The effect of multilingual policies on performance and progression in reading literacy in South African primary schools

dc.contributor.authorHowie, Sarah J.
dc.contributor.authorVenter, Elsie
dc.contributor.authorVan Staden, Surette
dc.contributor.emailsarah.howie@up.ac.zaen_US
dc.date.accessioned2009-04-26T18:20:59Z
dc.date.available2009-04-26T18:20:59Z
dc.date.issued2008
dc.description.abstractSouth Africa's rich multicultural society is reflected by 11 official languages. The Language in Education policy stipulates that children should start learning at school in their home language until Grade 3. In most schools, the language of instruction for all subjects changes in Grade 4 from an indigenous African language to English, which means that more than 80% of South African pupils learn in a language different to their home language. This paper seeks to ascertain (a) to what extent South African pupils are proficient readers in the language in which they have received reading instruction for 4 years, (b) what differences in achievement become evident between pupils in Grade 4 and Grade 5, and (c) the relationship between South African pupils' performance in the test language and home language. Statistics from the Progress in International Reading Literacy Study (PIRLS) 2006 were applied to determine differences in achievement.en_US
dc.identifier.citationHowie, S, Venter, E & Van Staden, S 2008, ‘The effect of multilingual policies on performance and progression in reading literacy in South African primary schools’, Educational Research and Evaluation, vol. 14, no. 6, pp. 551-560.en_US
dc.identifier.issn1744-4187
dc.identifier.other10.1080/13803610802576775
dc.identifier.urihttp://hdl.handle.net/2263/9776
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.rightsTaylor & Francis. This is an electronic version of an article published in Educational Research and Evaluation, vol. 14, no. 6, pp. 551-560, Nov. 2008. Educational Research and Evaluation is available online at informaworld™ [http://www.informaworld.com/openurl?genre=article&issn=1744-4187&volume=14&issue=6&spage=551].en_US
dc.subjectReading literacyen_US
dc.subject.lcshReading (Primary) -- Assessmenten
dc.subject.lcshReading ability testingen
dc.titleThe effect of multilingual policies on performance and progression in reading literacy in South African primary schoolsen_US
dc.typePostprint Articleen_US

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