Factors to be considered in designing a comprehensive syllabus for English Second Language learners (ESL), with reference to learners in KwaZulu-Natal, North coast

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dc.contributor.advisorMoyo, C.T.
dc.contributor.authorGazu, Khulekani Amegius
dc.date.accessioned2009-10-16T07:44:46Z
dc.date.available2009-10-16T07:44:46Z
dc.date.issued2006
dc.descriptionThesis (Masters. English) - University of Zululand, 2006.en_US
dc.description.abstractThe post 1994 era in South Africa has been characterized by rampant change. During this age of transition, almost every aspect of social life has seen new institutions and structures being put in place to redress the injustices and imbalances of the apartheid system. Education has not been an exception. The English Second Language (ESL) syllabus was changed in 1996 and replaced by the 'Interim Core Syllabus'. Since 1996, this interim syllabus has been in effect until 2006 in Grades 11 and 12. Practically, the Education Department of South Africa has relied on the ESL syllabus which was meant to be a temporary measure for eleven years. In the classes lower than Grades 11 and 12, Curriculum 2005 was put in place and was subsequently replaced by the Revised National Curriculum Statement. Again, the Revised National Curriculum Statement was replaced by the National Curriculum Statement. In short, until 2006 high schools, that is, Further Education and Training band, have relied on the interim syllabus and Grade 12 will continue doing so up to 2007. Prompted by the fact that the ESL syllabus had been interim for quite some time and the learners' performance was not satisfactory, the researcher engaged in this study. In 1999 and 2000, learners' performance in ESL in the Empangeni Region was not of the required standard. Eshowe district, which is the focus of this study, was no exception. Learners' poor performance in ESL during these years meant that the aims and objectives of the ESL Interim Core Syllabus for Standard 8,9 and 10 that was used by schools were not entirely realized. This research aimed at finding factors that were responsible for learners' not performing up to the required standard during the years referred to above and possibly in subsequent years. The point of departure for this study was syllabus design - specifically the Interim Core Syllabus of 1996. Admittedly, there may have been other factors that are social, political, affective, etc in nature. However, this study was concerned with factors more directly linked to the education system since syllabi used in schools to facilitate learner assessment are an education factor.en_US
dc.identifier.other316406
dc.identifier.urihttps://hdl.handle.net/10530/139
dc.language.isoenen_US
dc.subjectEnglish language--South Africa--KwaZulu-Natal.en_US
dc.subjectEnglish language--South Africa--KwaZulu Natal--North Coast.en_US
dc.subjectReading comprehension--Evaluation--South Africa--KwaZulu Natal--North Coast.en_US
dc.subjectEnglish language--Written English--South Africa--KwaZulu Natal--North Coast.en_US
dc.titleFactors to be considered in designing a comprehensive syllabus for English Second Language learners (ESL), with reference to learners in KwaZulu-Natal, North coasten_US
dc.typeThesisen_US
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