http://www.journals.co.za/ej/ejour_perling.html A Sabinet RSS feed with the latest modified articles for each journal. http://reference.sabinet.co.za/webx/access/electronic_journals/perling/perling_v28_n2_a1.pdf <UL><LI><b>Author:</b> Van der Walt, C. Madiba, M. Lepota, B. </LI><LI><b>Vol 28 Issue 2</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 1-3</LI> <LI><b>Abstract:</b> This guest issue is dedicated to the papers presented at the 2012 Umalusi Conference. The conference was hosted between 10 and 12 May 2012 under the theme <i>Standards in Education and Training: The challenge</i>. The conference had a mix of delegates and speakers from as far as Australia, Bangladesh, SADC countries, the United Kingdom, and United States of America. Approximately 250 delegates were in attendance. </LI></UL> 2013-04-16T13:22:18Z http://reference.sabinet.co.za/webx/access/electronic_journals/perling/perling_v28_n2_a2.pdf <UL><LI><b>Author:</b> Weideman, Albert </LI><LI><b>Vol 28 Issue 2</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 1-14</LI> <LI><b>Abstract:</b> This matrix can be read as four claims about language testing ("The technical adequacy of inferences made from test scores depends on multiple sources of empirical evidence; The appropriateness of inferences made from test scores relates to the detrimental or beneficial consequences..." and so forth). This representation still follows Messick's argument, but rather than validity, articulates the coherence of a number of assessment concepts. Such concepts as the technical adequacy of our assessment instruments, their appropriateness, the technical meaningfulness (interpretation) of their measurements, their utility, their social impact and public defensibility indicate that we can usefully reconceptualise not only validation and validity, but all of our efforts at designing assessments responsibly. The current debates in South Africa about standardisation and equivalence can be deepened if we examine ways of going beyond conventional notions of validation and validity, and take responsible design criteria to constitute the overriding condition(s) for the development of assessment instruments. </LI></UL> 2013-04-16T13:22:18Z http://reference.sabinet.co.za/webx/access/electronic_journals/perling/perling_v28_n2_a3.pdf <UL><LI><b>Author:</b> Madiba, Mbulungeni </LI><LI><b>Vol 28 Issue 2</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 15-27</LI> <LI><b>Abstract:</b> Although research literature abounds with studies that show the importance of language for academic achievement, the potential role of indigenous African languages in the educational sector in South Africa has not been adequately appraised or appreciated. Accordingly, ambivalence is still rife among parents, teachers, learners and government about the use of these languages for academic purposes. This ambivalence is evident from the existing national language education policies, school language policies, language curricula and language practices in schools. Thus, the purpose of this article is to discuss the perspectives on the potential role of indigenous African languages for academic purposes in South Africa. The focus is mainly on the use of these languages to provide a scaffold for academic language proficiency which is critical to academic success. To this end, a complementary language-use framework or model for using indigenous African languages to support the development of academic language in multilingual schools and universities is proposed. </LI></UL> 2013-04-16T13:22:18Z http://reference.sabinet.co.za/webx/access/electronic_journals/perling/perling_v28_n2_a4.pdf <UL><LI><b>Author:</b> Turner, N.S. </LI><LI><b>Vol 28 Issue 2</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 28-45</LI> <LI><b>Abstract:</b> The point of departure in this article is the call by the Minister of Higher Education and Training in 2011 to introduce compulsory indigenous African language courses at tertiary institutions. The current language policy of the University of KwaZulu-Natal and the practicalities and difficulties of introducing the compulsory course at tertiary level is examined. The current language policy of the present South African Government and the negative attitudes of potential African language learners at schools and universities are discussed and recommendation made for a possible way forward. </LI></UL> 2013-04-16T13:22:18Z http://reference.sabinet.co.za/webx/access/electronic_journals/perling/perling_v28_n2_a5.pdf <UL><LI><b>Author:</b> Bolton, H. </LI><LI><b>Vol 28 Issue 2</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 46-64</LI> <LI><b>Abstract:</b> A recent paper by the author argued that educational standards inhered at least partly in the competence levels of learners, and that these competences mirrored those of their teachers. In the paper, the development of standards through quality teaching and learning were addressed, attempting to show that certain teaching-and-learning features have been linked to learner success across a range of contexts, including secondary school arts and science classrooms and a vocational course across a variety of social class contexts. Evidence was presented for the argument that the explication of evaluation criteria was central in all the teaching-and-learning practices linked to high levels of learner competence in a number of studies, and that five additional features were present in these practices serving to make possible elaboration of the necessary criteria. The current paper presents an in-depth linguistic analysis of some of the ways in which teachers have elaborated evaluation criteria, examining the relationship between instructional and regulative discourse in the classroom and how particular configurations of the two serve to enable clarification of qualities to be assessed, for learners. The paper closes by pointing to some implications for policy and practice. </LI></UL> 2013-04-16T13:22:18Z http://reference.sabinet.co.za/webx/access/electronic_journals/perling/perling_v28_n2_a6.pdf <UL><LI><b>Author:</b> Vale, Pamela Murray, Sarah Brown, Bruce </LI><LI><b>Vol 28 Issue 2</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 65-83</LI> <LI><b>Abstract:</b> Mathematical literacy is a real-world practical attribute yet students write a high-stakes examination in order to pass the subject Mathematical Literacy National Certificates (Vocational) NC(V)). In these examinations, all sources of information are contextualised in language. It can be effortful for English second language students to decode text. The deliberate processing that is required saturates working memory and prevents these students from optimally engaging in problem solving. In this study, 15 items from an NC(V) Level 4 Mathematical Literacy examination are selected, as well 15 student responses to each of these questions. From responses, those which are incorrect are analysed to determine whether the error is due to insufficient mathematical literacy or a lack of English language proficiency. These results are used as an indication to whether the examination is fair and valid for this group of students. </LI></UL> 2013-04-16T13:22:18Z http://reference.sabinet.co.za/webx/access/electronic_journals/perling/perling_v28_n2_a7.pdf <UL><LI><b>Author:</b> Murray, S. </LI><LI><b>Vol 28 Issue 2</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 84-94</LI> <LI><b>Abstract:</b> This article examines the challenges of designing a common core curriculum for all South Africa's eleven official languages to be taught as school subjects. It takes the position that curriculum design should be responsive to the character and status of specific languages, the purposes for which they are used and the time available in the curriculum to study them. Curriculum developers should also be knowledgeable about the historical antecedents of the language curriculum in question, and familiar with its associated pedagogy.<br/>The paper begins by describing the status and role of the eleven official languages in the public arena and the education system. It then outlines the development of the different home language syllabuses and curriculum statements over the last forty years and looks at the impact of the introduction of a common outcomes based curriculum in 1997.<br/>A number of challenges are identified. Firstly, how to ensure that languages are taught and assessed at the same level of linguistic and intellectual challenge whilst acknowledging any differences that might exist. Secondly, how to ensure that specific curricula are authentic, reflecting each language's role and features, and enabling students to learn languages for purposes of identity and heritage as well as intellectual development. Thirdly, the challenge of accommodating a Second Additional Language in the school curriculum is addressed. Finally, the article concludes by arguing for an iterative approach in which curriculum development is seen as a long term, ongoing process. </LI></UL> 2013-04-16T13:22:18Z