{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/8222"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/8222","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Building bridges to primary education in Mauritius? emergent literacy experiences in a foreign language context : a case study of preschool children","abstract":"In the context where English, as a foreign language, is the main language of literacy and the written medium of instruction throughout the Mauritian education system, this thesis explores (1) preschoolers' early literacy experiences, (2) the outcomes of these experiences, and (3) the extent to which these experiences prepare them to use English in Standard 1. The theoretical and empirical research on emergent literacy, second/foreign language learning and teaching, second/foreign language literacy instruction and new literacies was reviewed in order to find some \"anchor points\" (Hamilton, 2006) in the literature. These \"anchor points\" guided this exploratory study on emergent/early literacy experiences in a multilingual context. After a pilot study, I embarked on a yearlong case study ofa group of preschool children and their teachers using an ethnographic approach.","abstract_html":"In the context where English, as a foreign language, is the main language of literacy and the written medium of instruction throughout the Mauritian education system, this thesis explores (1) preschoolers' early literacy experiences, (2) the outcomes of these experiences, and (3) the extent to which these experiences prepare them to use English in Standard 1. The theoretical and empirical research on emergent literacy, second/foreign language learning and teaching, second/foreign language literacy instruction and new literacies was reviewed in order to find some "anchor points" (Hamilton, 2006) in the literature. These "anchor points" guided this exploratory study on emergent/early literacy experiences in a multilingual context. After a pilot study, I embarked on a yearlong case study ofa group of preschool children and their teachers using an ethnographic approach.","abstract_has_math":false,"creators":["Owodally, Ambarin Mooznah Auleear"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Young, Douglas","Abel, Lydia"],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008","date_published":"2008","updated_at":"2026-07-22T22:23:01Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/8222","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Young, Douglas","Abel, Lydia"]},{"key":"dc:creator","label":"Author","values":["Owodally, Ambarin Mooznah Auleear"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-10-06T12:12:47Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-10-06T12:12:47Z"]},{"key":"dc:date.issued","label":"Date","values":["2008"]},{"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":["Doctoral Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["PhD"]}]},{"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/11427/8222"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes abstract.","Includes bibliographical references (leaves 354-445)."]},{"key":"dc:description.abstract","label":"Abstract","values":["In the context where English, as a foreign language, is the main language of literacy and the written medium of instruction throughout the Mauritian education system, this thesis explores (1) preschoolers' early literacy experiences, (2) the outcomes of these experiences, and (3) the extent to which these experiences prepare them to use English in Standard 1. The theoretical and empirical research on emergent literacy, second/foreign language learning and teaching, second/foreign language literacy instruction and new literacies was reviewed in order to find some \"anchor points\" (Hamilton, 2006) in the literature. These \"anchor points\" guided this exploratory study on emergent/early literacy experiences in a multilingual context. After a pilot study, I embarked on a yearlong case study ofa group of preschool children and their teachers using an ethnographic approach."]},{"key":"dc:title","label":"Title","values":["Building bridges to primary education in Mauritius? emergent literacy experiences in a foreign language context : a case study of preschool children"]}]}],"canonical_facts":{"dc:contributor.advisor":["Young, Douglas","Abel, Lydia"],"dc:creator":["Owodally, Ambarin Mooznah Auleear"],"dc:date.accessioned":["2014-10-06T12:12:47Z"],"dc:date.available":["2014-10-06T12:12:47Z"],"dc:date.issued":["2008"],"dc:description":["Includes abstract.","Includes bibliographical references (leaves 354-445)."],"dc:description.abstract":["In the context where English, as a foreign language, is the main language of literacy and the written medium of instruction throughout the Mauritian education system, this thesis explores (1) preschoolers' early literacy experiences, (2) the outcomes of these experiences, and (3) the extent to which these experiences prepare them to use English in Standard 1. The theoretical and empirical research on emergent literacy, second/foreign language learning and teaching, second/foreign language literacy instruction and new literacies was reviewed in order to find some \"anchor points\" (Hamilton, 2006) in the literature. These \"anchor points\" guided this exploratory study on emergent/early literacy experiences in a multilingual context. After a pilot study, I embarked on a yearlong case study ofa group of preschool children and their teachers using an ethnographic approach."],"dc:identifier.uri":["http://hdl.handle.net/11427/8222"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Building bridges to primary education in Mauritius? emergent literacy experiences in a foreign language context : a case study of preschool children"],"dc:type":["Doctoral Thesis"],"dc:type.qualificationlevel":["Doctoral"],"dc:type.qualificationname":["PhD"]},"updated_at":"2026-07-22T22:23:01Z"}