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dc.contributor.advisor Madadzhe, R. N. Montjane, Raesibe Oniccah 2015-09-28T07:11:06Z 2015-09-28T07:11:06Z 2013
dc.description Thesis (MA. (Translation Studies and Linguistics)) -- University of Limpopo, 2013 en_US
dc.description.abstract The study sought to investigate the challenges that the learners and educators encountered in learning and teaching when they use English as a medium of instruction. The study reveals that African languages, along with their culture are being dominated by English. Most of Pedis’ learners cannot speak Sepedi without mixing it with English, and most of African people usually read English books and neglecting the Indigenous books. In addition, the study shows that learners performed better when they were taught in Sepedi than in English. The educators’ responses showed that learners have difficulties in understanding English as the medium of instruction and that they code-switch from English to Sepedi to enhance understanding. en_US
dc.format.extent vi, 60 leaves en_US
dc.language.iso en en_US
dc.publisher University of Limpopo en_US
dc.relation.requires Adobe Acrobat Reader, version 8 en_US
dc.subject English en_US
dc.subject Sepedi (Mother tongue) en_US
dc.subject.ddc 428.0071 en_US
dc.subject.lcsh English language -- Usage en_US
dc.subject.lcsh Second language acquisition en_US
dc.subject.lcsh English language -- Study and teaching (Secondary) -- South Africa -- Limpopo en_US
dc.subject.lcsh Code switching (Linguistics) en_US
dc.title The influence of English on mother-tongue in learning and teaching in secondary schools (Fet Band) with specific reference to Sepedi in Mankweng Circuit in the Limpopo Province en_US
dc.type Thesis en_US

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