Sepedi Dictionary Download Pdf
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From the outcomes of the study, it is observed that while there is a general policy on dictionaries in the Eastern Cape, the integration of dictionary pedagogy in the curriculum and in the classroom is only partial. This observation is based on the following:
There are no clear educational policies on dictionaries in the curriculum.
Most of the documents are in English, which doesn’t necessarily make them a valid pedagogic tool.
The resources are predominantly printed dictionaries which are not necessarily the appropriate media for learners of all the school grades.
There are few practitioners and researchers on dictionary pedagogy in South African schools.
The study is not an enquiry into the extent to which dictionary pedagogy is being applied in the teaching of learners.
No study on the extent to which learners’ dictionary culture and dictionary pedagogy is being developed.
There is no enquiry into possible implementations of dictionaries in the curriculum in terms of effectively teaching learners to use dictionaries, which would enable the learner to become a self-sufficient dictionary user.
There is no enquiry into the extent to which the end products of learners’ dictionary use are assessed.
The study then goes on to examine the ways in which dictionaries are being used in primary schools. A review of the literature on the South African context reveals that there is no significant research on dictionary use in schools and learners’ dictionary culture. What there is however, indicates that there is a growing interest in dictionary culture among secondary and tertiary language learners, and in the use of electronic dictionaries.
The present study takes place in the Eastern Cape of South Africa. The aim is to examine how dictionary pedagogy in school dictionaries is being embedded in the curriculum for primary learners in rural and urban communities. The study is particularly interested in primary learners as dictionary pedagogy is generally only introduced in secondary or high schools, following the recommendation of the International Association for the Study of English (IASE) that dictionary pedagogy should begin in junior high schools.
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