An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school
Type
Thesis
Authors
Category
ECCE, Foundation, Intermediate
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Publication Year
2008
Publisher
URL
[ private ]
Pages
116 p.
Subject
Early childhood education, Primary education, Learners, Literacy, English as second language, Bilingualism, Cognition, Teachers, Teaching, Government policy, Malawi
Tags
Abstract
This study arises out of an awareness of the history of Malawi's language in education policy from the era of British colonialism to the present multilingual era. English is given a high status in schools despite the fact that many more teachers and pupils speak local languages. Malawi's new language in education model stipulates that "English should be offered as a subject from Standards 1 to 3; English should be offered as medium of instruction from Standards 4 to 8" (MOE. 1996). The Malawi in education bilingual model is thus subtractive, which impacts negatively on second language learning. I discuss various theories that underpin the teaching of literacy in a second language. namely bilingualism and cognition, social learning, and theories with an educational or classroom orientation to establish a framework for my empirical investigation.
Description
Thesis (MEd)--University of Cape Town, 2008
Number of Copies
1
