{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/10417"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/10417","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Teaching literacy and language in a functioning Western Cape quintile one school : a grade one case study","abstract":"The Progress in International Reading Literacy Study (PIRLS) provides compelling evidence that many learners fail to achieve at the required grade level in South African primary schools. Although there are various factors that might contribute to this, the teaching and classroom practices of the teacher must be regarded as a highly significant factor in learners? achievement.This dissertation examines the literacy and language pedagogy of a South African Grade one teacher, in a Quintile one school with a history of relatively good performance on the Grade three provincial systemic assessments. The study asks the question: How does a Grade one teacher of learners who are not proficient in the language of learning and teaching (LoLT), English, teach literacy in the first term in a high performing Quintile 1 school?","abstract_html":"The Progress in International Reading Literacy Study (PIRLS) provides compelling evidence that many learners fail to achieve at the required grade level in South African primary schools. Although there are various factors that might contribute to this, the teaching and classroom practices of the teacher must be regarded as a highly significant factor in learners? achievement.This dissertation examines the literacy and language pedagogy of a South African Grade one teacher, in a Quintile one school with a history of relatively good performance on the Grade three provincial systemic assessments. The study asks the question: How does a Grade one teacher of learners who are not proficient in the language of learning and teaching (LoLT), English, teach literacy in the first term in a high performing Quintile 1 school?","abstract_has_math":false,"creators":["De Cerff, Eleanor Virginia"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["McKinney, Carolyn"],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010","date_published":"2010","updated_at":"2026-07-22T22:23:36Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/10417","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["McKinney, Carolyn"]},{"key":"dc:creator","label":"Author","values":["De Cerff, Eleanor Virginia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-12-28T15:02:25Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-12-28T15:02:25Z"]},{"key":"dc:date.issued","label":"Date","values":["2010"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MEd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/10417"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references (leaves 89-94)."]},{"key":"dc:description.abstract","label":"Abstract","values":["The Progress in International Reading Literacy Study (PIRLS) provides compelling evidence that many learners fail to achieve at the required grade level in South African primary schools. Although there are various factors that might contribute to this, the teaching and classroom practices of the teacher must be regarded as a highly significant factor in learners? achievement.This dissertation examines the literacy and language pedagogy of a South African Grade one teacher, in a Quintile one school with a history of relatively good performance on the Grade three provincial systemic assessments. The study asks the question: How does a Grade one teacher of learners who are not proficient in the language of learning and teaching (LoLT), English, teach literacy in the first term in a high performing Quintile 1 school?"]},{"key":"dc:title","label":"Title","values":["Teaching literacy and language in a functioning Western Cape quintile one school : a grade one case study"]}]}],"canonical_facts":{"dc:contributor.advisor":["McKinney, Carolyn"],"dc:creator":["De Cerff, Eleanor Virginia"],"dc:date.accessioned":["2014-12-28T15:02:25Z"],"dc:date.available":["2014-12-28T15:02:25Z"],"dc:date.issued":["2010"],"dc:description":["Includes bibliographical references (leaves 89-94)."],"dc:description.abstract":["The Progress in International Reading Literacy Study (PIRLS) provides compelling evidence that many learners fail to achieve at the required grade level in South African primary schools. Although there are various factors that might contribute to this, the teaching and classroom practices of the teacher must be regarded as a highly significant factor in learners? achievement.This dissertation examines the literacy and language pedagogy of a South African Grade one teacher, in a Quintile one school with a history of relatively good performance on the Grade three provincial systemic assessments. The study asks the question: How does a Grade one teacher of learners who are not proficient in the language of learning and teaching (LoLT), English, teach literacy in the first term in a high performing Quintile 1 school?"],"dc:identifier.uri":["http://hdl.handle.net/11427/10417"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Teaching literacy and language in a functioning Western Cape quintile one school : a grade one case study"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MEd"]},"updated_at":"2026-07-22T22:23:36Z"}