{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/11594"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/11594","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Exploring the Truth and Reconciliation Commission report as a classroom resource","abstract":"The Truth and Reconciliation Commission (TRC) (1998) report is a five-volume record of the voices of many victims and perpetrators of apartheid giving evidence of their experiences and suffering. It is encoded in sophisticated and often complex English, largely inaccessible to its public South African readership, most of whom use English as a First, Second of even Third Additional language. This study explores the nature and function of the discourse of the TRC Report as a contemporary historical text. The aim of this investigation is to establish the viability of introducing the TRC report into the classroom. It focuses on teenage learners. I examine the ability of Grade 10 and 11 English Primary Language and First Additional Language learners to read the original TRC text and a modified/simplified form of it.","abstract_html":"The Truth and Reconciliation Commission (TRC) (1998) report is a five-volume record of the voices of many victims and perpetrators of apartheid giving evidence of their experiences and suffering. It is encoded in sophisticated and often complex English, largely inaccessible to its public South African readership, most of whom use English as a First, Second of even Third Additional language. This study explores the nature and function of the discourse of the TRC Report as a contemporary historical text. The aim of this investigation is to establish the viability of introducing the TRC report into the classroom. It focuses on teenage learners. I examine the ability of Grade 10 and 11 English Primary Language and First Additional Language learners to read the original TRC text and a modified/simplified form of it.","abstract_has_math":false,"creators":["Kennedy, Jacqueline"],"institution":"Centre for Applied Language and Literacy Studies and Services in Africa","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Young, Douglas"],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006","date_published":"2006","updated_at":"2026-07-22T22:22:58Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/11594","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Young, Douglas"]},{"key":"dc:creator","label":"Author","values":["Kennedy, Jacqueline"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-01-06T18:46:41Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-01-06T18:46:41Z"]},{"key":"dc:date.issued","label":"Date","values":["2006"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Centre for Applied Language and Literacy Studies and Services in Africa"]},{"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/11427/11594"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references (leaves 128-137)."]},{"key":"dc:description.abstract","label":"Abstract","values":["The Truth and Reconciliation Commission (TRC) (1998) report is a five-volume record of the voices of many victims and perpetrators of apartheid giving evidence of their experiences and suffering. It is encoded in sophisticated and often complex English, largely inaccessible to its public South African readership, most of whom use English as a First, Second of even Third Additional language. This study explores the nature and function of the discourse of the TRC Report as a contemporary historical text. The aim of this investigation is to establish the viability of introducing the TRC report into the classroom. It focuses on teenage learners. I examine the ability of Grade 10 and 11 English Primary Language and First Additional Language learners to read the original TRC text and a modified/simplified form of it."]},{"key":"dc:title","label":"Title","values":["Exploring the Truth and Reconciliation Commission report as a classroom resource"]}]}],"canonical_facts":{"dc:contributor.advisor":["Young, Douglas"],"dc:creator":["Kennedy, Jacqueline"],"dc:date.accessioned":["2015-01-06T18:46:41Z"],"dc:date.available":["2015-01-06T18:46:41Z"],"dc:date.issued":["2006"],"dc:description":["Includes bibliographical references (leaves 128-137)."],"dc:description.abstract":["The Truth and Reconciliation Commission (TRC) (1998) report is a five-volume record of the voices of many victims and perpetrators of apartheid giving evidence of their experiences and suffering. It is encoded in sophisticated and often complex English, largely inaccessible to its public South African readership, most of whom use English as a First, Second of even Third Additional language. This study explores the nature and function of the discourse of the TRC Report as a contemporary historical text. The aim of this investigation is to establish the viability of introducing the TRC report into the classroom. It focuses on teenage learners. I examine the ability of Grade 10 and 11 English Primary Language and First Additional Language learners to read the original TRC text and a modified/simplified form of it."],"dc:identifier.uri":["http://hdl.handle.net/11427/11594"],"dc:language.iso":["eng"],"dc:publisher.department":["Centre for Applied Language and Literacy Studies and Services in Africa"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Exploring the Truth and Reconciliation Commission report as a classroom resource"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MEd"]},"updated_at":"2026-07-22T22:22:58Z"}