PhD theses approved by the Faculty of Education http://hdl.handle.net/10311/1216 2026-07-11T06:37:08Z 2026-07-11T06:37:08Z Bolokwe, Glorious Kgalalelo http://hdl.handle.net/10311/2556 2025-09-27T00:00:23Z 2023-04-01T00:00:00Z

Cross-linguistic barriers and literacy instruction via breakthrough to Setswana in Botswana public schools: A case study of the early primary school years Bolokwe, Glorious Kgalalelo This study investigated the efficacy of Breakthrough to Setswana, one and the only method for teaching and learning of literacy in the Republic of Botswana public schools, using a monolingual approach in a multilingual setting, at beginner reader level. The research site was situated at one public primary school; Mantshwabisi. Mantshwabisi is also the name of a village where the study site was situated in the Republic of Botswana. I was motivated by the fact that Botswana recognises two languages of literacy of instruction amid more than 20 languages. I used qualitative approach case study and related techniques viz; class observation, interview, focus group discussion, document analysis to understand a phenomenon in a context-specific environment. Therefore, the study was of research methodology paradigm. Cases are created hence I created a case within cases. Mantshwabisi primary school had a number of cases, but I chose ‘literacy in the early years of primary school’ and what composed those years. These were among others: children, teachers, parents, language(s) and documents used to execute early literacy teaching and learning. The study was guided by conceptual framework that pivoted around the languages used at home, school, and teacher training programme. It was further grounded on three theories bilingualism and multilingual in education and pedagogy in language education. The three theories were used to verify how teachers offered early literacy teaching and the supportive systems they used such as documents, school material. Furthermore, how the theories complement one another. The other supportive systems were parents, and children were involved to find out if they benefitted from the way(s) early literacy was taught. The study was guided by four objectives: a) To examine the extent to which language of literacy teaching and learning facilitates early literacy when it differs with learner’s home language. b) To explore parents’ involvement in their children’s early literacy teaching and learning. c) To establish how teacher training prepares teachers for multilingual setting for early literacy instruction and learning. d) To ascertain why teachers used Breakthrough to Setswana to teach beginner-readers literacy. Against research, one becomes literate in formal schooling after four to five years using their home language. The practice at school was that Breakthrough to Setswana, a skill-based method, language experience approach based, and child centred was contrary to just the afore-mentioned principles. It was used interchangeably with English language to teach literacy in the environment where not all children were Setswana language speakers, where children’s Setswana proficiency was varied. Most of the documents were in English language except the vocabulary children were to learn. Therefore, children were seemingly taught literacy in rote learning method. They had to remember instead of comprehending. Most of the children’s parents were not involved in their children’s early literacy learning because children were at a boarding facility. In addition to that, the parents could have not been speaking the literacy teaching languages; Setswana and English. Consequently, they may have not been literate, more so that there were no schools in their areas hence children were sent to the boarding school. There was a teacher aide who was not trained in teaching profession. Her duty was to interpret between teachers and children. This was so because the teachers did not speak some of the children’s languages; Sekgalagadi and San/Sesarwa. The teacher-aide did not speak Sesarwa language. Still Sekgalagadi and Seswarwa varied and that could have raised communication challenges as well. There were three standard one classes, and the teacher-aide could not avail herself to all the classes at the same time since she took turns in the said classes. That resulted in teachers teaching in Setswana or English and at least the non-Setswana speakers were disadvantaged. Much as teachers and other management staff did not speak some of the children’s languages, they believed that literacy teaching was their job, and they could do it. They realised that those children could read but did not comprehend. Therefore, that confirmed that children remembered but did not understand. Few parents whose children were not boarders, helped their children with Setswana learning and teachers rarely gave children English language assignments to do at home. Even during end of term parent-teacher consultation, the teachers did not mention anything about English performance. That may confirm that children had to learn in their home language for four to five years to be introduced to a second language. The boarding children were supposed to be under the conduct and academic guidance of care takers who acted as loco parentis. The latter did not stay in the hostels and whose substantive job was to clean the hostels, wash for the children and bathe little ones. They did not and could not assist the children in early literacy learning because their job schedule clashed with time to help the children. There was that element that boarders did not trust care takers in assisting them with their homework; particularly in Mathematics. Parents and care takers believed in teachers’ ability to teach because the latter were trained to do so. The teacher training programme offered two languages for literacy teaching and learning as reflected at Mantshwabisi primary school. Teachers expressed that Breakthrough to Setswana was an imposed method and they could not compare its efficacy with any other because it was the only one used. They expressed that they needed more training on Breakthrough to Setswana, more so that what they were exposed to during their teacher training was inadequate, theoretical and did not help them to execute literacy teaching. The early literacy approaches used by teachers were not based on children’s ways of knowing, did not empower children because they did not tap from children’s background. As such, that alienated the children from school. The children’s background could not be accommodated by teachers because that was how the guidance from documents dictated. In conclusion, early literacy should be done in the child’s home language, his or her ways of knowing, his or her language proficiency as well as the child’s background. The instructional material should reflect the child’s home language. These children should be taught by teachers who speak their language, they should stay with their parents. There should be a programme for parents to make them aware that literacy is endowed in their homes, where it should start. Teachers should be trained at teacher training institutions to support parents in early literacy teaching. The teacher training should expose teacher -trainees to a variety of teaching early literacy approaches that will allow child-centred methods. There should also be in-service training for appropriate early literacy approaches. This study is an opportunity to all involved in preparation for early grade teachers and literacy teaching and learning in a typical school and literacy teaching and learning in general. There is a possibility that teachers can use effective methods to teach early literacy because they are eager to do so, and they believe in themselves. Also, parents believe in teachers. A Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Language Education, University of Botswana

2023-04-01T00:00:00Z Mushaandja-Mufeti, Marja Ndeyapo http://hdl.handle.net/10311/2090 2021-05-12T00:00:48Z 2017-05-01T00:00:00Z

Instructional strategies used in large classes at the University of Namibia: the case of Hifikepunye Pohamba Campus Mushaandja-Mufeti, Marja Ndeyapo Large classes have become common worldwide especially in developing countries where tertiary education is considered important to national development. Teaching or lecturing in large classes can be of grave concern to anyone because of the various challenges involved. This study sought to investigate the instructional strategies used in large classes at the University of Namibia, Hifikepunye Pohamba Campus (HPC). The key research question that guided the study was: How do the teacher educators facilitate the teaching and learning process for prospective teachers in large classes at HPC? It is generally believed that the effective use of meaningful instructional strategies is very important in any educational institution as it enables lecturers to successfully teach their classes, especially in situations where the numbers of students in any one class is large. The study adopted a qualitative approach and exploratory case study design and used criterion purposive and purposive random sampling strategies. The participants for the study were three teacher educators who teach classes with one hundred students or more, nineteen student teachers and three campus management members. Data were collected through face- to- face semi-structured interviews, focus group interviews, non-participant classroom observations, and document analysis. The data were analysed by means of thematic and content analysis. The study was guided by Vygotsky’s social constructivism theory and the Five E instructional model. The constructivist/interpretivist research paradigm was adopted. The results revealed that large class size hinder the implementation of active teaching approaches and strategies, large class impact on the learning activities, assessment tasks and feedback given to student teachers. Such class sizes also impact on classroom management and control due to various challenges. The findings further showed that committed, innovative and strategic teacher educators and student teachers were able to cope with large classes. The study therefore recommended that the university should employ more teacher educators and provide appropriate resources that would enable teacher educators to cope with large classes. The study also recommends that student-teacher contact hours should be increased especially for large classes. A dissertation submitted to the Dept. of Educational foundations, Faculty of Education, University of Botswana in partial fulfilment of the requirement of the degree of Doctor of Phylosophy in Curriculum and Instruction. Citation: Mushaandja-Mufeti, M.N. (2017) Instructional strategies used in large classes at the University of Namibia: the case of Hifikepunye Pohamba Campus, University of Botswana.

2017-05-01T00:00:00Z Tobias, Elina Ileimo http://hdl.handle.net/10311/2016 2020-03-28T00:01:22Z 2017-06-07T00:00:00Z

Teachers’ experiences with strategies for teaching learners with visual impairments in Oshana Education Region-Namibia Tobias, Elina Ileimo Teaching learners with disabilities has been a worldwide concern. Through discussions and interventions by various stakeholders, learners with disabilities gained access to formal education; firstly, in isolated, segregated places, and then in special schools and lately, in inclusive schools. Although learners with disabilities have gained access to education, it has been observed that learners with visual impairments (LVI) in special and inclusive classrooms in Namibia are underperforming. The purpose of this study was to explore the teachers’ experiences in using strategies for teaching LVI, as well as to identify effective teaching methods and strategies for use with LVI. It further looked at the support offered to teachers when teaching LVI and how to strengthen the teaching of learners with visual impairments. This study utilised Vygotsky’s theory of social constructivism and Bronfenbrenner’s model of bio-ecological systems as a theoretical grounding. Employing an interpretivist research paradigm, the study adopted a qualitative approach with a phenomenological design. Two secondary schools were selected as research sites. Utilising purposive sampling, fifteen (15) academic staff teaching LVI, school principals and teacher assistants were engaged in in-depth one-on-one interviews and focus group discussions. In addition, non-participant classroom observation, documents analysis and field notes were used as data sources. The data were analysed using NVivo11 qualitative software. The data generated from various sources were triangulated and analysed using thematic analysis. The study revealed that teachers in the schools had general teaching qualifications. Therefore, they lacked the passion, skills and knowledge required to use teaching methods and strategies specifically for teaching LVI. However, the study identified effective teaching methods for use with LVI, such as, group work, pair work, individual work and peer tutoring. Furthermore, effective teaching strategies were identified: storytelling, use of voice intonation and facial expression, use of LVI names, use of Braille resources, Braille text materials, utilisation of models and tactile materials, use of audio recordings and ICTs, creating a mobility friendly environment, open communication and the use of outreach and experience. The study noted that teaching methods work hand-in-hand with teaching strategies for effective and efficient delivery of lessons. Broadly, the reason for teachers’ inability to apply effective methods and strategies for teaching LVI was attributed to a disconnection between passion, skills and knowledge to create, adapt and, or modify the strategies accordingly. Furthermore, the findings of this study revealed that teachers faced various challenges in teaching LVI and sighted learners. These challenges included providing adequate time, teaching resources, and Braille materials. Problems relating to mobility, orientation and the use of Braille, which is the main form of communication, also have to be overcome. However, based on the findings of the study, an evaluation of teacher preparation and continuous professional development in inclusive methods and strategies of teaching LVI was recommended. In addition, the study provides significant knowledge that could inform policy formulation while assisting training institutions and teacher educators on best practice. A dissetation submitted to the Dept. of Educational Foundations, Faculty of Education, University of Botswana in partial fulfilment of the requirements of the degree of Doctor of Philisophy in Special Education. Citation: Tobias, E. I. (2017) Teachers’ experiences with strategies for teaching learners with visual impairments in Oshana Education Region-Namibia, University of Botswana.

2017-06-07T00:00:00Z