South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.
This article discusses a one-year intervention that was implemented using the Read to Learn (R2L) approach with 46 isiZulu-speaking students at a South African University in 2011. All the students were in the BCom4 Access Programme at the University of KwaZulu-Natal and originated from Quintile 1-4 schools. Participating students were taught to understand and read selected texts. They were then assisted through a process of 'scaffolding', in which they ultimately learnt how to independently write a text of the same genre, using the six stages of the R2L teaching cycle. Of the original 46 students, 10 were closely tracked. Various data were collected and analysed during the study period. Findings revealed that there was a marked improvement in both reading (an increase of at least two levels) and writing abilities at both the micro and the macro levels of text. These results suggest that the R2L approach, as a reading intervention, can contribute towards the improvement of the academic literacy levels of disadvantaged students at tertiary level.
which proposed that early acquisition of these structures by children was attributable to the pervasive and regular nature of the agreement system. The current study investigated these claims with reference to Zulu second language acquisition and found evidence of both overgeneralization and confusion of morphemes across tasks.Leli phepha libika ngocwaningo mayelana nokufunda ukubamba amagama esiZulu ngumfundi isiZulu okungelona ulimi lwakhe. Ucwaningo lugxile ekutheni kulula kangakanani ukufunda isibanjalo nezigaba zamabizo nezivumelwano kubafundi besigaba 6 nesigaba 7. Ukwehlukana ekubumbeni kahle lezi zakhiwo kwacwaningwa ngokubheka imininingwane yolimi ebhalwe phansi neshiwo ngomlomo. Ucwaningo luqutshulwe imiphumela yocwaningo lokufunda isiZulu njengolimi lokuqala. (Suzman, 1991;1995; olwaphakamisa ukuthi ukufunda lezi zakhiwo ekuqaleni ngabantwana kungenxa yohlobo lwesivumelwano esivamile nesijwalekile. Lolu cwaningo lwamanje lubheke lokhu okushiwoyo mayelana nokufunda isiZulu njengolimi lwesibili futhi luthole ubufakazi obuveza ukusetshenziswa ngokweqile kwezakhi nokudideka uma kusetshenziswa izakhi emisebenzini eyenziwe.
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