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Literacy matters in sustainable livelihood development among refugee adults in South Africa Reading & Writing Pub Date : 2022-04-29 Kofi P. Quan-Baffour,Lineo Rose Johnson
Background: Political and economic upheavals in the current millennium globally have displaced millions of people, making cross-border and forced migration a reality. Many refugees are forced out of their countries and flee to other countries to find new languages with which they are not familiar. South Africa as a signatory to the 1954 UN Convention on refugees and stateless persons accepts refugees
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Pedagogical choices to integrate theory and practice: Conceptualisation and insights for literacy teacher education Reading & Writing Pub Date : 2022-03-10 Zelda Barends
Background: The theory and practice divide is a persistent conundrum in teacher education. Moreover, foundation phase literacy teacher education is no exception because such graduates are expected to acquire knowledge and skills to address the challenges of the classroom.Objectives: This article focuses on the application of an integrated approach to literacy teacher education.Method: This conceptual
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Five Grade 7 learners’ understanding of comprehension skills at a quintile 5 school in South Africa Reading & Writing Pub Date : 2022-02-24 Nomonde Ntshikila,Janet L. Condy,Lawrence Meda,Heather N. Phillips
Background: Research into language and reading scores show that South African learners struggle to read for meaning. Many local researchers report on the inadequate teaching training programmes. Teachers cannot teach basic comprehenion skills.Objectives: This research identifies a gap in the research and records an intervention programme designed to engage learners and develop their higher-order comprehension
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Learners’ reading between the signs in the English second language classroom Reading & Writing Pub Date : 2022-01-14 Rockie Sibanda
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Table of Contents Vol 12, No1 (2021) Reading & Writing Pub Date : 2021-12-30 Editorial Office
No abstract available.
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Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency Reading & Writing Pub Date : 2021-10-27 Naomi A.Y. Boakye
Background: Many first-year students find the reading of academic texts to be challenging and overwhelming. In particular, first-year students studying sociology at the South African institution where the study was conducted complain of comprehension challenges. This may be due to the presence of numerous theoretical and abstract concepts in sociology texts, which have to be unpacked in order to gain
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Tracing the usage of the term ‘culture of reading’ in South Africa: A review of national government discourse (2000–2019) Reading & Writing Pub Date : 2021-09-29 Claire Biesman-Simons
Background: South Africa’s long-standing reading crisis is well recognised. At various stages since 2000, national government has presented the inculcation of a culture of reading as a solution to this crisis.Objectives: This article critically interrogated the term ‘culture of reading’ as used in national government discourse with reference to basic education. By tracing the patterns of use of the
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Improving higher-order comprehension skills of Grade 3 learners in a second language at a quintile 2 school, in Cape Town, South Africa Reading & Writing Pub Date : 2021-09-14 Vuyokazi Fatyela,Janet Condy,Lawrence Meda,Heather Phillips
Background: Developing higher-order comprehension skills of learners in primary schools is a challenge that faces many countries. South Africa is no exception. Primary school learners in South Africa have particularly low literacy and comprehension skills: many learners struggle to read for understanding. There is little published scholarship that focuses on developing the comprehension skills of Grade
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Using flashcards for English second language creative writing in Grade 1 Reading & Writing Pub Date : 2021-08-31 Shivona Mathura,Free-Queen B. Zulu
Background: English Second Language (ESL) learners have difficulty constructing sentences due to internalising information in their home language and thereafter translating it into English. Learners who have difficulty speaking English generally encounter problems writing it, which hampers their creative writing ability.Objectives: The purpose of the research was to identify a teaching strategy to
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Multiple voices: Learners reflect on literature Reading & Writing Pub Date : 2021-08-26 Jessamy Kromhout,Eileen Scheckle
Background: Much of the research in literacy focuses on what learners fail to do, especially in the early grades, but it is equally important to research successful readers. In particular learners’ experiences with literature contribute to our understanding of the possibilities literary texts offer. This article focused on learners’ responses to Advanced Programme (AP) English, which was an optional
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Content analysis of levels and aspects of comprehension in West African senior secondary school examination Reading & Writing Pub Date : 2021-07-30 Funmilayo M. Oguntade
Background: Reading is one of the most complex and exclusively human mental activities. It is a foundational skill for all learning, whether at primary, secondary or tertiary levels. If students do not master effective strategies for reading, they may not be successful independent learners. The ability to comprehend written texts and answer relevant questions on them is a major feature that is examined
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Advancing text prediction skills through translanguaging Reading & Writing Pub Date : 2021-06-23 Vukile D. Mgijima
Background: Making predictions on how events might unfold when reading a text improves comprehension. Research on reading and making predictions tends to focus predominantly on the effects of making predictions as a reading strategy in monolingual contexts. So far, there is a paucity of research on the effects of reading development strategies in which learners are encouraged to read a text and express
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The benefits of an extensive reading programme implemented in two Foundation Phase classrooms in the Eastern Cape, South Africa Reading & Writing Pub Date : 2021-04-06 Sibhekinkosi A. Nkomo
Background: This article reports on a responsive extensive reading programme (ERP), involving Grade 3 learners at two primary schools in the Eastern Cape over a duration of 20 weeks. Objectives: The sociocultural perspective of learning guided the implementation of the ERP which aimed at providing learners with opportunities to read books for pleasure in their preferred language. Method: Learners had
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Information and communication technology reading interventions: A scoping review Reading & Writing Pub Date : 2021-03-23 Jessica Dean,Michelle Pascoe,Jane le Roux
Background: Information and communication technology (ICT) reading interventions can help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have support. Objectives: (1) Provide an overview of ICT reading interventions used globally with primary school children. (2) Provide further information on the subset of studies conducted in majority
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Semantic transparency modulates the processing of emotion words during Chinese reading: Evidence from eye movements Reading & Writing Pub Date : 2021-01-11 Kuo Zhang,Min Chang,Lin Li,Jingxin Wang,Simon Liversedge
How the emotionality and transparency of target word affect processing has been long-studied in cognitive psychology, yet less is known about their joint effects during natural reading. The current study is the first to use eye-tracking methodology to orthogonally investigate semantic transparency and emotional valence effects for compound words in natural Chinese reading. Eye movements were monitored
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Table of Contents Vol 11, No 1 (2020) Reading & Writing Pub Date : 2020-12-23 Editorial Office
No abstract available.
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Investigating the interpretation and implementation of policies that guide the teaching of reading in the Foundation Phase Reading & Writing Pub Date : 2020-11-27 Ann-May Marais,Elsabé Wessels
Background: There is growing international awareness of the dividends of early reading success and the consequences of early reading failure. Many studies have shown that the educational achievement of South African learners is unacceptably poor. There are shortcomings in the curriculum for English home language (EHL) which could be the reason for educators’ uncertainties and frustration with the teaching
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Experiences in a tutoring programme for BEd Foundation Phase isiXhosa first-language students Reading & Writing Pub Date : 2020-10-27 Anneline J. Carnow,Andries Steenkamp,Christélle Ekron
Background: IsiXhosa students enrolled for the BEd Foundation Phase qualification at a university in South Africa failed their first year in identified at-risk subjects, namely Mathematics in Education, Language in Education and Computer Literacy. The students stated the reasons for failure as not understanding the concepts and terms of the subjects presented to them in English. Objectives: A tutoring
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A linguistic analysis of spelling errors in Grade 3 isiXhosa home-language learners Reading & Writing Pub Date : 2020-10-15 Mikaela A. Daries,Tracy N. Probert
Background: Spelling is a vital component of literacy. This is because spelling includes multiple metalinguistic components, such as phoneme-grapheme awareness, orthographic awareness and morphophonemic knowledge. Despite this, there remains, to date, insufficient literature on spelling in the Southern Bantu languages and, more specifically, in isiXhosa. Objectives: This study explores the nature of
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Critical reading perceptions and practices of English First Additional Language learners in Gauteng, Tshwane South district Reading & Writing Pub Date : 2020-09-10 Tilla Olifant, Madoda Cekiso, Eunice Rautenbach
Background: Apart from being a knowledge-gaining commodity, critical literacy is believed to be a practice that exists between people, groups and communities in a sociopolitical and cultural context. It is assumed that without strong literacy skills, post-secondary education and employment options are limited. It is thus against this background that this investigation focused on the critical reading
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Oral language teaching in English as First Additional Language at the Foundation Phase: A case study of changing practice Reading & Writing Pub Date : 2020-08-27 Faith K. Kimathi, Carol Bertram
Background: Despite South Africa’s huge investment in professional development, there is not a lot of research that shows that teachers change their teaching practices by attending formal interventions. This article focuses on English as First Additional Language (EFAL) and explores how one Grade 2 teacher changed her practice of oral language teaching while enrolled for an Advanced Certificate in
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Writing approaches and strategies used by teachers in selected South African English First Additional Language classrooms Reading & Writing Pub Date : 2020-06-18 Nomalungelo I. Ngubane, Berrington Ntombela, Samantha Govender
Background: The teaching of writing in English First Additional Language (EFAL) classrooms remains less explored in the Further Education and Training Phase (FET) in South Africa. This is so despite research showing a decline in the writing skills of second language learners, especially at the FET phase, calling attention to how writing is taught. Objectives: The purpose of this study was to investigate
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Student perceptions of multilingualism and the culture of communication in journalism studies in higher education Reading & Writing Pub Date : 2020-05-28 Sisanda B. Nkoala
Background: The year 2020 will mark five years since the watershed #FeesMustFall protests in South Africa. This was a student-led series of protests, at campuses across the country, calling for higher education to be made accessible through free decolonised education for black people. In light of this, the time has come to ascertain how students perceive the developments in the sector following this
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Why the English Home Language Curriculum and Assessment Policy Statement will not improve learners’ reading comprehension Reading & Writing Pub Date : 2020-05-27 Maryna M. De Lange, Christine Winberg, Hanlie Dippenaar
Background: The Progress in International Reading Literacy Study (PIRLS), and similar international assessments, have consistently shown South African intermediate phase learners’ performance to be among the lowest worldwide. Of particular concern is the Curriculum and Assessment Policy Statement (CAPS) for Home Language in the Intermediate Phase and, specifically, the document’s treatment of the assessment
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The elephant in the room: Tensions between normative research and an ethics of care for digital storytelling in higher education Reading & Writing Pub Date : 2020-05-14 Daniela Gachago, Candice Livingston
Background: Digital storytelling (DST) has been embraced in classrooms around the world as a way to unpack issues of identity and positionality which are critical for any pedagogy concerned with social justice. However, adopting this process-orientated practice into higher education raises ethical concerns especially in relation to the normative approach to traditional research. Objectives: The objective
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The cause-effect relation of latent variables in scientific multi-text reading comprehension: Testing the sequential mediation model Reading & Writing Pub Date : 2020-03-30 Hsiao-Hui Lin, Yuh-Tsuen Tzeng, Hsueh-Chih Chen, Yao-Hsuan Huang
Background: The issue of science is seldom brought into focus because of the way developing assessments of students’ multiple text reading comprehension. Objectives: This study tested the sequential mediation model of scientific multi-text reading comprehension (SMTRC) by means of structural equation modelling (SEM), and aimed to advance the scientific multi-text reading comprehension assessment (SMTRCA)
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Pitfalls and possibilities in literacy research: A review of South African literacy studies, 2004–2018 Reading & Writing Pub Date : 2020-03-12 Claire Biesman-Simons, Kerryn Dixon, Elizabeth Pretorius, Yvonne Reed
Background: Given the comprehensively documented literacy crisis in South Africa and the gaps in what is known about the effective teaching of reading and writing in schools, high-quality literacy research is a priority. Objectives: This article evaluates South African research from two annotated bibliographies on reading in African languages at home language level (2004–2017) and South African research
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Table of Contents Vol 10, No 1 (2019) Reading & Writing Pub Date : 2019-12-19 Editorial Office
No abstract available.
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Balanced reading instruction for improving teachers’ instruction of reading comprehension to Runyankole-English bilingual children Reading & Writing Pub Date : 2019-12-12 Deborah K. Namugenyi
Background: Reading comprehension is a challenge among bilingual children. Reading comprehension difficulties are likely to be attributed to the strategies teachers use during their instruction of reading to these children. Objectives: In light of this, the purpose of this study was to establish the effectiveness of a balanced reading instruction programme in empowering teachers with strategies for
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Adapting a screening tool for dyslexia in isiXhosa Reading & Writing Pub Date : 2019-11-27 Annelize Clark, Kalavani Naidoo, Adaiah Lilenstein
Background: While much research is dedicated to the understanding of dyslexia in the English-speaking population, there is limited knowledge about how this condition presents in African languages. The need for a literacy screening tool in a learner’s home language to aid in early identification, and therefore early intervention, is crucial for reading success in South Africa. Objectives: The aim of
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Teachers’ perceptions of Grades 8–10 English First Additional Language learners’ reading habits, attitudes and motivation Reading & Writing Pub Date : 2019-11-04 Tilla Olifant, Madoda Cekiso, Eunice Rautenbach
Background: Owing to the dearth of reading practices within the South African literacy landscape, many learners neither engage in productive reading habits, nor exhibit a positive attitude towards English First Additional Language (EFAL) reading. Consequently, many learners experience reading challenges, which negatively impact on their academic performance. Objective: This study investigated the reading
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Perceptions of undergraduates on the relationship between exposure to blended learning and online critical literacy skills Reading & Writing Pub Date : 2019-10-30 Titi J. Fola-Adebayo
Background: Exposure to a blended experience has the potential to heighten students’ online critical literacy skills, and prepare them to participate in the new online communities that emerge within a networked society. Objectives: This article considered the perceptions of a cohort of third-year undergraduates of the Department of Communication and Language Arts, University of Ibadan, Nigeria, on
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xploring teachers’ instructional practices for literacy in English in Grade 1: A case study of two urban primary schools in the Shiselweni region of Eswatini (Swaziland) Reading & Writing Pub Date : 2019-10-17 Patience Dlamini, Ayub Sheik
Background: Literacy education in the foundation phase is a global concern. Studies have shown that mastering literacy in the first three years of school ensured academic success and lack of it had negative effects academically, socially and economically. This research study sought to explore teachers’ instructional practices for literacy in English in Grade 1 in the Shiselweni region of Eswatini.
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Barriers to reading in higher education: Rethinking reading support Reading & Writing Pub Date : 2019-09-30 Kristien Andrianatos
Background: Reading is a functional academic literacy ability needed by students in higher education. In the South African context, inadequate reading ability is one of the reasons for high undergraduate attrition rates. It seems that role players within this sector are of the opinion that students have reading ‘problems’ that need to be ‘fixed’, often by generic reading courses. This article differs
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Bachelor of Laws (LLB) students’ views of their literacy practices: Implications for support in a time of change Reading & Writing Pub Date : 2019-09-26 Bongi Bangeni, Lesley Greenbaum
Background: From 2020, the Law faculty has decided to discontinue the five-year Extended Curriculum Programme (ECP) stream within the Bachelor of Laws (LLB) degree for a variety of reasons, including students’ perceptions of stigma, the poor throughput rate of this stream and the identified need to extend academic support to more students in the mainstream class. Objectives: This article argues that
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Mother-tongue education in a multilingual township: Possibilities for recognising lok’shin lingua in South Africa Reading & Writing Pub Date : 2019-08-29 Rockie Sibanda
Background: Mother-tongue education in South African primary schools remains a challenge to policymakers. The situation is problematic in multilingual lok’shin (township) schools where the lok’shin lingua is not recognised as ‘standard’ language. This article raises the controversial possibility of positioning of lok’shin lingua in a formal education langscape. Objectives: The article’s first purpose
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The effect of social media on English second language essay writing with special reference to WhatsApp Reading & Writing Pub Date : 2019-07-30 Sister L. Songxaba, Limkani Sincuba
Background: The Eastern Cape province in South Africa is a multilingual province where isiXhosa is the most widely spoken indigenous language. Learners seldom use English at home, and it remains, largely, the language of learning and teaching used at school. With the advent of dynamic technology, learners are widely exposed to social media, and those who use the language of social media networks tend
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Using a translanguaging approach in teaching paraphrasing to enhance reading comprehension in first-year students Reading & Writing Pub Date : 2019-06-27 Vimbai Hungwe
Background: The teaching of reading strategies that enhance comprehension is a priority for many practising lecturers involved in academic literacy programmes. However, due to the unprepared nature of a large section of students entering the Higher Education system, a number of students have been found to lack basic literacy skills such as reading for comprehension. A plethora of studies has been conducted
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The impact of digital copyright law and policy on access to knowledge and learning Reading & Writing Pub Date : 2019-06-26 Tana Pistorius, Odirachukwu S. Mwim
Background: The evolution in digital technologies has had an enormous impact on traditional copyright notions. Works in digital form have uniform characteristics and these works can be copied, distributed and stored with ease. Objectives: The focus of this article was how to attain a balance between the need to promote access to works and therefore knowledge and learning, on the one hand, and the protection
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Learning to teach writing through a distance education programme: Experiences of Rwandan secondary school English teachers Reading & Writing Pub Date : 2019-05-07 Epimaque Niyibizi, Emmanuel Sibomana, Juliet Perumal
Background: Writing is among the most important skills, and globally it has received more emphasis in literature on language teaching than reading, speaking and listening. However, a paucity of studies is observed in sub-Saharan Africa, particularly in contexts where English is being taught as an additional or foreign language, as is the case in Rwanda. Research shows that learners who can write well
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English vocabulary exposure in South African township schools: Pitfalls and opportunities Reading & Writing Pub Date : 2019-02-21 Lieke Stoffelsma
Background: This small-scale study investigated English vocabulary exposure from graded readers and teacher talk in Grade 3 classrooms in poorly resourced township schools in South Africa. Vocabulary is one of the key building blocks for becoming a fluent reader. Most words are learnt through incidental exposure to oral or written language. Objectives: This study is a first attempt to investigate opportunities
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Extended strategy-use instruction to improve students’ reading proficiency in a content subject Reading & Writing Pub Date : 2018-12-03 Naomi A.Y. Boakye, Michal-Mare Linden
Background: Student reading challenges have been reported worldwide. In many classrooms around the world, teaching students appropriate strategy-use has been a technique used to improve comprehension and improve reading proficiency. However, strategy-use instruction per se may not produce holistic results. Objectives: This article reports on an extended strategy-use instruction to improve students’
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Can you teach an old dog new tricks? An exploratory study into how a sample of lecturers develop digital literacies as part of their career development Reading & Writing Pub Date : 2018-11-21 Willie T. Chinyamurindi, Zikhona Dlaza
The concept of digital and information communication technology (ICT) literacy is receiving renewed empirical attention. This focus is attributed to the changing nature of society and the move towards the ideals of the knowledge-based economy. Further, universities in South Africa and internationally are encouraging the fusion of technology in how students read and write. This research gives focus
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Voice matters: Students’ struggle to find voice Reading & Writing Pub Date : 2018-11-15 Toni Gennrich, Laura Dison
Often, at universities, it is assumed that students will automatically find their ‘voice’ after a period of exposure to the academic field. What is not understood fully are the struggles that students with different levels of preparedness have in finding and asserting their academic voice, particularly in the academic writing genres necessary for success. There is a clear link between students’ ability
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Navigating the unbeaten track from digital literacy to digital citizenship: A case of university students in South Africa’s Eastern Cape province Reading & Writing Pub Date : 2018-11-06 Sam Takavarasha, Liezel Cilliers, Willie Chinyamurindi
Unlike the millennials from the industrialised world who were raised amidst an increasingly online and socially networked society, their South African counterparts at previously disadvantaged universities have some weaknesses similar to those of digital migrants. These weaknesses are caused by the limited exposure millennials in South Africa have to digital devices and Internet connectivity. In spite
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A reading project to improve literacy in the foundation phase: A case study in the Eastern Cape Reading & Writing Pub Date : 2018-11-06 Liezel Cilliers, Carole Bloch
Early literacy teaching and learning in the foundation phase of rural schools in South Africa experience persistent challenges. In order to address some of these challenges, a national reading programme to improve literacy among rural learners was initiated by a non-governmental organisation. The article provides an overview of how teachers in selected Eastern Cape foundation classrooms use the reading
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Use of mobile phones as supplementary teaching and learning tools to learners in South Africa Reading & Writing Pub Date : 2018-09-25 Nandipha Ngesi, Nhlanhla Landa, Nophawu Madikiza, Madoda P. Cekiso, Baba Tshotsho, Lynne M. Walters
One of the major challenges in teaching English to speakers of other languages is the issue of inadequate contact time between teachers and learners and between learners and comprehensible English language input. This paper emanated from a burning desire to help learners in South African educational institutions, especially those in remote areas, increase the opportunity for learner-teacher-content
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Are we teaching critical digital literacy? Grade 9 learners’ practices of digital communication Reading & Writing Pub Date : 2018-09-13 Lutho Mnyanda, Madeyandile Mbelani
South Africa’s communication landscape has changed and is still changing because many previously disadvantaged areas have benefitted from the construction of roads, provision of electricity and installation of satellites. As a result, many previously disadvantaged learners have access to digital media in their homes. In this article, we argue that the immersion of many learners in digital media at
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Changing thoughts towards digital literacy interventions for South African entrepreneurs Reading & Writing Pub Date : 2018-08-30 Riana A. Steyn
It has long been the focus of many countries around the world to see their entrepreneurs grow and to introduce interventions to assist them, as they realise the impact these entrepreneurs have on their economies. Technology is believed to be one of the biggest tools that entrepreneurs can use to assist them in growing sustainable businesses. There is an increased need for small businesses to employ
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Enhancing learners’ reading habits through reading bags at secondary schools Reading & Writing Pub Date : 2018-08-30 Mahlapahlapana Themane, Tsebe Wilfred Molotja
The importance of getting children off to a good start in reading cannot be overstated. Successful academic performance at primary and secondary school level is partly dependent on the ability to read. It is believed that good learners are those who are proficient in reading. However, many learners are struggling to read and, therefore, struggle to academically succeed in other subjects. The problem
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Digital literacy: The quest of an inclusive definition Reading & Writing Pub Date : 2018-08-30 James K. Njenga
Forces of globalisation and economic competition enhanced by, among others, the digital technologies, are radically transforming the social context. Digital technologies are characterised by a powerful and pervasive Internet as well as the related information and communication technologies. Globalisation is facilitated by the universally accessible, reliable and inexpensive communication assisted by
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Analysing English First Additional Language teachers’ understanding and implementation of reading strategies Reading & Writing Pub Date : 2018-08-22 Nophawu Madikiza, Madoda P. Cekiso, Baba P. Tshotsho, Nhlanhla Landa
Despite the fact that comprehension plays an important role in the reading process, the literature in a South African context reveals that learners continue to struggle with it and teachers continue to neglect it in their teaching. The literature has further shown that teachers’ neglect of comprehension in their reading lessons could be attributed to various reasons, including the fact that teachers
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Embedding knowledge transfer in digital citizen engagement in South Africa: Developing digital literacy Reading & Writing Pub Date : 2018-07-27 Caroline Pade-Khene
Basic service delivery is a fundamental right for all South Africans, especially vulnerable groups. Effective and efficient channels of communication between multi-stakeholder groups involved and affected by service delivery are essential. Digital citizen engagement has recently emerged as a key approach for supporting two-way communication between citizens and the government. It is essential for building
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Implementing tablets to teach Reading in Grade 5 Reading & Writing Pub Date : 2018-07-27 Ethel Maboe, Cornelia G.A. Smith, Mumthaz Banoobhai, Moses Makgato
Literacy is regarded as a fundamental skill for people to communicate successfully in all areas of life. In the light of the poor performance of learners, an investigation concerning reading is imperative to enhance literacy in South Africa. This study explores the use of tablets to enhance English reading among learners in Grade 5 from selected primary schools in Atteridgeville. The sample consisted
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The relationship between lecturers’ beliefs and their actual methods of reading instruction: An Ethiopian case study Reading & Writing Pub Date : 2018-05-24 Tesfaye A. Gidalew, Geesje Van den Berg
The purpose of the study was to determine the relationship between lecturers’ beliefs and the actual methods they use in teaching reading. The study, which was conducted in teacher training colleges in the Amhara Region in Ethiopia, showed quite a number of discrepancies. The findings revealed that although in many cases lecturers were aware of the required methods to teach reading in the classroom
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Grade 3 learners’ imagined identities as readers revealed through their drawings Reading & Writing Pub Date : 2018-02-26 Sibhekinkosi Anna Nkomo
There has been limited attention towards the affective aspect in literacy development; yet, reading attitude, an affective component, is a significant element within literacy instruction. This makes a compelling case for investigating Grade 3 learners’ attitudes towards reading. In this study, a situational analysis was conducted as Phase 1 of the research process before implementing a responsive reading
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Genre analysis of essays in the Social Sciences: The case of Botswana students Reading & Writing Pub Date : 2018-01-22 Joel M. Magogwe,Unity M. Nkateng
Writing is a challenging but requisite skill at university and other life situations. At university, essay writing is generally challenging to first-year students across disciplines or faculties. This study therefore describes the writing challenges of the Faculty of Social Sciences students at the University of Botswana. To that end, this study asks the following research questions: (1) What writing
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Genre analysis of essays in the Social Sciences: The case of Botswana students Reading & Writing Pub Date : 2018-01-22 Joel M. Magogwe, Unity M. Nkateng
Writing is a challenging but requisite skill at university and other life situations. At university, essay writing is generally challenging to first-year students across disciplines or faculties. This study therefore describes the writing challenges of the Faculty of Social Sciences students at the University of Botswana. To that end, this study asks the following research questions: (1) What writing
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Perceptions of teachers on creating space for code switching as a teaching strategy in second language teaching in the Eastern Cape province, South Africa Reading & Writing Pub Date : 2017-12-08 Sister L. Songxaba, Adriaan Coetzer, Jacob M. M. Molepo
This research reports on the findings regarding the perceptions of teachers towards creating space for the use of code switching as a teaching strategy in Afrikaans learning and teaching in the isiXhosa-speaking environments of the Transkei region. The aim of this investigation was to establish whether or not code switching can be used as a teaching strategy. A sample of 13 teachers from 12 schools