{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/11496"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/11496","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Educators' perceptions and practices regarding early literacy instruction and language issues in a Cape Town township primary school","abstract":"This thesis examines the teaching practices and ideas about language and teaching that Foundation Phase educators hold as regard literacy and language issues, and the effect of these ideas and practices on children’s learning. An ethnographic-style case study approach was used to examine classroom-based literacy and language practices. Qualitative classroom-based data indicated a disjuncture between educators' conceptualisations about early learning and their literacy teaching practices and that the teaching practices that were evident did not facilitate successful learning on the part of the learners despite the availability and use of isiXhosa as a medium of instruction. Instead, classroom literacy lessons were limited to rote learning and memorisation, which resulted in learners being passive recipients of literacy knowledge. The study concludes that home language instruction does not of itself guarantee academic success, as learners struggle to learn when are not given the freedom to participate in classroom activities and to become active learners, despite being taught in their home language.","abstract_html":"This thesis examines the teaching practices and ideas about language and teaching that Foundation Phase educators hold as regard literacy and language issues, and the effect of these ideas and practices on children’s learning. An ethnographic-style case study approach was used to examine classroom-based literacy and language practices. Qualitative classroom-based data indicated a disjuncture between educators' conceptualisations about early learning and their literacy teaching practices and that the teaching practices that were evident did not facilitate successful learning on the part of the learners despite the availability and use of isiXhosa as a medium of instruction. Instead, classroom literacy lessons were limited to rote learning and memorisation, which resulted in learners being passive recipients of literacy knowledge. The study concludes that home language instruction does not of itself guarantee academic success, as learners struggle to learn when are not given the freedom to participate in classroom activities and to become active learners, despite being taught in their home language.","abstract_has_math":false,"creators":["Xhalisa, Thabisa Patricia"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Prinsloo, Mastin"],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011","date_published":"2011","updated_at":"2026-07-22T22:23:49Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/11496","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Prinsloo, Mastin"]},{"key":"dc:creator","label":"Author","values":["Xhalisa, Thabisa Patricia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-01-05T18:55:03Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-01-05T18:55:03Z"]},{"key":"dc:date.issued","label":"Date","values":["2011"]},{"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":["M Phil"]}]},{"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/11427/11496"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references (leaves 95-104)."]},{"key":"dc:description.abstract","label":"Abstract","values":["This thesis examines the teaching practices and ideas about language and teaching that Foundation Phase educators hold as regard literacy and language issues, and the effect of these ideas and practices on children’s learning. An ethnographic-style case study approach was used to examine classroom-based literacy and language practices. Qualitative classroom-based data indicated a disjuncture between educators' conceptualisations about early learning and their literacy teaching practices and that the teaching practices that were evident did not facilitate successful learning on the part of the learners despite the availability and use of isiXhosa as a medium of instruction. Instead, classroom literacy lessons were limited to rote learning and memorisation, which resulted in learners being passive recipients of literacy knowledge. The study concludes that home language instruction does not of itself guarantee academic success, as learners struggle to learn when are not given the freedom to participate in classroom activities and to become active learners, despite being taught in their home language."]},{"key":"dc:title","label":"Title","values":["Educators' perceptions and practices regarding early literacy instruction and language issues in a Cape Town township primary school"]}]}],"canonical_facts":{"dc:contributor.advisor":["Prinsloo, Mastin"],"dc:creator":["Xhalisa, Thabisa Patricia"],"dc:date.accessioned":["2015-01-05T18:55:03Z"],"dc:date.available":["2015-01-05T18:55:03Z"],"dc:date.issued":["2011"],"dc:description":["Includes bibliographical references (leaves 95-104)."],"dc:description.abstract":["This thesis examines the teaching practices and ideas about language and teaching that Foundation Phase educators hold as regard literacy and language issues, and the effect of these ideas and practices on children’s learning. An ethnographic-style case study approach was used to examine classroom-based literacy and language practices. Qualitative classroom-based data indicated a disjuncture between educators' conceptualisations about early learning and their literacy teaching practices and that the teaching practices that were evident did not facilitate successful learning on the part of the learners despite the availability and use of isiXhosa as a medium of instruction. Instead, classroom literacy lessons were limited to rote learning and memorisation, which resulted in learners being passive recipients of literacy knowledge. The study concludes that home language instruction does not of itself guarantee academic success, as learners struggle to learn when are not given the freedom to participate in classroom activities and to become active learners, despite being taught in their home language."],"dc:identifier.uri":["http://hdl.handle.net/11427/11496"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Educators' perceptions and practices regarding early literacy instruction and language issues in a Cape Town township primary school"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["M Phil"]},"updated_at":"2026-07-22T22:23:49Z"}