Spelling difficulties in English first additional language learners: A study of grade 3 isiZulu home language learners in a primary school in Johannesburg.
Mkhabela, Emly Zodwa
Mkhabela, Emly Zodwa
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Abstract
The aim of this study is to compare the standard of spelling among Grade 3 English First Additional Language learners who speak isiZulu as their home language to the requirements of the Curriculum and Assessment Policy Statement (DBE, 2011). The study draws on literature for contextualisation and to determine the CAPS requirements and uses error analysis of continuous writing samples from learners to determine the variety and frequency of errors made. The list of errors is then studied for evidence of interference from the first language. In the final instance, the study presents the results of semi-structured interviews with Grade 3 EFAL- teachers on what they perceive as their role in spelling instruction, the challenges they encounter and strategies they use for overcoming these challenges.
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Submitted in partial fulfilment of the requirements for the Degree Magister Technologiae: Language practice in the Department of Applied Languages Faculty of Humanities.
Date
2014-11-01
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Tshwane University of Technology
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Keywords
Spelling Difficulties, English FAL, isiZulu Home Language, Grade 3 Learners, Johannesburg