Cognitive demands and second language proficiency in the foundation phase : a neuro-linguistic perspective and multilingualism

September, Lynette Ruth

dc.contributor.advisor	De Witt, M. W. (Marike W.)
dc.contributor.author	September, Lynette Ruth
dc.date.accessioned	2011-10-05T09:29:56Z
dc.date.available	2011-10-05T09:29:56Z
dc.date.issued	2010-11
dc.identifier.citation	September, Lynette Ruth (2010) Cognitive demands and second language proficiency in the foundation phase : a neuro-linguistic perspective and multilingualism, University of South Africa, Pretoria, <http://hdl.handle.net/10500/4896>	en
dc.identifier.uri	http://hdl.handle.net/10500/4896
dc.description.abstract	This study focused on multilingualism as the primary linguistic cognitive objective of investigation. An integrative approach focused on second language linguistics in order to acquire a background in the cognitive foundations of language and research methodology and theoretical models for the study of phenomena, such as language planning in multicultural societies and language and ethnic diversity. To design cognitive reading methods, a literature survey was conducted regarding the latest developments in the theories pertaining to cognitive formulas of the second language learner. A quantitative experimental study was conducted, data gathered was scrutinised and a cognitive reading programme was experimentally administered to twenty primary school learners. The responses were coded, the data captured and statistically computed. Conclusions indicated that cognitive reading materials were practical, valid and reliable. Cognitive formulas hold the potential of contributing to the understanding of cognitive reading development in second language proficiency in the Foundation Phase of schooling.	en
dc.format.extent	1 online resource (iii, 125, [42] leaves) : illustrations (some color)	en
dc.language.iso	en	en
dc.subject	Diversity	en
dc.subject	Mutlilingualism	en
dc.subject	Bilingualism	en
dc.subject	Second language acquisition	en
dc.subject	Reading proficiency	en
dc.subject	Cognitive formulas	en
dc.subject	Neuro-linguistic	en
dc.subject	Memory facets	en
dc.subject	Linguistic components	en
dc.subject	Literacy constructs	en
dc.subject.ddc	372.650968
dc.subject.lcsh	Second language acquisition	en
dc.subject.lcsh	Language and languages -- Study and teaching (Primary) -- South Africa -- Foreign speakers	en
dc.subject.lcsh	Multilingualism in children -- South Africa	en
dc.subject.lcsh	Neurolinguistics -- South Africa	en
dc.title	Cognitive demands and second language proficiency in the foundation phase : a neuro-linguistic perspective and multilingualism	en
dc.type	Dissertation	en
dc.description.department	Teacher Education	en
dc.description.degree	M. Ed. (Didactics)