Code-switching as a pedagogical strategy in classroom settings: the case of township schools in a South African Metropolitan Municipality
- Authors: Marawu, Sithembele
- Date: 2018
- Subjects: Code switching (Linguistics) , Multilingual education -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching -- Bilingual method , English language -- Social aspects -- South Africa , Language and education -- South Africa , Language and education -- Social aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62406 , vital:28173
- Description: The purpose of this study was to explore the use of code-switching as a pedagogical strategy in bi/multilingual classroom settings. It was prompted by the widespread use of codeswitching (CS) in classrooms, particularly in South African rural and township schools. This study highlighted that learners from disadvantaged backgrounds struggle to learn through the medium of English but aspire to acquire it because of its association with socio-economic advancement. However, poor proficiency in English excludes them from being part of the country's economy. Research studies show that there is a shift from the old orthodoxy which perceived CS as undesirable in classrooms to a new orthodoxy that acknowledges its academic contribution in classrooms. Although more research on classroom CS has been done, this study identified the need for development of new strategies on how to use CS effectively in classrooms as a linguistic and pedagogical resource. In line with critical classroom ethnography, qualitative interpretation of data was used to understand the teachers' discourse behaviour. Additionally, non-probability sampling - specifically purposive sampling - was used to collect data. These methods and approaches assisted in the analysis of the discourse of the three teachers who served as units of analysis in this study. These teachers relied on CS to impart the content of their subjects to the learners. It transpired from data analysis that teachers use CS in classrooms to achieve various functions like social and pedagogical functions. Another finding is that the switches teachers make do not affect the syntactic structure of the matrix language. Moreover, CS enhances understanding of the subject matter. This study concludes by stating that as learners are emergent bilinguals, additive bilingualism would be more ideal in the South African situation than subtractive bilingualism which parents and learners seem to prefer. Lastly, there is a need to harness CS as a communicative and pedagogical resource in classrooms.
- Full Text:
- Date Issued: 2018
- Authors: Marawu, Sithembele
- Date: 2018
- Subjects: Code switching (Linguistics) , Multilingual education -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching -- Bilingual method , English language -- Social aspects -- South Africa , Language and education -- South Africa , Language and education -- Social aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62406 , vital:28173
- Description: The purpose of this study was to explore the use of code-switching as a pedagogical strategy in bi/multilingual classroom settings. It was prompted by the widespread use of codeswitching (CS) in classrooms, particularly in South African rural and township schools. This study highlighted that learners from disadvantaged backgrounds struggle to learn through the medium of English but aspire to acquire it because of its association with socio-economic advancement. However, poor proficiency in English excludes them from being part of the country's economy. Research studies show that there is a shift from the old orthodoxy which perceived CS as undesirable in classrooms to a new orthodoxy that acknowledges its academic contribution in classrooms. Although more research on classroom CS has been done, this study identified the need for development of new strategies on how to use CS effectively in classrooms as a linguistic and pedagogical resource. In line with critical classroom ethnography, qualitative interpretation of data was used to understand the teachers' discourse behaviour. Additionally, non-probability sampling - specifically purposive sampling - was used to collect data. These methods and approaches assisted in the analysis of the discourse of the three teachers who served as units of analysis in this study. These teachers relied on CS to impart the content of their subjects to the learners. It transpired from data analysis that teachers use CS in classrooms to achieve various functions like social and pedagogical functions. Another finding is that the switches teachers make do not affect the syntactic structure of the matrix language. Moreover, CS enhances understanding of the subject matter. This study concludes by stating that as learners are emergent bilinguals, additive bilingualism would be more ideal in the South African situation than subtractive bilingualism which parents and learners seem to prefer. Lastly, there is a need to harness CS as a communicative and pedagogical resource in classrooms.
- Full Text:
- Date Issued: 2018
Foreign direct investment in South Africa: the case of the East London industrial development zone
- Authors: Marawu, Sithembele
- Date: 2012
- Subjects: Investments, Foreign -- South Africa -- East London , Job creation -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , M Soc Sc (Rural Development)
- Identifier: vital:11942 , http://hdl.handle.net/10353/559 , Investments, Foreign -- South Africa -- East London , Job creation -- South Africa -- East London
- Description: Foreign Direct Investment (FDI) has been perceived by most developing countries, emerging economies and countries in transition as a major vehicle for development that would not only boost a host country’s economic development but also enhance its integration into the global economy. The common assumption is that presence of foreign companies in a host country, particularly a developing country, would lead to economic benefits; among them, transfer of technology, and skills and human capacity development. The establishment of special “development zones” and the roll-out of incentives to attract FDI are often predicated on the expectation by host countries that these benefits would be achieved. It is against this background that this study sought to find out the character of FDI in the East London Industrial Development Zone (ELIDZ), located in the Eastern Cape. The study focused on the institutional preconditions and incentives used by the ELIDZ to attract FDI into the zone, and on whether these had any bearing on labour and environmental standards as well as on local skills development. Empirical data for the study were collected using in-depth interview with senior management staff of both the ELIDZ as an organisation, and one of the foreign companies located in the zone (a “tenant” of ELIDZ). In addition, a mini survey was conducted with a random sample of employees of the selected ELIDZ company. Among the key findings of the study was that the ELIDZ had in place a range of incentives and preconditions for the attraction of FDI, and that there were concerted efforts on the part of ELIDZ management to compel companies operating in the zone to adhere to specific iv standards – especially on the environmental front. From the mini survey results, however, the study established that achievements on the labour front were mixed. While most of the responses indicated that ELIDZ was playing a positive role in terms of employment creation, a high number of responses (from surveyed employees in the selected ELIDZ company) pointed out that employment standards were in question. For example, 41% of respondents reported “unhappiness” with their conditions of employment, while 50% deplored the fact that they were not allowed to belong to unions. Furthermore, responses were nearly evenly split (53%/47%) between those who reported that their employment had resulted in the acquisition of new skills and those who reported that it had not. From these and other findings, the study concluded that ELIDZ was facing a “balancing act” by expecting foreign companies to create jobs, transfer technology and contribute to local skills development while at the same time adhering to strict environmental and labour standards. The study thus confirmed a major consensus in the FDI literature, while FDI could bring about important socio-economic achievements in a host country, foreign companies and host governments are not necessarily motivated by the same set of factors. Indeed, at least a small facet of the study’s findings seemed to confirm the well-documented anti-FDI sentiment that the faith placed in FDI by host governments (especially in developing countries) does not always have a sound basis.
- Full Text:
- Date Issued: 2012
- Authors: Marawu, Sithembele
- Date: 2012
- Subjects: Investments, Foreign -- South Africa -- East London , Job creation -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , M Soc Sc (Rural Development)
- Identifier: vital:11942 , http://hdl.handle.net/10353/559 , Investments, Foreign -- South Africa -- East London , Job creation -- South Africa -- East London
- Description: Foreign Direct Investment (FDI) has been perceived by most developing countries, emerging economies and countries in transition as a major vehicle for development that would not only boost a host country’s economic development but also enhance its integration into the global economy. The common assumption is that presence of foreign companies in a host country, particularly a developing country, would lead to economic benefits; among them, transfer of technology, and skills and human capacity development. The establishment of special “development zones” and the roll-out of incentives to attract FDI are often predicated on the expectation by host countries that these benefits would be achieved. It is against this background that this study sought to find out the character of FDI in the East London Industrial Development Zone (ELIDZ), located in the Eastern Cape. The study focused on the institutional preconditions and incentives used by the ELIDZ to attract FDI into the zone, and on whether these had any bearing on labour and environmental standards as well as on local skills development. Empirical data for the study were collected using in-depth interview with senior management staff of both the ELIDZ as an organisation, and one of the foreign companies located in the zone (a “tenant” of ELIDZ). In addition, a mini survey was conducted with a random sample of employees of the selected ELIDZ company. Among the key findings of the study was that the ELIDZ had in place a range of incentives and preconditions for the attraction of FDI, and that there were concerted efforts on the part of ELIDZ management to compel companies operating in the zone to adhere to specific iv standards – especially on the environmental front. From the mini survey results, however, the study established that achievements on the labour front were mixed. While most of the responses indicated that ELIDZ was playing a positive role in terms of employment creation, a high number of responses (from surveyed employees in the selected ELIDZ company) pointed out that employment standards were in question. For example, 41% of respondents reported “unhappiness” with their conditions of employment, while 50% deplored the fact that they were not allowed to belong to unions. Furthermore, responses were nearly evenly split (53%/47%) between those who reported that their employment had resulted in the acquisition of new skills and those who reported that it had not. From these and other findings, the study concluded that ELIDZ was facing a “balancing act” by expecting foreign companies to create jobs, transfer technology and contribute to local skills development while at the same time adhering to strict environmental and labour standards. The study thus confirmed a major consensus in the FDI literature, while FDI could bring about important socio-economic achievements in a host country, foreign companies and host governments are not necessarily motivated by the same set of factors. Indeed, at least a small facet of the study’s findings seemed to confirm the well-documented anti-FDI sentiment that the faith placed in FDI by host governments (especially in developing countries) does not always have a sound basis.
- Full Text:
- Date Issued: 2012
A case study of English/Xhosa code switching as a communicative and learning resource in an English medium classroom
- Authors: Marawu, Sithembele
- Date: 1997
- Subjects: Code switching (Linguistics) -- South Africa Language and education -- South Africa Education, Bilingual -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1436 , http://hdl.handle.net/10962/d1003317
- Description: Research on code switching (CS), the use of more than one language in a single piece of discourse, has focused on various aspects of the phenomenon. For example, research has concentrated on switching that occurs between turns of interlocutors in a piece of discourse, sometimes between sentences within a single tum and sometimes within a sentence. Researchers have approached this discourse behaviour from various perspectives. For instance, some investigate the social functions of the switches, others explore the linguistic constraints on the switches. Furthermore, most of this research has examined CS in non-educational contexts. Research on classroom CS, the focus of this study, took hold in the mid 1970s. Researchers began to investigate the communicative functions of CS and the frequency with which teachers and learners used certain languages to perform different functions. Recent studies on classroom CS focus on the sequential flow of classroom discourse and "the way in which codeswitching contributes to the interactional work that teachers and learners do in bilingual classrooms" (Martin-Jones 1995:91). The approach used in these studies is the conversational analytic approach grounded in ethnographic observation. In South Africa little research has been done on classroom CS, though it makes an important contribution to the interactional work of teachers and learners in classrooms. This study explores the use of English and Xhosa in the classroom as a learning and communicative resource. Its focus is on the communicative functions of the switching behaviour of a teacher as she interacts with her pupils. In other words, this study looks at how the research subject uses English and Xhosa to get things done in the classroom. As the classroom situation observed is dominated by the teacher, this study concentrates mainly on her communicative repertoire. It does not attempt a full linguistic description of the switches made by the research subject, for example, it does not deal with linguistic constraints on CS. One of the major findings noted in this study is that the research subject does not use CS so as to avoid using English. She uses CS as a learning resource. It has also been noted that CS is used by the research subject as a contextualisation cue, for example, we noted the way it co-occurs with other contextualisation cues like nonverbal communication cues. This is in line with Martin-Jones' (1995) viewpoint that CS is not used by bilingual teachers simply to express solidarity with the learners but to negotiate and renegotiate meaning.
- Full Text:
- Date Issued: 1997
- Authors: Marawu, Sithembele
- Date: 1997
- Subjects: Code switching (Linguistics) -- South Africa Language and education -- South Africa Education, Bilingual -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1436 , http://hdl.handle.net/10962/d1003317
- Description: Research on code switching (CS), the use of more than one language in a single piece of discourse, has focused on various aspects of the phenomenon. For example, research has concentrated on switching that occurs between turns of interlocutors in a piece of discourse, sometimes between sentences within a single tum and sometimes within a sentence. Researchers have approached this discourse behaviour from various perspectives. For instance, some investigate the social functions of the switches, others explore the linguistic constraints on the switches. Furthermore, most of this research has examined CS in non-educational contexts. Research on classroom CS, the focus of this study, took hold in the mid 1970s. Researchers began to investigate the communicative functions of CS and the frequency with which teachers and learners used certain languages to perform different functions. Recent studies on classroom CS focus on the sequential flow of classroom discourse and "the way in which codeswitching contributes to the interactional work that teachers and learners do in bilingual classrooms" (Martin-Jones 1995:91). The approach used in these studies is the conversational analytic approach grounded in ethnographic observation. In South Africa little research has been done on classroom CS, though it makes an important contribution to the interactional work of teachers and learners in classrooms. This study explores the use of English and Xhosa in the classroom as a learning and communicative resource. Its focus is on the communicative functions of the switching behaviour of a teacher as she interacts with her pupils. In other words, this study looks at how the research subject uses English and Xhosa to get things done in the classroom. As the classroom situation observed is dominated by the teacher, this study concentrates mainly on her communicative repertoire. It does not attempt a full linguistic description of the switches made by the research subject, for example, it does not deal with linguistic constraints on CS. One of the major findings noted in this study is that the research subject does not use CS so as to avoid using English. She uses CS as a learning resource. It has also been noted that CS is used by the research subject as a contextualisation cue, for example, we noted the way it co-occurs with other contextualisation cues like nonverbal communication cues. This is in line with Martin-Jones' (1995) viewpoint that CS is not used by bilingual teachers simply to express solidarity with the learners but to negotiate and renegotiate meaning.
- Full Text:
- Date Issued: 1997
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