Duncan, Kenneth Foster (1995) A comparative study of L1 and EFL reading abilities amongst junior primary students using different reading schemes in black schools. Masters thesis, Rhodes University.
This thesis examines the development of children's reading skills, in both the mother tongue and English as a foreign language, during their first four years of school. It is an attempt to enter the reading world of very young learners in underdeveloped, mainly rural communities in search of practical insights into the teaching of reading in the junior primary classroom. The research focuses specifically on two approaches to reading instruction. The first is the approach traditionally used in black South African schools, characterised by teacher-centredness and rote-recall techniques. The second is a more progressive and communicative approach encapsulated in the language courses of the Molteno Project. Both approaches, and their theoretical underpinnings, are described in some detail. The context of language-in-education policy in South Africa is also reviewed. The research then tests the hypothesis that a communicative approach to reading pedagogy produces measurably better results in pupils than more traditional methods. The research explores the use of quantitative methods of evaluation, giving justification for their use, and examines the practicability of standardised EFL tests at junior primary level. Existing tests are evaluated and found wanting. The process of developing and administering original hybrid-communicative tests is described. The results of these, which were administered over four years to a total of some 6 000 pupils across the first four years of school, are assessed. Implications for testers, teachers, educational administrators and educational NGOs are extrapolated.
|Item Type:||Thesis (Masters)|
|Uncontrolled Keywords:||Children, Reading skills, Mother tongue, Foreign language, Rural communities, South Africa, Teaching, Junior primary, Classroom, Teacher centred, Rote recall, Technique, Molteno Project, Language-in-education, Policy, EFL, Hybrid communicative tests|
|Subjects:||L Education > LB Theory and practice of education > LB1501 Primary Education|
P Language and Literature > PE English
|Divisions:||Faculty > Faculty of Humanities > English Language and Linguistics|
|Supervisors:||De Klerk, Viv|
|Deposited By:||Philip Clarke|
|Deposited On:||01 Oct 2012 11:56|
|Last Modified:||01 Oct 2012 11:56|
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