Masters Degrees (Modern Foreign Languages)

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Browsing Masters Degrees (Modern Foreign Languages) by Subject "Afrikaans language -- Self instruction -- Interactive multimedia"

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    Using technology and multimedia in Junior Secondary First Language creative writing skills development : new methodology to fit new literacies
    (Stellenbosch : Stellenbosch University, 2022-03) Cupido, Josephine; Anthonissen, Christine; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
    ENGLISH ABSTRACT: This study investigates the use of technology and multimedia in the development of Junior Secondary learners’ writing skills, asking specific questions about the changes in literacy that new technologies have heralded. Furthermore, the study will investigate literature on the introduction of multimodal technology in ways that relate to new approaches to teaching creative writing in the ‘digital age’. Drawing on experience as an Afrikaans First Language teacher in schools with learners from formerly disadvantaged communities whose exposure to technology has come relatively late, the study reflects on the literature with specifically such learners and their teachers in mind. By relating the incorporation of technology, specifically in Grade 8 Afrikaans First Language classrooms, to literature on new technology in creative writing and other forms of creative language use, this study aims to examine how this integration will benefit both teachers and learners more broadly in the advancement of teaching and learning practices in creative writing. As this is a wide topic, and the thesis is one of limited scope, it pays attention to a selected set of topics. It refers first to the term “multi-literacy” and the pedagogies of multiliteracy, In reflecting on creative writing in a digitalizing age, the study also attends to the concept of “maker education” as it was introduced by ‘Justice (2016). It relates these concepts and the ideas they carry to the concepts of “new literacy” and “new technology” as they feature in language education classrooms of learners between the ages 12 and 14. Based on the researcher’s own experience of teaching in both an urban and a rural school setting, this thesis aims to offer insight into how schools can utilize technology even when they struggle to gain access to these platforms. To uncover the advantages of incorporating technology within the school system, this study relies mostly on secondary sources obtained from various experts within the education field. As this thesis aims to offer an overview of the integration of technology within creative writing teaching, it also offers various suggestions on improving the ways in which teachers and learners should use technology in their classes. By doing so, learners should be able to garner critical skills that will help them in creative language work and their knowledge development process.