Barriers in acquiring basic english reading and spelling skills by Zulu-speaking foundation phase learners
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Authors
Mahabeer, Sandhya D.
Issue Date
2009-08-25T10:50:13Z
Type
Dissertation
Language
en
Keywords
Parental involvement , Mother tongue , Educational resources , Cognition , Intrinsic factors , Low socio-economic background , Multicultural education , Bilingual teacher training , Second language learners , Outcomes Based Education , Zulu-speaking learners , Basic spelling skills , Basic reading skills , Barriers , Foundation Phase
Alternative Title
Abstract
This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers.
The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded.
Description
Citation
Mahabeer, Sandhya D. (2009) Barriers in acquiring basic english reading and spelling skills by Zulu-speaking foundation phase learners, University of South Africa, Pretoria, <http://hdl.handle.net/10500/1166>