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Investigating the use of Sepedi and English to initiate students into the discourse of a discipline in a first year university course.

机译:研究使用Sepedi和英语在一年级大学课程中引导学生进入该学科的课程。

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摘要

This research project set out to investigate the use of an African language, in this case,udSepedi as an academic language of teaching and learning of first year students in theudacademic subject of Communication Theory at tertiary education level. Of interest wasudhow effective Sepedi is as an academic language of learning and instruction. The focusudwas on investigating to what extent using a mother-tongue in academia opens up learningudpossibilities for learners. The research intended to explore whether it is reasonable andudpracticable to use an African language (in this case Sepedi) in the teaching and learningudof Communication Theory in a first year diploma level Communication Skills class. Ofudinterest therefore was whether Sepedi is useful and is a viable academic language in theudpedagogy of Communication Theory in a higher education Communication Skills course.udThe methods used in the research were qualitative and took the form of a teachingudintervention in which a class of Sepedi speaking students voluntarily participated in twoudlessons in which Sepedi and English were used respectively as a medium of instructionudfor Communication Theory. Both lessons were observed by the researcher. The classudobservations were video-recorded and audio-recorded then transcribed for discourse andudthematic analysis of the learning and teaching experiences of the participants. Methodsudused also included a focus group interview and individual interviews and artifacts in theudform of an evaluated written formative task and reflective pieces. This was important forudevaluating the extent of learning from the lessons observed. Participants’ languageudbiographies were also compiled for purposes of writing up each student’s profile. Theudpurpose of using all these instruments was to use data from one instrument to positivelyudinform the next and for information to be finally triangulated.udThe research findings suggest that the use of Sepedi (African languages) in theudclassroom could play a significant role in scaffolding and mediating students who areudstruggling at first year level in universities. A mixture of African languages and Englishudinvolving code-switching and mixing may have pedagogical advantages. Also, theudivudfindings suggest that institutions need to support African languages as languages ofudaccessing academic discourse. However use of English as a Language of Learning andudTeaching (LOLT) is still necessary and as such English remains dominant andudindispensable in academia.
机译:该研究项目旨在调查非洲语言的使用情况,在这种情况下, udSepedi是在高等教育水平的传播理论大学课程中作为一年级学生教与学的学术语言。有趣的是Sepedi作为学习和指导的学术语言是多么有效。重点在于研究在学术界使用母语的程度为学习者带来了学习的可能性。该研究旨在探讨在一年级文凭的沟通技巧课程中,在交流理论的教学中使用非洲语言(在本例中为Sepedi)是否合理和可行。因此,在高等教育“沟通技巧”课程的“沟通理论”教学中,Sepedi是否有用,是否是可行的学术语言。 ud研究中使用的方法是定性的,采取教学干预的形式一班使用Sepedi进行口语的学生自愿参加了两个课程,其中Sepedi和英语分别用作交流理论的教学语言。研究人员观察了这两个教训。班级的 budobservations进行了视频记录和音频记录,然后被转录以对参与者的学习和教学经验进行话语和 uuthematic分析。使用的方法还包括以评估的书面形成任务和反思性作品为形式的焦点小组访谈,个人访谈和人工制品。这对于从观察到的教训中评估学习程度非常重要。还编写了参与者的语言书目表,目的是撰写每个学生的个人资料。使用所有这些工具的目的是利用一种工具的数据来肯定地告知第二种工具,并最终对信息进行三角测量。 ud研究结果表明,在 udclassroom中使用Sepedi(非洲语言)可以起到一定的作用。在脚手架和中介在大学一年级就读的学生中发挥着重要作用。非洲语言和英语涉及代码转换和混合的混合可能具有教学上的优势。另外, udiv uddings建议机构需要支持非洲语言作为 u u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b u200b但是,仍然需要使用英语作为学习和教学语言(LOLT),因此,英语在学术界仍然占主导地位并且是不可缺少的。

著录项

  • 作者

    Yafele Simbayi;

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  • 年度 2009
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  • 原文格式 PDF
  • 正文语种 en
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