{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/11765"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/11765","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school","abstract":"This study arises out of an awareness of the history of Malawi' s language in education policy from the era of British colonialism to the present multilingual era. English is given a high status in schools despite the fact that many more teachers and pupils speak local languages. Malawi's new language in education model stipulates that \"English should be offered as a subject from Standards 1 to 3; English should be offered as medium of instruction from Standards 4 to 8\" (MOE. 1996). The Malawi in education bilingual model is thus subtractive, which impacts negatively on second language learning. I discuss various theories that underpin the teaching of literacy in a second language. namely bilingualism and cognition, social learning, and theories with an educational or classroom orientation to establish a framework for my empirical investigation.","abstract_html":"This study arises out of an awareness of the history of Malawi' s language in education policy from the era of British colonialism to the present multilingual era. English is given a high status in schools despite the fact that many more teachers and pupils speak local languages. Malawi's new language in education model stipulates that "English should be offered as a subject from Standards 1 to 3; English should be offered as medium of instruction from Standards 4 to 8" (MOE. 1996). The Malawi in education bilingual model is thus subtractive, which impacts negatively on second language learning. I discuss various theories that underpin the teaching of literacy in a second language. namely bilingualism and cognition, social learning, and theories with an educational or classroom orientation to establish a framework for my empirical investigation.","abstract_has_math":false,"creators":["Nthara, Ivy Jeb"],"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":["Prinsloo, Mastin","Plüddemann, Peter"],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008","date_published":"2008","updated_at":"2026-07-22T22:23:34Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/11765","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Prinsloo, Mastin","Plüddemann, Peter"]},{"key":"dc:creator","label":"Author","values":["Nthara, Ivy Jeb"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-01-08T19:53:07Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-01-08T19:53:07Z"]},{"key":"dc:date.issued","label":"Date","values":["2008"]},{"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/11427/11765"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes abstract.","Includes bibliographical references (p. 85-88)."]},{"key":"dc:description.abstract","label":"Abstract","values":["This study arises out of an awareness of the history of Malawi' s language in education policy from the era of British colonialism to the present multilingual era. English is given a high status in schools despite the fact that many more teachers and pupils speak local languages. Malawi's new language in education model stipulates that \"English should be offered as a subject from Standards 1 to 3; English should be offered as medium of instruction from Standards 4 to 8\" (MOE. 1996). The Malawi in education bilingual model is thus subtractive, which impacts negatively on second language learning. I discuss various theories that underpin the teaching of literacy in a second language. namely bilingualism and cognition, social learning, and theories with an educational or classroom orientation to establish a framework for my empirical investigation."]},{"key":"dc:title","label":"Title","values":["An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school"]}]}],"canonical_facts":{"dc:contributor.advisor":["Prinsloo, Mastin","Plüddemann, Peter"],"dc:creator":["Nthara, Ivy Jeb"],"dc:date.accessioned":["2015-01-08T19:53:07Z"],"dc:date.available":["2015-01-08T19:53:07Z"],"dc:date.issued":["2008"],"dc:description":["Includes abstract.","Includes bibliographical references (p. 85-88)."],"dc:description.abstract":["This study arises out of an awareness of the history of Malawi' s language in education policy from the era of British colonialism to the present multilingual era. English is given a high status in schools despite the fact that many more teachers and pupils speak local languages. Malawi's new language in education model stipulates that \"English should be offered as a subject from Standards 1 to 3; English should be offered as medium of instruction from Standards 4 to 8\" (MOE. 1996). The Malawi in education bilingual model is thus subtractive, which impacts negatively on second language learning. I discuss various theories that underpin the teaching of literacy in a second language. namely bilingualism and cognition, social learning, and theories with an educational or classroom orientation to establish a framework for my empirical investigation."],"dc:identifier.uri":["http://hdl.handle.net/11427/11765"],"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":["An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MEd"]},"updated_at":"2026-07-22T22:23:34Z"}