Teaching literacy and language in a functioning Western Cape quintile one school : a grade one case study

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?

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2010

Author dc:creator

• De Cerff, Eleanor Virginia

Advisor dc:contributor.advisor

• McKinney, Carolyn

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/10417

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/10417