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Introduction of bilingual instruction into KwaZulu-Natal classrooms as a means to maximize second language learner's academic performance

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dc.contributor.advisor Nzima, D.R.
dc.contributor.author Ramparsad, Bina
dc.date.accessioned 2011-07-04T10:06:21Z
dc.date.available 2011-07-04T10:06:21Z
dc.date.issued 2007
dc.identifier.uri http://hdl.handle.net/10530/699
dc.description A mini dissertation submitted in partial fulfilment of the requirements for the degree of Masters in Education(Educational psychology) in the Department of Educational Psychology and Special Education, University of Zululand, 2007. en_US
dc.description.abstract In KwaZulu-Natal and the wider South Africa, many learners are challenged in reading, writing and spelling. Aims This study aimed at evaluating bilingualism as a method of instruction, or means to improve the academic performance of second language learners, i.e. isiZulu speaking learners in KwaZulu-Natal classrooms. Methodology The research took the form of a field experiment and was limited to one school only, namely, the "Green School". The research paradigm took the form of a Pre-Test Post-Test: Before and After Randomised Control Group. This study is quantitative in nature and sampling is systematic by character. Sampling was executed by the method of random selection, where subjects from the Green School were randomly assigned to the experimental and control groups. Learners from Grades 4, 5, 6 and 7 were the participants in this research. The total number of participants in the study was N = 64, with 32 subjects being assigned to the control and the other 32 being assigned to the experimental group randomly. The subjects N - 64 were African learners whose home language was (i) isiZulu and (ii) Indian or Coloured learners whose home language was English. Both these groups were presented with vocabulary and comprehension pre-tests. The items listed on the vocabulary and comprehension subtests of the SSAIS-R were utilized to test the learners' knowledge and understanding of words. The SSAIS-R was utilized because it has been proved to be valid and reliable. Scoring was conducted as per requirements for scoring in the SSAIS-R on the vocabulary and comprehension subtests respectively. The experimental group was the subjected to one month of bilingual teaching, instructed by an isiZulu speaking teacher aide, who was proficient in and willing to teach bilingually in the experimental classroom. The control group was subjected to "English only" instruction. After one month the tester presented the learners with the same test material and posttest scores were obtained. VI n Data was then summarized and calculated using the factorial design and a table on the final analysis of variance was obtained. Results The results obtained, demonstrated that all F ratios were significant @ the 0.05 level for the Green School. It also verified that bilingualism as a method of instruction had improved the academic performance of second language learners viz. isiZulu learners in the Green School. Conclusion This has implications for reviewing and evaluating teaching and learning using bilingual instruction in South African classrooms. Recommendations It is recommended that bilingual instruction be introduced in the senior primary phase in schools. Since this study proved significant in the senior primary phase, it is recommended that a similar type of study be conducted in the junior primary phase in schools. A further suggestion is that in-service training be provided for all educators in bilingual modes of instruction, thus enhancing academic performance in second language learners. It should be compulsory for all student teachers to be trained in bilingual methods of instruction in teacher training tertiary institutions. This study can also be utilized to develop strategies for teaching in rural and peri -urban areas. en_US
dc.language.iso en en_US
dc.subject Bilingual instruction en_US
dc.subject Bilingualism as a method of instruction en_US
dc.subject Academic performance en_US
dc.title Introduction of bilingual instruction into KwaZulu-Natal classrooms as a means to maximize second language learner's academic performance en_US
dc.type Thesis en_US


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