| 000 | 01150nam a2200193Ia 4500 | ||
|---|---|---|---|
| 005 | 20250213113136.0 | ||
| 008 | 240911s9999 xx 000 0 und d | ||
| 020 |
_a9789390430062 _qhbk |
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| 041 | _aeng | ||
| 082 |
_a303.4 _bHAT |
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| 100 | _aBrian A Hatcher | ||
| 245 | 0 | _aIdioms Of Improvement (Hb) | |
| 260 |
_bRatna Sagar _c2020 _aNew Delhi |
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| 300 |
_axxx, 312p. _c23 cm. |
||
| 504 | _aindex | ||
| 520 | _ahe teaching of imaginative language (including idioms) is not only a requirement of the Home Language curriculum; the correct use of idioms expresses inherent cultural values and improves language proficiency. Phase One of this study surveyed the state of instruction in imaginative language. Following a qualitative approach from an interpretivist perspective, the aim was to establish a theoretical basis for a possible intervention. In a case study of an urban school, a semi-rural school and three Grade 3 Setswana Home Language teachers, shortcomings in the syllabus, teacher training and abilities and frequent interference by neighbouring languages were identified as impediments. | ||
| 650 | _aHistory | ||
| 942 | _cENGLISH | ||
| 999 |
_c557948 _d557948 |
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