Improving classroom practice by using language development theory
OUTPUT TYPE: Policy briefs
PUBLICATION YEAR: 2018
TITLE AUTHOR(S): J.Harvey, C.Prinsloo
KEYWORDS: EDUCATION, LANGUAGE TEACHING, LITERACY
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 10248
HANDLE: 20.500.11910/11805
URI: http://hdl.handle.net/20.500.11910/11805
PUBLICATION YEAR: 2018
TITLE AUTHOR(S): J.Harvey, C.Prinsloo
KEYWORDS: EDUCATION, LANGUAGE TEACHING, LITERACY
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 10248
HANDLE: 20.500.11910/11805
URI: http://hdl.handle.net/20.500.11910/11805
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Teaching literacy can be challenging within the multilingual context of South Africa where schools also exhibit much diversity in resource availability, school management structures, teacher quality, learner class size and learners' literacy foundations. To ensure successful literacy teaching and meet learners' needs, teachers need to be able to integrate various teaching approaches and resources. This policy brief highlights findings from four research projects conducted by the Human Sciences Research Council (HSRC) between 2006 and 2016 to provide a bridge between conceptual frameworks and practical delivery in literacy teaching. These findings explain stages of biliteracy development, introduce alternative teaching pedagogies and practices as opposed to those of traditional monolingualism, and emphasise the importance of teacher support.-
Related Research Outputs:
- Into the cauldron: an interplay of indigenous and globalised knowledge with strong and weak notions of literacy and language education in Ethiopia and South Africa
- International disappointment in whole language literacy and communicative language teaching: reconfiguring debates from the global south
- Impact study of the Molteno project programmes: report for phase one (Grade 1 - 2002)
- Family literacy draft report
- Education emergency
- A review of the curriculum documents for English second language learning in Grades 1-3 in twelve African countries
- Towards effective literacy teaching and learning in African education: a research and development proposal
- Language policy and education in Southern Africa
- Education in South Africa: some points for policy coherence
- Turning 'learning to read' into 'reading to learn': conclusions from a Limpopo literacy study
- An analysis of foundation phase materials for L1, L2, life skills & numeracy
- Challenges in implementing a participatory evaluation approach: a case study of the Limpopo Literacy Teaching Evaluation Project
- Literacy and bi/multilingual education in Africa: recovering collective memory and expertise
- Determination of Differential Bundle Functioning (DBF) of numeracy and literacy tests administered to grade 3 learners in South Africa
- Productive engagement with linguistic diversity in tension with globalised discourses in Ethiopia
- Enhancing teaching and learning in schools through assessment: challenges and possibilities (The 3Rs project)
- Where 'whole language' literacy and 'communicative' language teaching fail
- The role of language and literacy in preparing South African learners for educational success: lessons learnt from a classroom study in Limpopo province
- School resources and the gender reading literacy gap in South African schools
- Bi-literacy and multilingualism in schools: managing learning and teaching in local and international languages