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‘Taking hold’ of mobile phone stories in a Cape Flats reading club
(University of the Western Cape, 2019)
This ethnographically-orientated intervention explored how members of a Cape Flats reading
club “took hold” (Street, 2009) of digital literacy in their engagement with online fictional
stories accessed by a mobile phone. ...
Language in education policy and literacy acquisition in multilingual Uganda: a case study of the urban district of Kampala
(University of the Western Cape, 2014)
This thesis is concerned with Language in Education Policy (LiEP) and literacy acquisition in multilingual Uganda with the urban district of Kampala as the case study. Specifically, the study investigates the implementation ...
Literacy programmes in Mozambique: adults’ motivations, needs and expectations – the case of Boane and Pemba
(2013)
This study aims to determine the functionality of two adult literacy programmes
(ALFA-REGULAR and ALFA-RÁDIO) provided by the Mozambican government, in Boane and Pemba. The prevailing popular conviction is that acquisition ...
Investigating Kiswahili academic literacy: the case of two primary and two secondary schools in Morogoro region, Tanzania
(University of the Western Cape, 2009)
The purpose of the current study was to examine whether pupils/students master academic literacy and if various genres are taught appropriately. In other words whether pupils/students master academic literacy in a way that ...
The literacy orientation of preschool children in a multilingual environment: the case of post-apartheid Manenberg
(University of the Western Cape, 2011)
This thesis is the result of an ethnographic study of the multilingual literacy practices of a group of families in their particular spaces within the urban context of the community of Manenberg, with the specific view of ...
Multilingual playground: An ethnographic early childhood development study of diverse learners at Philippi children’s centre, Cape Town
(University of Western Cape, 2021)
Early Childhood Development (ECD) prioritizes the foundation for children aged 0-9 years old. This program focuses on the cognitive, physical, emotional, or holistic development of a child for the child to thrive and be a ...
Beyond the glass ceiling: Towards a multi-sensory definition of functional literacy
(University of the Western Cape, 2017)
The world is becoming increasingly visual (Kress, 2009:1).The visually literate
viewer should be able to gather data, place it in context, and determine its validity.
A huge visual world opened up for the users of new ...