ethanporcaro/eric-fulltext-meta huggingface dataset:
Third-Grade English Second Language Teachers&apos; Vocabulary Development Practices
Author: Sibanda, Jabulani
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Teachers,Vocabulary Development,English (Second Language),Second Language Instruction,Rural Schools,Slums,Case Studies,Incidental Learning,Teaching Methods,Second Language Learning,Language of Instruction,Grade 4,School Districts,Classroom Communication,Teacher Student Relationship,Language Teachers,Native Language,Language Usage,African Languages

Background: This article investigated the potential of Grade 3 English Second Language (ESL) teachers' vocabulary development practices to equip learners in English-deprived environments with English vocabulary requisite for transition to Grade 4 where English is the Language of Learning and Teaching and where learning to read gives way to reading to learn. Aim: This study sought to document and interrogate incidental and explicit Grade 3 ESL teachers' vocabulary development practices vis-à-vis learners' vocabulary needs. Setting: Three classrooms from one township and two diverse rural schools in three different districts of the Eastern Cape province of South Africa were observed. Methods: The case study sourced qualitative data through video and field notes recorded in classroom observations in 10 English First Additional Language classes for each teacher. Quantitative data on teacher talk vocabulary exposure and recycling were generated using the AntConc 3.2.4 software. Results: The study found that the incidental vocabulary development was compromised by low English language exposure occasioned by teachers' frequent recourse to the Home Language, little word recycling in classroom talk and lack of rich contexts in which words were encountered. Explicit vocabulary instructional practices mostly drew learners' attention to novel words and had a narrow range of strategies dealing with word meanings. Conclusion: In view of the manifest lack of a robust vocabulary development programme among ESL teachers, the study recommends planned and deliberate attention to vocabulary development on the teachers' part and a reconsideration of the learners' vocabulary needs and learner meaningful engagement in vocabulary development.
Analysing English First Additional Language Teachers&apos; Understanding and Implementation of Reading Strategies
Author: Madikiza, Nophawu
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,English (Second Language),Second Language Learning,Reading Instruction,Second Language Instruction,Reading Strategies,Teaching Methods,Teacher Attitudes,Foreign Countries,Teacher Education,African Languages,Native Language,Secondary School Teachers,Pedagogical Content Knowledge

Despite the fact that comprehension plays an important role in the reading process, the literature in a South African context reveals that learners continue to struggle with it and teachers continue to neglect it in their teaching. The literature has further shown that teachers' neglect of comprehension in their reading lessons could be attributed to various reasons, including the fact that teachers seemingly are not taught how to teach reading during their teaching training years. This paper analyses the English First Additional Language teachers' understanding and their implementation of reading strategies in their classrooms to develop teachers' understanding and awareness of the important role played by reading strategies in the reading process. Both quantitative and qualitative approaches were followed and a survey design was used. Purposive sampling was used to select 126 teachers, to whom questionnaires were administered. Statistical Package for Social Sciences software was used to analyse the quantitative data and the qualitative data were analysed thematically. The results indicated that the majority of teachers seemed not to understand certain reading strategies and, therefore, implemented only a few that they understood, greatly limiting learners' potential to explore other reading strategies. The study also established that some teachers only paid attention to traditional reading strategies that did not facilitate comprehension. The study recommended that teachers should be trained on how to teach reading strategies so that they are exposed to a wide range of reading strategies in order to assist learners improve their literacy
Voice Matters: Students&apos; Struggle to Find Voice
Author: Gennrich, Toni
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Academic Discourse,Writing (Composition),Vocabulary,Difficulty Level,English for Academic Purposes,Language of Instruction,Self Efficacy,Teaching Methods,Self Esteem,Foreign Countries,College Freshmen,Writing Skills,Writing Evaluation

Often, at universities, it is assumed that students will automatically find their 'voice' after a period of exposure to the academic field. What is not understood fully are the struggles that students with different levels of preparedness have in finding and asserting their academic voice, particularly in the academic writing genres necessary for success. There is a clear link between students' ability to exercise voice and their achievement levels. The data focussed on in this article were drawn from a large assessment study that aimed at reaching an in-depth understanding of why first-year Bachelor of Education (BEd) students experience difficulty with their assessment tasks. Focus groups were held with 18 firstyear volunteer BEd students. In particular, we focussed on the unique insights emerging from the data about the challenges students face in finding their voice. We identified how a lack of understanding of the purpose of assessment contributes to these struggles. Other factors that contributed to this are difficulties with the genre of academic writing, challenges with vocabulary and positioning oneself in relation to the theory. Many students appeared not to feel a sense of agency or confidence in their capabilities and have poor self-efficacy beliefs. These aspects were underpinned by the requirements of assessment and necessitate that lecturers develop pedagogical strategies to make the acquisition of voice more explicit.
Can Mathematics Assessments Be Considered Valid if Learners Fail to Access What Is Asked of Them?
Author: Sibanda, Lucy
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Reading Comprehension,Grade 4,Mathematics Education,Language Proficiency

Background: The underperformance of South African learners in literacy and numeracy is a source of concern, especially when learners move from Grade 3 to Grade 4. Aim: This article reflects on the reading and comprehension challenges of English language learners (ELLs) in the Grade 4 2013 mathematics Annual National Assessments (ANAs). Setting: The study took place in two primary schools that served relatively less affluent sectors of the community in the Eastern Cape. Learners were IsiXhosa speakers learning mathematics in English. Methods: A sample of 26 out of 106 isiXhosa-speaking Grade 4 learners in the two schools participated in task-based interviews (focused on ANA questions) in which reading and linguistic mediation was provided. While the broader study (from which this article derives) revealed learners' challenges in reading, comprehension, transformation and process skills, here the focus is on findings related to reading and comprehension skills, which are foundational to accessing written assessment items. Results: Interview excerpts show the negative influence poor English reading and comprehension skills had on learner access to questions and their subsequent performance in the ANA. Conclusion: The article challenges the validity of assessing ELLs' mathematical competence in English ANAs and draws implications for strengthening ELLs' language and mathematical proficiency in the Foundation Phase
Early Algebra: Repeating Pattern and Structural Thinking at Foundation Phase
Author: du Plessis, Jacques
Date: 2018-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Foreign Countries,Elementary School Teachers,Elementary School Mathematics,Mathematics Teachers,Grade 2,Mathematical Logic,Thinking Skills,Mathematics

Background: Working structurally with patterns at foundation phase (FP) enhances habits of mind that advance early algebra at this early stage of mathematical learning. The South African curriculum proposes that learners work with and understand the logic of a pattern, but this important idea has largely been neglected in classroom texts and in the supporting texts that guide teachers regarding curriculum implementation. At FP, most problems dealing with cyclical structure operate at a level of extending sequences by producing the next item that continues the order in which items are presented. Aim: The purpose of this article is to examine the curriculum documents and teaching resources used by FP teachers to deal with repeating patterns. Across the elementary mathematical landscape, there are opportunities to work explicitly with structure in its various conceptual embodiments. Setting: Six Grade 2 teachers in public schools participated in three workshops that foreground a structural approach to teaching pattern. Methods: A thorough document study was conducted to ascertain what the curriculum and supporting texts make available for the teaching and learning of repeating pattern. Results: A more structural approach fosters algebraic habits of mind that lead to more sophisticated forms of mathematical reasoning. A typology that summarises the relational features, intended skills development, complexity of sequences and the use of structural features on four levels is proposed to guide practice towards structural exploration. Conclusion: Focusing on the cyclical structural aspects embedded in repeating patterns inducts the young learner into relational thinking that advance early algebra.
Navigating the Unbeaten Track from Digital Literacy to Digital Citizenship: A Case of University Students in South Africa&apos;s Eastern Cape Province
Author: Takavarasha, Sam
Date: 2018-00-00
Type: Journal Articles
Subjects: Technological Literacy,Foreign Countries,Disadvantaged Schools,Universities,Social Networks,Safety,Citizenship,College Students,Student Attitudes,Mentors,Access to Computers,Family Environment,Information Security,Information Literacy,Educational Environment

Unlike the millennials from the industrialised world who were raised amidst an increasingly online and socially networked society, their South African counterparts at previously disadvantaged universities have some weaknesses similar to those of digital migrants. These weaknesses are caused by the limited exposure millennials in South Africa have to digital devices and Internet connectivity. In spite of these impediments, their future careers in an increasingly globalised world require them to behave like, transact and engage with full-fledged digital citizens from the global north. Digital citizenship is the ability to use technology safely, responsibly, critically, productively and civically. This raises intellectual curiosity about the extent to which the African millennial is prepared for a world that expects them to be digital citizens. This article, therefore, investigates the challenges faced by the South African millennial as they navigate an unusual route to digital citizenship. We adopted the activity theory for a mixed-methods study that consists of a survey of 148 questionnaires and 15 in-depth interviews. The findings show that while university-going millennials acquire digital literacy, their development of digital citizenship is affected by lack of mentors and access (i.e. connectivity and devices) at home and lack of soft skills training (i.e. online safety, digital etiquette and inadequate information literacy) at the university.
Use of Mobile Phones as Supplementary Teaching and Learning Tools to Learners in South Africa
Author: Ngesi, Nandipha
Date: 2018-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,High School Students,English (Second Language),Second Language Learning,Foreign Countries,Teacher Student Relationship,Linguistic Input,Language Teachers,Rural Areas,Case Studies,Asynchronous Communication,Content Analysis,Discourse Analysis,Student Attitudes,Spelling,Punctuation,Grammar,Sentence Structure,Accuracy,Teaching Methods,Learning Processes,Second Language Instruction

One of the major challenges in teaching English to speakers of other languages is the issue of inadequate contact time between teachers and learners and between learners and comprehensible English language input. This paper emanated from a burning desire to help learners in South African educational institutions, especially those in remote areas, increase the opportunity for learner-teacher-content contact. The deployment of mobile phones, as tools to supplement teaching and learning off-campus and after school hours, is presumed in this study to be one attempt to increase contact time for learners. A qualitative research methodology, which is interpretive in nature, was used. The study used a descriptive case study research design. It used a sample of 44 learners, drawn from Grade 9 English First Additional Language learners in one school in the Eastern Cape. The participants were sampled, using purposive and volunteer sampling techniques. Mobile phones were used to collect data, which was in the form of short message services (SMSs) and Mxit messages. A questionnaire with open-ended questions was also used to collect data about learners' perceptions of the use of these devices in the educational process. The data were analysed by incorporating elements of both content analysis and discourse analysis. Despite the fact that some participants were of the view that SMS would corrupt their language and spelling, findings indicate that most SMS and Mxit texts produced by participants displayed full sentences, punctuation marks, correct spelling of most words, acceptable grammar and proper sentence use. Further, findings indicated that while SMS and Mxit communication were largely characterised by short hand and informal writing, when learners were aware that they were using these platforms for learning purposes, the traditional rules of formal writing applied. We conclude that mobile devices can improve the language acquisition of second language learners. We recommend consideration of the official inclusion of mobile devices as supplementary learning tools in the learning programme in South Africa.
Relating Chinese University Administrators&apos; Physical Activity Levels to Self-Rated Health and BMI
Author: Keating, Xiaofen D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Administration,Administrators,Physical Activity Level,Health,Body Composition,Age Differences,Gender Differences,Self Evaluation (Individuals)

The study aimed to explore Chinese university administrators' physical activity (PA) levels and its relationships to self-rated health and body mass index (BMI). A pre-validated survey was used to collect the data. In total, 443 participants took part in the study. The percentages of participants meeting the recommended PA and BMI were calculated. MANOVA was performed to analyze the PA differences in age and gender, and BMI and self-rated health, respectively. It was found that 75.2% of the participants did not meet the recommended PA and 43.8% of them were overweight and/or obese. Self-rated health was a significant factor influencing their light PA only. No gender differences in PA were found, however. The data from the study suggested that there was an urgent need to promote healthy lifestyles among Chinese university administrators by increasing their PA levels and reducing the prevalence of weight problems.
Enhancing Learners&apos; Reading Habits through Reading Bags at Secondary Schools
Author: Molotja, Tsebe Wilfred
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Reading Habits,Reading Strategies,Academic Achievement,Reading Skills,Reading Motivation,Teaching Methods,Student Teachers,Student Attitudes,Problem Solving,Case Studies,Metacognition,Foreign Countries

The importance of getting children off to a good start in reading cannot be overstated. Successful academic performance at primary and secondary school level is partly dependent on the ability to read. It is believed that good learners are those who are proficient in reading. However, many learners are struggling to read and, therefore, struggle to academically succeed in other subjects. The problem of not being able to read transcends negatively on learners' academic achievements. This study proposes a strategy towards motivating learners in developing better reading habits through the distribution of reading bags. The mixed-method approach was adopted in conducting this study. Learners' reading strategies were first identified by administering a survey on reading strategies. About 14 student-educators volunteered in distributing the questionnaires at their respective schools during their teaching practice sessions. The questionnaires were distributed to 155 learners who voluntarily participated in the study. Data were analysed using the Statistical Package for Social Sciences (SPSS) software for descriptive statistics. The results indicated that most of the learners use global reading strategies, with the least utilising the problem-solving strategies and the support reading strategies. The researchers recommend the usage of reading bags as a strategy to motivate learners to develop good reading habits, which will then lead to the usage of all three strategies, in particular, the problem reading strategies.
Effect of Six Weeks Flexion Exercise Programme on the Health Related Fitness Components of Selected Older Adults in Nigeria
Author: Otinwa, Grace O.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Older Adults,Health Related Fitness,Program Effectiveness,Exercise,Metabolism,Body Weight,Human Body,Motion,Body Composition

The aging process happens during an individual's lifespan. Everybody is involved in this process and none can escape it. Almost half the community where old individuals dwell report daily pain, which mostly concerns pain in muscles and joints. Joint pain often affects functioning, in terms of mobility, functional independence, participation in social activities, as well as quality of life and is among the ten leading causes of disability-adjusted life years in high income countries. Exercise has been known over the years to be of great value to health and as a tool for treatment and rehabilitation. The purpose of this study therefore is to assess the effects of flexion exercise programme on the health related fitness components of selected older adults in Lagos State. The experimental research design was adopted. The population for this study comprised older adults living in the Government owned Old Peoples' home, Lagos State and the sample comprised 20 older adults (age range 66-87yrs) who both volunteered and gave their consent to participate in the study. The participants were placed on a graded flexion exercise programme, three times every week, 30 minutes each session for a period of six weeks. The resting heart rate, resting blood pressure, body weight, body fat, handgrip strength, knee girth and range of motion were determined. The descriptive statistics of mean, standard deviation, graphical illustrations and the inferential statistics of t-test at 0.05 alpha level were used in analysing the data. There were no significant effects on heart rate; blood pressure; body weight; body fat; hand grip strength and knee girth. But there was significant improvement on the range of motion of participants. The study justifies the adoption of flexion exercise programme for improving the range of motion in older adults. The study recommends a graded, moderate to high intensity long-term exercise programme for individuals including the provision of exercise facilities for older adults in Lagos State.
Absent Fathers&apos; Socio-Economic Status and Perceptions of Fatherhood as Related to Developmental Challenges Faced by Children in South Africa
Author: Salami, Ishola A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Child Development,Socioeconomic Status,Fathers,Parent Participation,Parent Child Relationship,Father Attitudes,Teacher Education Programs,Parenting Skills,Males,Public Agencies,Equal Education,Educational Opportunities,One Parent Family,Foreign Countries

Background: There has been increased attention to the problem of fathers' absenteeism and fathers' participation in the socio-educational development of children among scholars in South Africa in the last decade. Studies have been carried out on extent, causes and possible interventions for fathering in the country. The majority of these studies have adopted a qualitative research approach, which has limited their ability to determine scientifically the cause-effect relationships that exist among several factors identified as the causes and the problems generated by fathers' absenteeism, hence this study. Aim: The aim is to determine which of the socio-economic factors as well as the fathers' perception would significantly determine the challenges faced by the children. Setting: The study was carried out in one of the universities that have Foundation Phase teacher education programmes in Eastern Cape Province. Methods: Ex post facto research design was adopted to carry out this study. The sample of the study is 300 participants, out of which 43% are male and 57% are female participants; 78% of the teachers are black, 13% are white, 7% are mixed race and 2% are Indian. Results: There is a significant composite contribution of socio-economic factors and fathers' perception on developmental challenges faced by the children (F[subscript (6, 293)] = 3.74; p &lt; 0.05) among other findings. Conclusion: Inculcation of fathering skills in secondary schools for boys and establishment of a government agency that will ensure equal opportunities for socio-economic status of South African fathers irrespective of their race were recommended.
Doctoral Students as Teaching Mentors for Preservice Physical Education Teachers
Author: Richards, K. Andrew R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Mentors,Physical Education Teachers,Trust (Psychology),Teacher Education Programs,Field Experience Programs,Attachment Behavior,Reflective Teaching,Preservice Teachers,Physical Education,Student Attitudes,Writing (Composition),Interpersonal Relationship,Feedback (Response),Methods Courses,Doctoral Programs,Student Role

Physical education teacher education is most successful when it includes several field experiences that are closely supervised and focus on reflective practice. Drawing upon attachment theory, the purpose of this study was to understand a mentoring program in which doctoral students served as mentors for preservice teachers during a methods course and early field experience. Participants included 15 preservice teachers (10 males, 5 females) who were completing their first secondary early field experience, and six doctoral students (3 males, 3 females) who served as their mentors. Data were collected through interviews with the doctoral students and preservice teachers, reflective writing, and observations of teaching. Data were analyzed using a combination of inductive and deductive analysis as well as constant comparison. Results highlight the importance of the emotional side of mentoring in building trust. Preservice teachers learned by observing their mentors and by receiving timely, relevant feedback. In some cases, challenges were noted in developing productive relationships and related to a lack of feedback stemming from mentor inexperience.