Browsing by Author "Xeketwana, Simthembile"

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    Exploring linguistic resources in academic literacy development in isiXhosa printed media texts, within the framework of genre-based teaching
    (Casas, 2017) Xeketwana, Simthembile
    This chapter explores properties of the influential genre-based approach to literacy development (developed by Australian researchers over the past three decades) regarding its possible application in the South African context. The chapter aims at contributing towards the advancement of literacy in writing in isiXhosa in secondary education, from Grades 6 to 12. The genre-based approach and systemic functional linguistics are utilised to examine media texts which can be included in isiXhosa teaching as possible learning materials. An example of a newspaper article (text type) in isiXhosa is examined with regard to its schematic structure and linguistic resources. Arguments are presented to the effect that, (i) the Curriculum and Assessment Policy Statement of the Department of Basic Education contains specifications regarding reading and writing in the home language subject which strongly assume teachers’ expertise in using a genrebased approach and the use of printed-media texts; and (ii) to this effect demonstration of printed-media text (newspapers) will be used to illustrate how media texts can be utilised successfully by teachers in the home language class to facilitate academic literacy. In conclusion, the paper argues that analysis of media texts through the framework of systemic functional linguistics could benefit the educators, in order to develop learners’ literacy skills.
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    The implementation of the language policy for multilingual education: extending the teaching and learning of Isixhosa for commucative purposes in teacher education
    (Stellenbosch : Stellenbosch University, 2021-03) Xeketwana, Simthembile; Robinson, Maureen; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: South African schools are increasingly becoming multilingual, with learners coming from linguistically diverse backgrounds. This is more so in the ex-Model C schools (former white schools), where learners come from all walks of life. There is thus a need for teacher education programmes to produce teachers who are able to function in these linguistically diverse classrooms and to equip them with the proper pedagogical skills to function successfully in these linguistic realities. This need is supported by the policies on National Qualifications Framework Act (67/2008): Revised Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ) (DoHE, 2015) and Incremental Introduction of African Languages Policy (IIAL) (DoE, 2014). Preservice teachers are constantly told that classrooms are linguistically diverse, and they need to be ready for these realities but there is not always proper preparation for them to teach under such circumstances. It is therefore important that the teaching and learning environment of the preservice teachers prepares them for these complex and authentic contexts. This preparation means that preservice teachers have to move beyond just speaking a language to being able to use it as a meaning-making tool for teaching and learning. Following from these imperatives, this design-based study aimed at equipping preservice teachers enrolled for the Bachelor of Education (B.Ed.) Foundation Phase programme at Stellenbosch University to function in linguistically diverse South African classrooms. The review of the literature confirmed that there is a need to equip preservice teachers for South African linguistic realities. However, the literature review portrays very little research in terms of how this can be enacted and realised in authentic environments and the classroom. Thus, this study developed an intensive isiXhosa education module to equip Afrikaans and English speakers in the B.Ed. Foundation Phase with isiXhosa for communicative purposes. Communicative language teaching and sociocultural theory provided the theoretical underpinnings of the study. A design-based research (DBR) methodology was applied because of its usefulness in combining research and practice. Guided by design principles, DBR has the potential to take into consideration how to teach and how to apply what has been taught. The learning environment of DBR is created in a way that supports research to take place and learning environments to emerge. This DBR study followed a four-phase model postulated by Herrington (1997). These four phases spanned two years and two iterations and encompassed different forms of research and intervention. Data was gathered from students through a questionnaire, observations and focus groups. The study finally developed and produced updated design principles that are intended to better the teaching and learning of isiXhosa to preservice teachers in South African universities.
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    The implementation of the language policy for multilingual education: extending the teaching and learning of Isixhosa for communicatative purposes in teacher education
    (Stellenbosch : Stellenbosch University, 2021-03) Xeketwana, Simthembile; Robinson, Maureen; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: South African schools are increasingly becoming multilingual, with learners coming from linguistically diverse backgrounds. This is more so in the ex-Model C schools (former white schools), where learners come from all walks of life. There is thus a need for teacher education programmes to produce teachers who are able to function in these linguistically diverse classrooms and to equip them with the proper pedagogical skills to function successfully in these linguistic realities. This need is supported by the policies on National Qualifications Framework Act (67/2008): Revised Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ) (DoHE, 2015) and Incremental Introduction of African Languages Policy (IIAL) (DoE, 2014). Preservice teachers are constantly told that classrooms are linguistically diverse, and they need to be ready for these realities but there is not always proper preparation for them to teach under such circumstances. It is therefore important that the teaching and learning environment of the preservice teachers prepares them for these complex and authentic contexts. This preparation means that preservice teachers have to move beyond just speaking a language to being able to use it as a meaning-making tool for teaching and learning. Following from these imperatives, this design-based study aimed at equipping preservice teachers enrolled for the Bachelor of Education (B.Ed.) Foundation Phase programme at Stellenbosch University to function in linguistically diverse South African classrooms. The review of the literature confirmed that there is a need to equip preservice teachers for South African linguistic realities. However, the literature review portrays very little research in terms of how this can be enacted and realised in authentic environments and the classroom. Thus, this study developed an intensive isiXhosa education module to equip Afrikaans and English speakers in the B.Ed. Foundation Phase with isiXhosa for communicative purposes. Communicative language teaching and sociocultural theory provided the theoretical underpinnings of the study. A design-based research (DBR) methodology was applied because of its usefulness in combining research and practice. Guided by design principles, DBR has the potential to take into consideration how to teach and how to apply what has been taught. The learning environment of DBR is created in a way that supports research to take place and learning environments to emerge. This DBR study followed a four-phase model postulated by Herrington (1997). These four phases spanned two years and two iterations and encompassed different forms of research and intervention. Data was gathered from students through a questionnaire, observations and focus groups. The study finally developed and produced updated design principles that are intended to better the teaching and learning of isiXhosa to preservice teachers in South African universities.