purpose of the current study was to evaluate sentence construction in English essays written by Grade 10 learners in Malamulele Northeast Circuit. The objectives of this study were to …
Page 1 of 2