2. Literature Scan for Journal Articles on Pedagogy


It was decided to narrow the field for literature survey to pedagogical causes relating to languages/literacy. The motivation for this was also that a Ph.D. had been proposed at UKZN to research oral language development in the foundation years, and the researcher had asserted that she could find very little published on this in South Africa. As her supervisor, I decided to test this assertion, also with a view to contributing to the EASA Conference of 2013. So I first picked the EASA Journal, S.A. Journal of Education, and used word search on the e-version of this journal since 2006,drawing a blank for “oral”, “primary”, “foundation” and the four main African Black languages (isi-Zulu, isi-Xhosa, Sesotho and Setswana), and getting two titles (Setati 2008 and Jordaan 2011) for “language”. So abandoning this search method, I turned to the 4 other S.A. academic journals most likely to contain such relevant material: South African Languages and Applied Linguistics (SALALS); Language Matters (LM); Perspectives in Education (PiE) and Per Linguam (PL), all of these being accessible in electronic format, and possible to scan, issue by issue, for relevant titles. The total number of titles thus scanned since and including 2006 was approximately 718: SALALS=216; PiE=331; LM=100; PL = 71. Editorials and book reviews were not counted (as they are not counted for SAPSE subsidy).The articles which were in Special Issues on Language policy were averaged rather than scanned title by title. This is because it is noticeable that almost all the abstracts randomly selected from them about language policy, especially those discussing the status of African languages, are not pedagogical, being more concerned with language rights, and policy implications at all levels. A total of 24 articles were identified as being useful to discussion below, about 3.3% of the total, but the actual proportion is much less as in the following elimination.


The underlying question of research “geography” is that whereas the topics about SA primary education investigated in part one, mostly related to policy, and macro-analysis, were to be found in reports rather than journals, is it possible that the pedagogical research is more likely to be found in journals?


First to highlight is the article by Deacon, Osman, & Buchler (2010) which reports on a scan of 600 randomly selected items from over 10,000 items of educational research of the past decade. They claim that language related items were about 5% of the total. They also claim that 49% of the 600 is small-scale and classroom based, which is surprising as the current scan (of the 718 titles) indicates a lack of classroom based research. It is a pity the data on which this article is based is not easily available electronically, especially as this research was funded by the NRF. It would then be possible to cross-check how these 3 researchers applied the 7 topics in teacher education they propose, and discover how language education in foundation years features. The authors, doubtless incentivised by the SAPSE per article subsidy system, are milking the same data to report in at


How Should Practitioner Research for Primary Teacher Development get Communicated in South Africa? 152


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