Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(First additional language). Showing records 1 – 22 of 22 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of South Africa

1. Maswanganye, Bob. The teaching of first additional language reading in Grade 4 in selected schools in the Moretele Area project office .

Degree: 2010, University of South Africa

 This study reports on the investigation of the educators teaching methods at Grade 4 First Additional Language. The study focused on selected schools in Moretele… (more)

Subjects/Keywords: First additional language; Teaching methods; Teaching of FAL

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Maswanganye, B. (2010). The teaching of first additional language reading in Grade 4 in selected schools in the Moretele Area project office . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3577

Chicago Manual of Style (16th Edition):

Maswanganye, Bob. “The teaching of first additional language reading in Grade 4 in selected schools in the Moretele Area project office .” 2010. Masters Thesis, University of South Africa. Accessed September 15, 2019. http://hdl.handle.net/10500/3577.

MLA Handbook (7th Edition):

Maswanganye, Bob. “The teaching of first additional language reading in Grade 4 in selected schools in the Moretele Area project office .” 2010. Web. 15 Sep 2019.

Vancouver:

Maswanganye B. The teaching of first additional language reading in Grade 4 in selected schools in the Moretele Area project office . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10500/3577.

Council of Science Editors:

Maswanganye B. The teaching of first additional language reading in Grade 4 in selected schools in the Moretele Area project office . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3577


University of the Western Cape

2. Naketsana, Molopetsane. Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase .

Degree: 2019, University of the Western Cape

 South Africa is a multicultural and multilingual country, with eleven official languages which include English, Afrikaans, IsiXhosa, IsiZulu, IsiNdebele, Sesotho, Setswana, Sepedi, TshiVenda and Xitsonga.… (more)

Subjects/Keywords: Epistemological Access; First Additional Language; English; Grade 3; Foundation Phase

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Naketsana, M. (2019). Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6968

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Naketsana, Molopetsane. “Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase .” 2019. Thesis, University of the Western Cape. Accessed September 15, 2019. http://hdl.handle.net/11394/6968.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Naketsana, Molopetsane. “Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase .” 2019. Web. 15 Sep 2019.

Vancouver:

Naketsana M. Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase . [Internet] [Thesis]. University of the Western Cape; 2019. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/11394/6968.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Naketsana M. Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase . [Thesis]. University of the Western Cape; 2019. Available from: http://hdl.handle.net/11394/6968

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

3. [No author]. An exploration of the nature of English First Additional Language (EFAL) teacher's participation in clusters and how it contributes to their professional development : a case of two clusters in the UMgungundlovu District.

Degree: Education, 2015, University of KwaZulu-Natal

 The major objective of the study was to explore the nature of participation of English First Additional Language (EFAL) teachers in clusters, what they learn… (more)

Subjects/Keywords: Communication.; English language – Study and teaching – South Africa.; Education.; English First Additional Language (EFAL)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2015). An exploration of the nature of English First Additional Language (EFAL) teacher's participation in clusters and how it contributes to their professional development : a case of two clusters in the UMgungundlovu District. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/12900

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “An exploration of the nature of English First Additional Language (EFAL) teacher's participation in clusters and how it contributes to their professional development : a case of two clusters in the UMgungundlovu District. ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/12900.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “An exploration of the nature of English First Additional Language (EFAL) teacher's participation in clusters and how it contributes to their professional development : a case of two clusters in the UMgungundlovu District. ” 2015. Web. 15 Sep 2019.

Vancouver:

author] [. An exploration of the nature of English First Additional Language (EFAL) teacher's participation in clusters and how it contributes to their professional development : a case of two clusters in the UMgungundlovu District. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/12900.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. An exploration of the nature of English First Additional Language (EFAL) teacher's participation in clusters and how it contributes to their professional development : a case of two clusters in the UMgungundlovu District. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/12900

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

4. Hlabane, Alfred Sipho. Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province .

Degree: 2014, University of South Africa

 This study investigated the effects of incorporating English language teaching in Physical Sciences education. The sample was selected from Physical Sciences Grade 10 learners in… (more)

Subjects/Keywords: Science education; Language of science; First additional language; English language; Second language; Physical sciences; Language of learning; Teaching; Medium of instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hlabane, A. S. (2014). Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/14275

Chicago Manual of Style (16th Edition):

Hlabane, Alfred Sipho. “Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province .” 2014. Masters Thesis, University of South Africa. Accessed September 15, 2019. http://hdl.handle.net/10500/14275.

MLA Handbook (7th Edition):

Hlabane, Alfred Sipho. “Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province .” 2014. Web. 15 Sep 2019.

Vancouver:

Hlabane AS. Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10500/14275.

Council of Science Editors:

Hlabane AS. Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14275


North-West University

5. Reyneke, Elizabeth Maryna. A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke .

Degree: 2008, North-West University

 When Outcomes-Based Education (OBE) reached the Further Education and Training (FET) band in 2006, teachers were confronted for the first time with a new curriculum… (more)

Subjects/Keywords: Outcomes-based education; Outcomes-based assessment; English first additional language; FET band

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Reyneke, E. M. (2008). A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/1893

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reyneke, Elizabeth Maryna. “A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke .” 2008. Thesis, North-West University. Accessed September 15, 2019. http://hdl.handle.net/10394/1893.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reyneke, Elizabeth Maryna. “A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke .” 2008. Web. 15 Sep 2019.

Vancouver:

Reyneke EM. A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke . [Internet] [Thesis]. North-West University; 2008. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10394/1893.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reyneke EM. A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/1893

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North-West University

6. Raoof, Fazila Banoo. The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof .

Degree: 2013, North-West University

 Learning and assessment are inextricably intertwined, since assessment not only measures learning, but future learning is also dependent on assessment. The purpose of this two… (more)

Subjects/Keywords: Assessment; Informal assessment; Formal assessment; Continuous assessment; Constructivism; Scaffolding; English first additional language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Raoof, F. B. (2013). The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10177

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Raoof, Fazila Banoo. “The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof .” 2013. Thesis, North-West University. Accessed September 15, 2019. http://hdl.handle.net/10394/10177.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Raoof, Fazila Banoo. “The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof .” 2013. Web. 15 Sep 2019.

Vancouver:

Raoof FB. The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof . [Internet] [Thesis]. North-West University; 2013. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10394/10177.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Raoof FB. The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof . [Thesis]. North-West University; 2013. Available from: http://hdl.handle.net/10394/10177

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

7. Makina, Blandina Tabitha. Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices .

Degree: 2011, University of South Africa

 This study focussed on teacher training in the context of distance education. It investigated the impact on practice of an English methodology course offered by… (more)

Subjects/Keywords: Continuing professional development; Mediating learning; English first additional language; Outcomes-Based Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Makina, B. T. (2011). Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/5592

Chicago Manual of Style (16th Edition):

Makina, Blandina Tabitha. “Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices .” 2011. Doctoral Dissertation, University of South Africa. Accessed September 15, 2019. http://hdl.handle.net/10500/5592.

MLA Handbook (7th Edition):

Makina, Blandina Tabitha. “Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices .” 2011. Web. 15 Sep 2019.

Vancouver:

Makina BT. Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10500/5592.

Council of Science Editors:

Makina BT. Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5592


University of Pretoria

8. Swanepoel, Nadia. Teaching English reading comprehension to Grade 2 First Additional Language learners.

Degree: MEd, Early Childhood Education, 2017, University of Pretoria

 Die leesbegrip van Engels is 'n wêreldwye uitdaging. Hierdie studie het ondersoek hoe Graad 2-onderwysers onderrig in leesbegrip in Engels aan leerders van Engels as… (more)

Subjects/Keywords: UCTD; English as first additional language (EFAL); Home language (HL); Zone of proximal development (ZPD); Reading comprehension

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Swanepoel, N. (2017). Teaching English reading comprehension to Grade 2 First Additional Language learners. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60983

Chicago Manual of Style (16th Edition):

Swanepoel, Nadia. “Teaching English reading comprehension to Grade 2 First Additional Language learners.” 2017. Masters Thesis, University of Pretoria. Accessed September 15, 2019. http://hdl.handle.net/2263/60983.

MLA Handbook (7th Edition):

Swanepoel, Nadia. “Teaching English reading comprehension to Grade 2 First Additional Language learners.” 2017. Web. 15 Sep 2019.

Vancouver:

Swanepoel N. Teaching English reading comprehension to Grade 2 First Additional Language learners. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/2263/60983.

Council of Science Editors:

Swanepoel N. Teaching English reading comprehension to Grade 2 First Additional Language learners. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60983


University of South Africa

9. Cooper, Patricia Anne. Academic vocabulary and lexical bundles in the writing of undergraduate psychology students.

Degree: 2016, University of South Africa

 This thesis investigates the relationship which both academic vocabulary and lexical bundles have to academic performance at university. While academic vocabulary is defined in terms… (more)

Subjects/Keywords: Corpus linguistics; Academic vocabulary; Lexical bundles; IELTS; Student academic writing; Longitudinal study; First language; Additional language; Academic performance; Undergraduate students; Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cooper, P. A. (2016). Academic vocabulary and lexical bundles in the writing of undergraduate psychology students. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22608

Chicago Manual of Style (16th Edition):

Cooper, Patricia Anne. “Academic vocabulary and lexical bundles in the writing of undergraduate psychology students.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 15, 2019. http://hdl.handle.net/10500/22608.

MLA Handbook (7th Edition):

Cooper, Patricia Anne. “Academic vocabulary and lexical bundles in the writing of undergraduate psychology students.” 2016. Web. 15 Sep 2019.

Vancouver:

Cooper PA. Academic vocabulary and lexical bundles in the writing of undergraduate psychology students. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10500/22608.

Council of Science Editors:

Cooper PA. Academic vocabulary and lexical bundles in the writing of undergraduate psychology students. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22608


University of South Africa

10. McLean, Alistair Charles. Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman .

Degree: 2011, University of South Africa

 This study investigates awareness and use of communicative language teaching methodology (CLT) in a foundation programme at an institution of higher learning in the Sultanate… (more)

Subjects/Keywords: Communicative language teaching; Qualitative research; Additional language learning; General foundation programme; Native speaker; First language; Second language; Target language; Education; Non-native speaker; Language proficiency; Accreditation; Classroom observation; Teaching methodology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McLean, A. C. (2011). Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/4777

Chicago Manual of Style (16th Edition):

McLean, Alistair Charles. “Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman .” 2011. Masters Thesis, University of South Africa. Accessed September 15, 2019. http://hdl.handle.net/10500/4777.

MLA Handbook (7th Edition):

McLean, Alistair Charles. “Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman .” 2011. Web. 15 Sep 2019.

Vancouver:

McLean AC. Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10500/4777.

Council of Science Editors:

McLean AC. Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/4777

11. Zimkhitha Kalipha. Teaching strategies to improve the writing skills for grade and 9 learners in english first additional language: a case study of Forth high school in the Cradock education district.

Degree: M.Ed, 2014, SEALS Consortium

 Writing skills is are an essential requirement to lifelong learner success yet the way teachers teach and provide feedback to their learners on writing is… (more)

Subjects/Keywords: Teaching strategies – writing skills.; English First Additional Language.; process approach model product approach model – genre approach model.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kalipha, Z. (2014). Teaching strategies to improve the writing skills for grade and 9 learners in english first additional language: a case study of Forth high school in the Cradock education district. (Masters Thesis). SEALS Consortium. Retrieved from http://hdl.handle.net/10353/d1017297

Chicago Manual of Style (16th Edition):

Kalipha, Zimkhitha. “Teaching strategies to improve the writing skills for grade and 9 learners in english first additional language: a case study of Forth high school in the Cradock education district.” 2014. Masters Thesis, SEALS Consortium. Accessed September 15, 2019. http://hdl.handle.net/10353/d1017297.

MLA Handbook (7th Edition):

Kalipha, Zimkhitha. “Teaching strategies to improve the writing skills for grade and 9 learners in english first additional language: a case study of Forth high school in the Cradock education district.” 2014. Web. 15 Sep 2019.

Vancouver:

Kalipha Z. Teaching strategies to improve the writing skills for grade and 9 learners in english first additional language: a case study of Forth high school in the Cradock education district. [Internet] [Masters thesis]. SEALS Consortium; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10353/d1017297.

Council of Science Editors:

Kalipha Z. Teaching strategies to improve the writing skills for grade and 9 learners in english first additional language: a case study of Forth high school in the Cradock education district. [Masters Thesis]. SEALS Consortium; 2014. Available from: http://hdl.handle.net/10353/d1017297


University of KwaZulu-Natal

12. Kimathi, Faith Kananu. Professional learning of foundation phase teachers in the advanced certificate in teaching (Act) programme.

Degree: 2017, University of KwaZulu-Natal

 This is a case study of three Foundation Phase (FP) teachers enrolled on the Advanced Certificate in Teaching (ACT) programme. It explores what they learnt… (more)

Subjects/Keywords: Theses - Education Studies.; Professional learning - Foundation phase teachers.; Advanced certificate in teaching (ACT); Teaching English - First additional language.; Teacher professional development.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kimathi, F. K. (2017). Professional learning of foundation phase teachers in the advanced certificate in teaching (Act) programme. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15322

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kimathi, Faith Kananu. “Professional learning of foundation phase teachers in the advanced certificate in teaching (Act) programme.” 2017. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/15322.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kimathi, Faith Kananu. “Professional learning of foundation phase teachers in the advanced certificate in teaching (Act) programme.” 2017. Web. 15 Sep 2019.

Vancouver:

Kimathi FK. Professional learning of foundation phase teachers in the advanced certificate in teaching (Act) programme. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/15322.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kimathi FK. Professional learning of foundation phase teachers in the advanced certificate in teaching (Act) programme. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15322

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

13. Maja, Margaret Malewaneng. Classroom interaction in teaching English first additional language learners in the intermediate phase.

Degree: 2015, University of South Africa

 The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as… (more)

Subjects/Keywords: Classroom interaction; English first additional language; Teacher; Learner; Curriculum and Assessment Policy Statement; Communicative competence; Learning opportunities; Framework; Learning environment; Bricoleur

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Maja, M. M. (2015). Classroom interaction in teaching English first additional language learners in the intermediate phase. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/20219

Chicago Manual of Style (16th Edition):

Maja, Margaret Malewaneng. “Classroom interaction in teaching English first additional language learners in the intermediate phase.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 15, 2019. http://hdl.handle.net/10500/20219.

MLA Handbook (7th Edition):

Maja, Margaret Malewaneng. “Classroom interaction in teaching English first additional language learners in the intermediate phase.” 2015. Web. 15 Sep 2019.

Vancouver:

Maja MM. Classroom interaction in teaching English first additional language learners in the intermediate phase. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10500/20219.

Council of Science Editors:

Maja MM. Classroom interaction in teaching English first additional language learners in the intermediate phase. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20219


University of KwaZulu-Natal

14. Turner, Nolene. The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8).

Degree: 2010, University of KwaZulu-Natal

 This paper looks broadly at the situation of the Government’s Language Policy in schools and at the declining numbers of pupils opting to take isiZulu… (more)

Subjects/Keywords: Language policy – South Africa.; Zulu language – Study and teaching (Secondary) – KwaZulu-Natal.; Second language acquisition – Study and teaching (Secondary) – KwaZulu-Natal.; Durban High School.; Second language teaching.; First additional language.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Turner, N. (2010). The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8). (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9373

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Turner, Nolene. “The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8).” 2010. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/9373.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Turner, Nolene. “The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8).” 2010. Web. 15 Sep 2019.

Vancouver:

Turner N. The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8). [Internet] [Thesis]. University of KwaZulu-Natal; 2010. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/9373.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Turner N. The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8). [Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/9373

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Univerzitet u Beogradu

15. Momčilović, Nikoleta, 1962-. Немачки као други страни језик у Србији.

Degree: Filološki fakultet, 2018, Univerzitet u Beogradu

Примењена лингвистика (методика наставе), глотодидактика, социолингвистика - Методика наставе немачког језика / Applied linguistics (Methodology of teaching), glottodidactics, sociolinguistics - Methodology of teaching German language(more)

Subjects/Keywords: Multilingualism; Tertiary languages; English as а first foreign language; German as an additional foreign language; GaF („German after English”); Language awareness; Language learning awareness

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Momčilović, Nikoleta, 1. (2018). Немачки као други страни језик у Србији. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:18880/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Momčilović, Nikoleta, 1962-. “Немачки као други страни језик у Србији.” 2018. Thesis, Univerzitet u Beogradu. Accessed September 15, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:18880/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Momčilović, Nikoleta, 1962-. “Немачки као други страни језик у Србији.” 2018. Web. 15 Sep 2019.

Vancouver:

Momčilović, Nikoleta 1. Немачки као други страни језик у Србији. [Internet] [Thesis]. Univerzitet u Beogradu; 2018. [cited 2019 Sep 15]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:18880/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Momčilović, Nikoleta 1. Немачки као други страни језик у Србији. [Thesis]. Univerzitet u Beogradu; 2018. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:18880/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

16. Zimmerman, Lisa. The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development.

Degree: Science, Mathematics and Technology Education, 2011, University of Pretoria

 The findings of the Progress in International Reading Literacy Study (PIRLS) 2006 highlighted concerns about support for and the quality of reading literacy teaching in… (more)

Subjects/Keywords: Progress in international reading literacy study; Grade 4; Intermediate phase; Reading literacy; Schooling conditions; Curriculum implementation; Teaching practices; Pirls 2006; English first language learners; English additional language learners; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zimmerman, L. (2011). The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24982

Chicago Manual of Style (16th Edition):

Zimmerman, Lisa. “The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development.” 2011. Doctoral Dissertation, University of Pretoria. Accessed September 15, 2019. http://hdl.handle.net/2263/24982.

MLA Handbook (7th Edition):

Zimmerman, Lisa. “The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development.” 2011. Web. 15 Sep 2019.

Vancouver:

Zimmerman L. The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/2263/24982.

Council of Science Editors:

Zimmerman L. The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/24982


University of Pretoria

17. [No author]. The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development .

Degree: 2011, University of Pretoria

 The findings of the Progress in International Reading Literacy Study (PIRLS) 2006 highlighted concerns about support for and the quality of reading literacy teaching in… (more)

Subjects/Keywords: Progress in international reading literacy study; Grade 4; Intermediate phase; Reading literacy; Schooling conditions; Curriculum implementation; Teaching practices; Pirls 2006; English first language learners; English additional language learners; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2011). The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05252011-133034/

Chicago Manual of Style (16th Edition):

author], [No. “The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development .” 2011. Doctoral Dissertation, University of Pretoria. Accessed September 15, 2019. http://upetd.up.ac.za/thesis/available/etd-05252011-133034/.

MLA Handbook (7th Edition):

author], [No. “The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development .” 2011. Web. 15 Sep 2019.

Vancouver:

author] [. The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development . [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Sep 15]. Available from: http://upetd.up.ac.za/thesis/available/etd-05252011-133034/.

Council of Science Editors:

author] [. The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development . [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-05252011-133034/


University of Pretoria

18. Neluheni, Tshililo Sedney. Exploring quality and assessment models for English first additional language in Grade 10.

Degree: Science, Mathematics and Technology Education, 2012, University of Pretoria

 This research aimed at exploring the quality assurance and assessment models used for English First Additional language (EFAL) in the Further Education and Training (FET)… (more)

Subjects/Keywords: Validity; Outcomes-based assessment; Oba; Assessment task; Reliability; Learning outcomes; Assessment standard; Internal moderation; Case study; Quality assurance; English first additional language; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Neluheni, T. (2012). Exploring quality and assessment models for English first additional language in Grade 10. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/27630

Chicago Manual of Style (16th Edition):

Neluheni, Tshililo. “Exploring quality and assessment models for English first additional language in Grade 10.” 2012. Masters Thesis, University of Pretoria. Accessed September 15, 2019. http://hdl.handle.net/2263/27630.

MLA Handbook (7th Edition):

Neluheni, Tshililo. “Exploring quality and assessment models for English first additional language in Grade 10.” 2012. Web. 15 Sep 2019.

Vancouver:

Neluheni T. Exploring quality and assessment models for English first additional language in Grade 10. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/2263/27630.

Council of Science Editors:

Neluheni T. Exploring quality and assessment models for English first additional language in Grade 10. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/27630


University of Pretoria

19. [No author]. Exploring quality and assessment models for English first additional language in Grade 10 .

Degree: 2012, University of Pretoria

 This research aimed at exploring the quality assurance and assessment models used for English First Additional language (EFAL) in the Further Education and Training (FET)… (more)

Subjects/Keywords: Validity; Outcomes-based assessment; Oba; Assessment task; Reliability; Learning outcomes; Assessment standard; Internal moderation; Case study; Quality assurance; English first additional language; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2012). Exploring quality and assessment models for English first additional language in Grade 10 . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-08292012-132407/

Chicago Manual of Style (16th Edition):

author], [No. “Exploring quality and assessment models for English first additional language in Grade 10 .” 2012. Masters Thesis, University of Pretoria. Accessed September 15, 2019. http://upetd.up.ac.za/thesis/available/etd-08292012-132407/.

MLA Handbook (7th Edition):

author], [No. “Exploring quality and assessment models for English first additional language in Grade 10 .” 2012. Web. 15 Sep 2019.

Vancouver:

author] [. Exploring quality and assessment models for English first additional language in Grade 10 . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Sep 15]. Available from: http://upetd.up.ac.za/thesis/available/etd-08292012-132407/.

Council of Science Editors:

author] [. Exploring quality and assessment models for English first additional language in Grade 10 . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-08292012-132407/


University of South Africa

20. Amponsah, Samuel. The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal .

Degree: 2014, University of South Africa

 The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their… (more)

Subjects/Keywords: Student Teams Achievement Division (STAD); Cooperative learning; Learner-centredness; Teaching method; Teaching strategy; First additional language; Inclusive education; Curriculum; National Curriculum Statement (NCS); Curriculum Assessment Policy Statements (CAPS); Learning outcomes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Amponsah, S. (2014). The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18335

Chicago Manual of Style (16th Edition):

Amponsah, Samuel. “The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal .” 2014. Doctoral Dissertation, University of South Africa. Accessed September 15, 2019. http://hdl.handle.net/10500/18335.

MLA Handbook (7th Edition):

Amponsah, Samuel. “The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal .” 2014. Web. 15 Sep 2019.

Vancouver:

Amponsah S. The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10500/18335.

Council of Science Editors:

Amponsah S. The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18335

21. Goosen, Chantel Lee-Anne. Teaching, reading and spelling in Grade 2 English second language classes through THRASS methodologies .

Degree: 2013, University of South Africa

 In South Africa, the topic of reading has been of great interest on the development of language since it has been estimated that 12 million… (more)

Subjects/Keywords: English second language (ESL) learners; First additional language; Home language; Language development; Phonemic awareness; THRASS

…the learners are able to develop their desired competencies. First Additional Language… …learners in their second language proficiency. The term First Additional Language (FAL)… …Bhatia 2009:319). 1.7.3 First Additional Language The term First Additional Language… …80 iii 3.2.1.3 First language development… …Africans spoke Afrikaans as their first home language, and 9% English. This means that many… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Goosen, C. L. (2013). Teaching, reading and spelling in Grade 2 English second language classes through THRASS methodologies . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/11820

Chicago Manual of Style (16th Edition):

Goosen, Chantel Lee-Anne. “Teaching, reading and spelling in Grade 2 English second language classes through THRASS methodologies .” 2013. Masters Thesis, University of South Africa. Accessed September 15, 2019. http://hdl.handle.net/10500/11820.

MLA Handbook (7th Edition):

Goosen, Chantel Lee-Anne. “Teaching, reading and spelling in Grade 2 English second language classes through THRASS methodologies .” 2013. Web. 15 Sep 2019.

Vancouver:

Goosen CL. Teaching, reading and spelling in Grade 2 English second language classes through THRASS methodologies . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10500/11820.

Council of Science Editors:

Goosen CL. Teaching, reading and spelling in Grade 2 English second language classes through THRASS methodologies . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/11820


University of Pretoria

22. Steyn, Guida. The transition of Grade 4 learners to English as medium of instruction.

Degree: MEd, Early Childhood Education, 2018, University of Pretoria

 The South African Language-in-Education Policy (LiEP) states that mother tongue should be the preferred medium of instruction in the Foundation Phase (grade R-3). Primary tuition… (more)

Subjects/Keywords: UCTD; Home language/mother tongue; English first additional language; English second language (ESL); Second/target language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Steyn, G. (2018). The transition of Grade 4 learners to English as medium of instruction. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65469

Chicago Manual of Style (16th Edition):

Steyn, Guida. “The transition of Grade 4 learners to English as medium of instruction.” 2018. Masters Thesis, University of Pretoria. Accessed September 15, 2019. http://hdl.handle.net/2263/65469.

MLA Handbook (7th Edition):

Steyn, Guida. “The transition of Grade 4 learners to English as medium of instruction.” 2018. Web. 15 Sep 2019.

Vancouver:

Steyn G. The transition of Grade 4 learners to English as medium of instruction. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/2263/65469.

Council of Science Editors:

Steyn G. The transition of Grade 4 learners to English as medium of instruction. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65469

.