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backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Mzamani Maluleke</h3></div><div class="js-work-strip profile--work_container" data-work-id="120467121"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120467121/Towards_a_Quest_of_Making_Indigenous_South_African_Languages_Relevant_in_South_African_Classrooms"><img alt="Research paper thumbnail of Towards a Quest of Making Indigenous South African Languages Relevant in South African Classrooms" class="work-thumbnail" src="https://attachments.academia-assets.com/115606949/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120467121/Towards_a_Quest_of_Making_Indigenous_South_African_Languages_Relevant_in_South_African_Classrooms">Towards a Quest of Making Indigenous South African Languages Relevant in South African Classrooms</a></div><div class="wp-workCard_item"><span>Studies of Tribes and Tribals</span><span>, 2013</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8b11f2110d4a5ce557507b63a8260594" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115606949,"asset_id":120467121,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115606949/download_file?st=MTczMjQxMDY5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa 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the best medium for teaching a child is his mother tongue'. However, African languages have suffered the indignity of playing second fiddle to European Languages in African classrooms. This paper discusses this issue in the context of South Africa, where a new language policy has been introduced, which constitutionally recognises eleven official languages. Language educationists are particularly involved in this controversy about language use in classrooms. The issue at stake is the status of the eleven languages in education. The constitution has provided a non-diminutive clause specifying that no language should be diminished, but equal language status should be achieved by upgrading African languages. But how will this clause be implemented in education where the established and recognized medium of education is English and Afrikaans? The position of this paper is that concerted efforts have to be made to show learners that African languages have an important role to play in their education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74965544"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74965544/Second_Language_Acquisition_and_Learning_Rethinking_the_Pedagogical_Applicability_of_Stephen_Krashen_s_Monitor_Model"><img alt="Research paper thumbnail of Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model" class="work-thumbnail" src="https://attachments.academia-assets.com/82926451/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74965544/Second_Language_Acquisition_and_Learning_Rethinking_the_Pedagogical_Applicability_of_Stephen_Krashen_s_Monitor_Model">Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model</a></div><div class="wp-workCard_item"><span>International Journal of Social Research</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The monitor model, being one of its kind postulating the rigorous process taken by learners of se...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The monitor model, being one of its kind postulating the rigorous process taken by learners of second language, has since its inception in 1977, stirred sterile debates the globe over. Since then, Krashen has been rethinking and expanding his hypothetical acquisition notions, improve the applicability of his theory. The model has not been becoming, and it therefore faces disapproval on the basis of its failure to be tested empirically and, at some points, its contrast to Krashen’s earlier perceptions on both first and second language acquisition. In this paper, the writers deliberate upon Krashen’s monitor model, its tenets as well as the various ways in which it impacts, either negatively or positively upon educational teaching and learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1e7643b2c79b8a1b6fc3adef9035a537" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82926451,"asset_id":74965544,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82926451/download_file?st=MTczMjQxMDY5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74965544"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74965544"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74965544; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74965544]").text(description); $(".js-view-count[data-work-id=74965544]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74965544; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74965544']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74965544, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1e7643b2c79b8a1b6fc3adef9035a537" } } $('.js-work-strip[data-work-id=74965544]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74965544,"title":"Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model","translated_title":"","metadata":{"abstract":"The monitor model, being one of its kind postulating the rigorous process taken by learners of second language, has since its inception in 1977, stirred sterile debates the globe over. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="66937151"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/66937151/Using_code_switching_as_an_empowerment_strategy_in_teaching_mathematics_to_learners_with_limited_proficiency_in_English_in_South_African_schools"><img alt="Research paper thumbnail of Using code-switching as an empowerment strategy in teaching mathematics to learners with limited proficiency in English in South African schools" class="work-thumbnail" src="https://attachments.academia-assets.com/77944013/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/66937151/Using_code_switching_as_an_empowerment_strategy_in_teaching_mathematics_to_learners_with_limited_proficiency_in_English_in_South_African_schools">Using code-switching as an empowerment strategy in teaching mathematics to learners with limited proficiency in English in South African schools</a></div><div class="wp-workCard_item"><span>South African Journal of Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teaching and learning mathematics in South Africa (SA) is characterised by serious challenges bec...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teaching and learning mathematics in South Africa (SA) is characterised by serious challenges because the pass rate in Mathematics is always below the expected level. The introduction of the Curriculum Assessment Policy Statement (CAPS) ushered in new hope that the situation would improve. However, teachers still encounter challenges when they use English as the medium of instruction because learners fail to comprehend the challenging mathematical concepts presented to them in a language which is not their home language. This paper investigates how code-switching can be used as an empowerment strategy to help learners improve their performance in mathematics. Qualitative research methods were used to collect data and the findings reveal that code-switching can be successfully used to facilitate teaching and learning. Keywords: bilingual; code-switching; mathematical expressions; multilingual; paragon; perimeter</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bdebfb0cb018b340e9b824eaeaf69c4f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77944013,"asset_id":66937151,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77944013/download_file?st=MTczMjQxMDY5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="66937151"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="66937151"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66937151; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66937151]").text(description); $(".js-view-count[data-work-id=66937151]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66937151; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='66937151']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 66937151, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bdebfb0cb018b340e9b824eaeaf69c4f" } } $('.js-work-strip[data-work-id=66937151]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":66937151,"title":"Using code-switching as an empowerment strategy in teaching mathematics to learners with limited proficiency in English in South African schools","translated_title":"","metadata":{"abstract":"Teaching and learning mathematics in South Africa (SA) is characterised by serious challenges because the pass rate in Mathematics is always below the expected level. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="66937150"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/66937150/Second_Language_Acquisition_and_Learning_Rethinking_the_Pedagogical_Applicability_of_Stephen_Krashen_s_Monitor_Model"><img alt="Research paper thumbnail of Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/66937150/Second_Language_Acquisition_and_Learning_Rethinking_the_Pedagogical_Applicability_of_Stephen_Krashen_s_Monitor_Model">Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The monitor model, being one of its kind postulating the rigorous process taken by learners of se...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The monitor model, being one of its kind postulating the rigorous process taken by learners of second language, has since its inception in 1977, stirred sterile debates the globe over. Since then, Krashen has been rethinking and expanding his hypothetical acquisition notions, improve the applicability of his theory. The model has not been becoming, and it therefore faces disapproval on the basis of its failure to be tested empirically and, at some points, its contrast to Krashen’s earlier perceptions on both first and second language acquisition. In this paper, the writers deliberate upon Krashen’s monitor model, its tenets as well as the various ways in which it impacts, either negatively or positively upon educational teaching and learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="66937150"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="66937150"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66937150; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66937150]").text(description); $(".js-view-count[data-work-id=66937150]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66937150; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='66937150']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 66937150, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=66937150]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":66937150,"title":"Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model","translated_title":"","metadata":{"abstract":"The monitor model, being one of its kind postulating the rigorous process taken by learners of second language, has since its inception in 1977, stirred sterile debates the globe over. 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As the government has given recognition to the country’s multilingual, multi-ethnic and multicultural composition, School Governing Bodies are mandated to choose any of the eleven official languages as a medium of instruction (RSA, Act 108 of 1996), but the power of deciding which language to use as a medium of instruction has been taken by teachers to shield their own shortcomings. To be able to explore and understand the prevailing situation, the researchers employed a qualitative design which translated into researchers observing classes, evaluating learners’ written texts and interviewing the teachers as methods of collecting data. The findings are that: first, learners’ and teachers’ proficiency levels in English are very low, as such, the English language is not a pivot of learning and teaching in the South African educat...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c6c1cb7e37fdabf46bfe1eccbac8775f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":69786411,"asset_id":52595859,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/69786411/download_file?st=MTczMjQxMDY5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="52595859"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="52595859"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 52595859; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=52595859]").text(description); $(".js-view-count[data-work-id=52595859]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 52595859; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='52595859']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 52595859, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c6c1cb7e37fdabf46bfe1eccbac8775f" } } $('.js-work-strip[data-work-id=52595859]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":52595859,"title":"The Impact of Using Code Alternation in Teaching Life Science to English First Additional Language learners in South African Schools","translated_title":"","metadata":{"abstract":"The study aimed at investigating the extent to which English is used as a medium of teaching and learning Life Sciences in a South African rural high school. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="11834187" id="papers"><div class="js-work-strip profile--work_container" data-work-id="120467121"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120467121/Towards_a_Quest_of_Making_Indigenous_South_African_Languages_Relevant_in_South_African_Classrooms"><img alt="Research paper thumbnail of Towards a Quest of Making Indigenous South African Languages Relevant in South African Classrooms" class="work-thumbnail" src="https://attachments.academia-assets.com/115606949/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120467121/Towards_a_Quest_of_Making_Indigenous_South_African_Languages_Relevant_in_South_African_Classrooms">Towards a Quest of Making Indigenous South African Languages Relevant in South African Classrooms</a></div><div class="wp-workCard_item"><span>Studies of Tribes and Tribals</span><span>, 2013</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8b11f2110d4a5ce557507b63a8260594" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115606949,"asset_id":120467121,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115606949/download_file?st=MTczMjQxMDY5MCw4LjIyMi4yMDguMTQ2&st=MTczMjQxMDY5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120467121"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120467121"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120467121; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74965544"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74965544/Second_Language_Acquisition_and_Learning_Rethinking_the_Pedagogical_Applicability_of_Stephen_Krashen_s_Monitor_Model"><img alt="Research paper thumbnail of Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model" class="work-thumbnail" src="https://attachments.academia-assets.com/82926451/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74965544/Second_Language_Acquisition_and_Learning_Rethinking_the_Pedagogical_Applicability_of_Stephen_Krashen_s_Monitor_Model">Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model</a></div><div class="wp-workCard_item"><span>International Journal of Social Research</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The monitor model, being one of its kind postulating the rigorous process taken by learners of se...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The monitor model, being one of its kind postulating the rigorous process taken by learners of second language, has since its inception in 1977, stirred sterile debates the globe over. Since then, Krashen has been rethinking and expanding his hypothetical acquisition notions, improve the applicability of his theory. The model has not been becoming, and it therefore faces disapproval on the basis of its failure to be tested empirically and, at some points, its contrast to Krashen’s earlier perceptions on both first and second language acquisition. In this paper, the writers deliberate upon Krashen’s monitor model, its tenets as well as the various ways in which it impacts, either negatively or positively upon educational teaching and learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1e7643b2c79b8a1b6fc3adef9035a537" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82926451,"asset_id":74965544,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82926451/download_file?st=MTczMjQxMDY5MCw4LjIyMi4yMDguMTQ2&st=MTczMjQxMDY5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74965544"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74965544"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74965544; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74965544]").text(description); $(".js-view-count[data-work-id=74965544]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74965544; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74965544']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74965544, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1e7643b2c79b8a1b6fc3adef9035a537" } } $('.js-work-strip[data-work-id=74965544]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74965544,"title":"Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model","translated_title":"","metadata":{"abstract":"The monitor model, being one of its kind postulating the rigorous process taken by learners of second language, has since its inception in 1977, stirred sterile debates the globe over. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="66937151"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/66937151/Using_code_switching_as_an_empowerment_strategy_in_teaching_mathematics_to_learners_with_limited_proficiency_in_English_in_South_African_schools"><img alt="Research paper thumbnail of Using code-switching as an empowerment strategy in teaching mathematics to learners with limited proficiency in English in South African schools" class="work-thumbnail" src="https://attachments.academia-assets.com/77944013/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/66937151/Using_code_switching_as_an_empowerment_strategy_in_teaching_mathematics_to_learners_with_limited_proficiency_in_English_in_South_African_schools">Using code-switching as an empowerment strategy in teaching mathematics to learners with limited proficiency in English in South African schools</a></div><div class="wp-workCard_item"><span>South African Journal of Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teaching and learning mathematics in South Africa (SA) is characterised by serious challenges bec...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teaching and learning mathematics in South Africa (SA) is characterised by serious challenges because the pass rate in Mathematics is always below the expected level. The introduction of the Curriculum Assessment Policy Statement (CAPS) ushered in new hope that the situation would improve. However, teachers still encounter challenges when they use English as the medium of instruction because learners fail to comprehend the challenging mathematical concepts presented to them in a language which is not their home language. This paper investigates how code-switching can be used as an empowerment strategy to help learners improve their performance in mathematics. Qualitative research methods were used to collect data and the findings reveal that code-switching can be successfully used to facilitate teaching and learning. Keywords: bilingual; code-switching; mathematical expressions; multilingual; paragon; perimeter</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bdebfb0cb018b340e9b824eaeaf69c4f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77944013,"asset_id":66937151,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77944013/download_file?st=MTczMjQxMDY5MCw4LjIyMi4yMDguMTQ2&st=MTczMjQxMDY5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="66937151"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="66937151"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66937151; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66937151]").text(description); $(".js-view-count[data-work-id=66937151]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66937151; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='66937151']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 66937151, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bdebfb0cb018b340e9b824eaeaf69c4f" } } $('.js-work-strip[data-work-id=66937151]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":66937151,"title":"Using code-switching as an empowerment strategy in teaching mathematics to learners with limited proficiency in English in South African schools","translated_title":"","metadata":{"abstract":"Teaching and learning mathematics in South Africa (SA) is characterised by serious challenges because the pass rate in Mathematics is always below the expected level. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="66937150"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/66937150/Second_Language_Acquisition_and_Learning_Rethinking_the_Pedagogical_Applicability_of_Stephen_Krashen_s_Monitor_Model"><img alt="Research paper thumbnail of Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/66937150/Second_Language_Acquisition_and_Learning_Rethinking_the_Pedagogical_Applicability_of_Stephen_Krashen_s_Monitor_Model">Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The monitor model, being one of its kind postulating the rigorous process taken by learners of se...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The monitor model, being one of its kind postulating the rigorous process taken by learners of second language, has since its inception in 1977, stirred sterile debates the globe over. Since then, Krashen has been rethinking and expanding his hypothetical acquisition notions, improve the applicability of his theory. The model has not been becoming, and it therefore faces disapproval on the basis of its failure to be tested empirically and, at some points, its contrast to Krashen’s earlier perceptions on both first and second language acquisition. In this paper, the writers deliberate upon Krashen’s monitor model, its tenets as well as the various ways in which it impacts, either negatively or positively upon educational teaching and learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="66937150"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="66937150"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66937150; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66937150]").text(description); $(".js-view-count[data-work-id=66937150]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66937150; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='66937150']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 66937150, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=66937150]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":66937150,"title":"Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model","translated_title":"","metadata":{"abstract":"The monitor model, being one of its kind postulating the rigorous process taken by learners of second language, has since its inception in 1977, stirred sterile debates the globe over. 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As the government has given recognition to the country’s multilingual, multi-ethnic and multicultural composition, School Governing Bodies are mandated to choose any of the eleven official languages as a medium of instruction (RSA, Act 108 of 1996), but the power of deciding which language to use as a medium of instruction has been taken by teachers to shield their own shortcomings. To be able to explore and understand the prevailing situation, the researchers employed a qualitative design which translated into researchers observing classes, evaluating learners’ written texts and interviewing the teachers as methods of collecting data. The findings are that: first, learners’ and teachers’ proficiency levels in English are very low, as such, the English language is not a pivot of learning and teaching in the South African educat...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c6c1cb7e37fdabf46bfe1eccbac8775f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":69786411,"asset_id":52595859,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/69786411/download_file?st=MTczMjQxMDY5MCw4LjIyMi4yMDguMTQ2&st=MTczMjQxMDY5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="52595859"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="52595859"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 52595859; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=52595859]").text(description); $(".js-view-count[data-work-id=52595859]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 52595859; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='52595859']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 52595859, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c6c1cb7e37fdabf46bfe1eccbac8775f" } } $('.js-work-strip[data-work-id=52595859]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":52595859,"title":"The Impact of Using Code Alternation in Teaching Life Science to English First Additional Language learners in South African Schools","translated_title":"","metadata":{"abstract":"The study aimed at investigating the extent to which English is used as a medium of teaching and learning Life Sciences in a South African rural high school. 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