An evaluation of language materials developed by the Language in Learning and Teaching (LILT) project in terms of the language development of the learners using them, based on what they aim to achieve and their perceived functions in the light of the guiding principles under-pinning the LILT project.
The focus of the research reported on in this dissertation is an evaluation of the Language in Learning and Teaching project (LILT), in terms of its ability to facilitate English language development in schools where both educators and learners are second language speakers and where the Language of Learning and Teaching (LoLT) is English. The research involved two main phases. During the first phase I established evaluation criteria from the literature review, from another project the English Language Education Trust, (ELET) and from my own experience and feedback from the end-users (Le. teachers) and the observation of workshops. In the second phase I evaluated the LILT materials against the criteria developed in the literature review, analysed the feedback from end-users in the form of a questionnaire and made recommendations. In this dissertation the following terms will be used interchangeably: teacher, educator, facilitator and tutor because in the quoted passages, the term teacher is largely used. However, in Outcomes-Based Education (OBE) the terms educator, facilitator and tutor are used.
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AILA Africa Research Network Launch 2007 : research into the use of the African languages for academic purposes. Wildsmith, Rosemary. (Cambridge University Press for British Council and National Centre for Languages., 2009-01)No abstract available.
Does limited English proficiency impact on schooling success for African learners? : a case study of a secondary school in Durban. D'amant, Antoinette. (1998)With the move towards multicultural education in South Africa, previously "whites only" schools now face the challenge of educating learners from diverse cultural and linguistic backgrounds. This study examined the extent ...
Negotiating the introduction of subjects whilst simultaneously changing the language of instruction in Grade 4 : a case study of natural and social sciences in a rural KwaZulu-Natal. Ngcobo, Sifiso Siegfried. (2015)This study explores the introduction of subjects whilst simultaneously changing the language of instruction. It focuses on the introduction of specialised concepts at Grade 4 level in a primary school where isiZulu Home ...