An investigation into learner disposition and learner demonstrations of Bernstein's recognition and realisation rules.
The National Research Foundation has directed research to obtain information about learners who are entering the FET phase of education and have completed nine years of Outcomes Based Education. This study aims to ascertain whether learners (in the micro-context of English Home Language - Grade 10) are performing according to the Assessment Standards stipulated in the NCS 2003 and whether they are demonstrating control of the recognition and realisation rules as discussed by Bernstein that apply to poetic analysis. The learners' personal dispositions toward teaching and learning at a city school in Pietermaritzburg have been analysed to find out if there is any correlation between their personal dispositions and their control of the recognition and realisation rules. The project is a case study and the approach is interpretive. Bernstein's theory forms the framework from which the model was structured and analysed. Instruments were developed to measure the degree of control of recognition and realisation demonstrated by ten, Grade 10 English Home Language learners. These learners also completed questionnaires and in-depth interviews were conducted to explore the dispositions of the learners. Results from the recognition and realisation tasks (mainly qualitative with some quantitative support) were analysed and correlated with the interpretation of the findings from the interviews and questionnaires. It is hoped that the conclusions from this research will provide insight into how these specific learners, who have only experienced Outcomes Based Education, will perform in the FET phase of education. It is further hoped that the findings may shed some light into the process of social transformation in South Africa and how, if given the opportunity to do so, learners develop mastery of the elaborated code that enables them to function successfully in society. In the words of Zonke (a learner in the study), how a learner must 'get that light that shows them the way'.