scholarly journals HOUSEHOLD AND FAMILY STRUCTURE: A BASELINE STUDY AMONG PRIMARY SCHOOL LEARNERS IN CHATSWORTH, SOUTH AFRICA

2014 ◽  
Vol 47 (3) ◽  
Author(s):  
Vishanthie Sewpaul ◽  
Anitha Pillay
Keyword(s):  
South Africa ◽  
Primary School ◽  
Family Structure ◽  
Baseline Study

Heteronormativity and Developing Masculinities at a Primary School in South Africa

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Luckmore Chimanzi
Keyword(s):  
South Africa ◽  
Focus Groups ◽  
Primary School ◽  
Identity Formation ◽  
Qualitative Data ◽  
Social Bonds ◽  
Male Identity ◽  
Social Unit ◽  
Male And Female ◽  
Diary Research

This article explores the development of heteronormativity and the construction of masculinities at a township primary school in South Africa. In this study, boys and girls chastise homosexuality yet maintain their male-to-male and female-to-female social bonds. Homosocial or male-to-male social bonds have a bearing on the construction of male identity. It is argued that homosocial relationships serve as a means through which certain boys negotiate and exhibit their masculinity in a process of identity formation in which heterosexuality is a key component. Qualitative data from focus groups and diary research with Grade 7 students (male and female) in a primary school are used. Boys engage in a number of games and acquire resources for themselves; hence, as a social unit, they portray themselves as heteronormative. Their solidarity plays a role in maintaining their power in relationships even though privately some of them expressed preference for more flexible constructions of masculinity.

Trial and Error? An Inquiry into Implementing a ‘Straight-for-English’ Approach with Foundation Phase Students with Inadequate English Proficiency

2016 ◽  
Vol 52 (7) ◽  
pp. 1040-1056
Author(s):  
Jo Badenhorst ◽  
Retha van der Merwe
Keyword(s):  
South Africa ◽  
Primary School ◽  
Significant Contribution ◽  
Type Model ◽  
Trial And Error ◽  
Language Of Instruction ◽  
Academic Standard ◽  
Language Difficulties ◽  
Model C ◽  
Immersion Type

The language of instruction in South Africa is currently an extremely controversial issue. As a result of South Africa’s political history, English is almost always chosen as the language of instruction. However, in many cases, students have not been adequately exposed to English when they enter the Foundation Phase. This study reports on research conducted at an Ex-Model C (formerly privileged) primary school in South Africa where an immersion-type model is followed with English as the instructional language. The aim of the study was to explore the practices implemented by Foundation Phase teachers to teach students through the medium of English, and to ascertain how the school has managed to maintain a consistently high academic standard, despite the language difficulties of their students. The findings of the study can make a significant contribution when similar strategies are implemented in schools which are faced by challenges similar to those of the sample school.

scholarly journals A snapshot of the use of reading methods in primary schools in three provinces of South Africa

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 28-44
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Learning Styles ◽  
Primary School ◽  
Primary Schools ◽  
Intermediate Phase ◽  
School Teachers ◽  
Primary School Teachers ◽  
Know How ◽  
Reading Methods ◽  
Teaching Of Reading

The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.

scholarly journals Physical fitness profile of rural versus urban primary school children in eThekwini district, KwaZulu-Natal, South Africa

2022 ◽  
Author(s):  
Oladapo Michael Olagbegi ◽  
Thayananthee Nadasan ◽  
Yoliswa Mazibuko ◽  
Esethu Mfenga ◽  
Khanyani Rangana ◽  
...  
Keyword(s):  
South Africa ◽  
Physical Fitness ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Kwazulu Natal

scholarly journals Analysis of traditional Pedi religious songs for curricular application in primary school

2014 ◽  
Vol 48 (1) ◽  
Author(s):  
Morakeng E.K. Lebaka
Keyword(s):  
South Africa ◽  
Primary School ◽  
Cultural Values ◽  
Traditional Music ◽  
Limpopo Province ◽  
The Other ◽  
Religious Music ◽  
Language Groups ◽  
Creative Talent ◽  
Religious Songs

The Bapedi is an ethnic group in South Africa whose traditional music is not well documented. For this article, 31 traditional Pedi religious songs from 11 elderly Bapedi women in Sekhukhune, Limpopo Province, South Africa were collected and analysed. They were analysed using religious, musicological and contextual perspectives, and two choruses were selected. Eight Sepedi-speaking children from a school choir at Baxoxele Primary School in Soshanguve were observed whilst learning these two choruses. Repetition was used as a powerful, rhetorical and expressive device, skilfully employed to express and internalise faith and to impart dominant emotions. Informal discussions with teachers indicated that the children showed an improvement in their concentration and attitude to schoolwork. Learning these two choruses also unlocked some creative talent and improved their social skills. The joyous nature, rhythmic foundation, harmonic simplicity, and combination of intellect and emotion as well as the repetitiveness and briefness of these songs appealed to both children and adults. It was concluded that for the preservation of traditional Pedi religious music and culture there is an urgent need for the collection and documentation of traditional Pedi religious songs. In recognising their identity, such songs could contribute to the attitudes and cultural values of Sepedi-speaking children. Similar projects are suggested for the other 10 language groups in South Africa.Analisering van tradisionele godsdienstige Pedi-liedere vir gebruik in die laerskoolkurrikulum. Die Bapedi is ’n etniese groep in Suid-Afrika wie se tradisionele musiek nie goedgedokumenteer is nie. Vir hierdie artikel is 31 tradisionele godsdienstige Pedi-liedere van 11 bejaarde Bapedi vroue in Sekhukhune, Limpopo Provinsie, Suid-Afrika, ingesamel en ontleed.Hierdie liedere is volgens godsdienstige, musiekwetenskaplike en kontekstuele perspektiewe ontleed en twee kore uit die liedere is daarna gekies. Agt Sepedi-sprekende kinders van die Baxoxele Primêre Skool in Soshanguve se skoolkoor, is waargeneem terwyl hulle hierdie tweekore aangeleer het. Herhaling is gebruik as ’n kragtige, retoriese en betekenisvolle hulpmiddel,vaardig toegepas om uitdrukking aan geloof te gee en ’n verdieping daarvan te bewerkstellig sowel as om grootliks emosie daaraan te verleen. Informele gesprekke met onderwysers het aangedui dat die kinders se konsentrasie en hulle houding teenoor skoolwerk verbeter het. Die aanleer van hierdie twee kore het ook hulle kreatiwiteitstalent ontsluit en hulle sosiale vaardighede verbeter. Die vrolike en ritmiese aard, harmoniese eenvoud, die kombinasie van intellek en emosie sowel as die herhaling en bondigheid van hierdie kore het ’n effek op kinders sowel as volwassenes gehad. Die gevolgtrekking was dat daar ’n dringende behoefte is om soortgelyke liedere te versamel en te dokumenteer met die doel om tradisionele godsdienstige Pedi-musiek en -kultuur behoue te laat bly. Deur erkenning te gee aan die aard van sulke liedere kan bygedra word tot ’n positiewe houding van Sepedi-sprekende kinders teenoorkulturele waardes. Soortgelyke projekte vir liedere van die ander 10 taalgroepe in Suid-Afrika word voorgestel.

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