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the teaching of the esl writing skill in afrikaans secondary schools: a didactic evaluation

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dc.contributor.author terblanche m en
dc.date.accessioned 2016-09-22T07:16:32Z
dc.date.available 2016-09-22T07:16:32Z
dc.date.created 1992 en
dc.date.submitted 1993 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/10023
dc.description.abstract An empirical study was undertaken at five Afrikaans secondary schools in the Brits/Rustenburg area to ascertain whether teachers of ESL (English as second Language) meet the didactic criteria. It was found that they prepare pupils for the writing they intend them to do, but seldom assist during the writing. Almost 80 % of teachers mark only the final draft: the final product and not the process is emphasized. The literature study indicates that this approach is likely to be unsuccessful. In contrast, an approach that involves the teacher in throughout is recommended. Pupils are given more time to discuss and refine their ideas with the teacher and with their peers before they start. The teacher gives continuous feedback while pupils are busy writing so that they can make revisions until they are satisfied. The evaluation procedure for creative writing in ESL should be adjusted so that pupils receive support throughout the writing process. en
dc.language English en
dc.subject Education en
dc.subject Didactics (special school subjects) (from primary to secondary level) en
dc.title the teaching of the esl writing skill in afrikaans secondary schools: a didactic evaluation en
dc.type Masters degree en
dc.description.degree M ED en


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