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dc.contributor.advisorVan der Walt, J.L. Prof.
dc.contributor.authorButler, Herman Gustav
dc.date.accessioned2016-06-21T09:26:32Z
dc.date.available2016-06-21T09:26:32Z
dc.date.issued1998
dc.identifier.urihttp://hdl.handle.net/10394/17808
dc.descriptionThesis (MA)--PU for CHE, 1999.en_US
dc.description.abstractThis mini-dissertation investigates the possibility of implementing Collaborative Language Teaching (team teaching) for the study of engineering and English at a technikon. This is done in an effort to address the issue of relevant ESL support offered to engineering students at a technikon. More specifically, it is an attempt to isolate those distinctive characteristics of technikon education and the study of engineering and English that might affect the implementation of team teaching at the Technikon Northern Gauteng. Collaborative Language Teaching is discussed in terms of its origins in English for Specific Purposes (ESP) and Content-Based Instruction (CBI). These two proposals for language teaching both emphasise the central importance of relevance in second language (SL) learning. Team teaching is proposed as a possible strategy (procedure) for implementing SL syllabuses that can provide a visible connection between two distinct disciplines like engineering and English. Specific characteristics are also discussed with regard to the use of the strategy. It is indicated that, because this strategy is a departure from the familiar, some difficulty might be experienced in an attempt to implement it. The knowledge, attitudes and commitment of educators will have an effect on whether they would be willing to become involved in team teaching. It will further influence the quality of the team teaching relationship, and subsequently, the success of team teaching. The empirical component of the study employs a questionnaire in order to determine the knowledge of Engineering and English lecturers about team teaching, as well as their attitudes towards the possible implementation of the strategy. Based on the findings of the literature review and the empirical study, the dissertation proposes general guidelines for the implementation of team teaching at a technikon, as well as recommendations for the implementation of the strategy at the Technikon Northern Gauteng.en_US
dc.language.isoenen_US
dc.subjectTechnikon educationen_US
dc.subjectEngineering Studiesen_US
dc.subjectLanguage supporten_US
dc.subjectEnglish Second Languageen_US
dc.subjectSecond language teaching and learningen_US
dc.subjectApproachen_US
dc.subjectMethodologyen_US
dc.subjectProcedureen_US
dc.subjectCollaborative Language Teachingen_US
dc.subjectTeam teachingen_US
dc.subjectEnglish for Specific Purposesen_US
dc.titleCollaborative language teaching in English and engineering studies at a technikonen_US
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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